Visual Thinking Routines: What makes you say that?

We are currently using iPads and Chromebooks, 1:1 and 1:3 model in our classrooms. I use Visual Thinking Routines quite frequently, one of the challenges that I have is how to document students thinking processes in order for them to create and act upon their own goals. With that in mind, I have started to make goformative versions of the VTRs and plan on using them as a blended hybrid model. I have published some already, here is the link for my latest one
What makes you say that?
Clone Code: SEVAUW or


Another one: Connect - Extend - Challenge

Just change the provocation video.
Clone Code: WOUWPL or

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Here is one more

See - Think - Wonder
Clone Code: YNCWOK or

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I was unfamiliar with Visual Thinking Routines before but did some reading up on it here and think that they are a great way help students “learn how to learn” an think metacognitively. I love the examples you provided and think that they could be useful to give to students in any subject area!

One question I had was for the one below. I was curious why you find that it works best when students use all three stems in one response. I would love to hear your thoughts on this!

Great question, the benefit is that when students use the three stems together there is the possibility of seeing connections between stages, and to create a holistic understanding from a serialistic process. This enables “thinking about thinking” thus improving their metacognitive capabilities. Facilitators role is to guide students into linking the stems together.


Oh gotcha, that’s super cool. It seems like breaking up the questions for “I See…Think…Wonder” provides helpful scaffolding to start as well!

Think Puzzle Explore
Clone Code: VCLTQW or link

Purpose: What kind of thinking does this routine encourage?
This routine activates prior knowledge, generates ideas and curiosity and sets the stage for deeper inquiry.

Application: When and where can I use it?
This routine works especially well when introducing a new topic, concept or theme in the classroom. It helps students take stock of what they already know and then pushes students to identify puzzling questions or areas of interest to pursue. Teachers can get a good sense of where students are on a conceptual level and, by returning to the routine over the course of study, they can identify development and progress. The third question is useful in helping students lay the ground work for independent inquiry.