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Project Zero’s broader work on Visible Thinking can be defined as a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, the Visible Thinking research has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. The PZ researchers working on the first Visible Thinking initiative, including Dave Perkins, Shari Tishman, and Ron Ritchhart, developed a number of important products, but the one that is best known over two decades later is the set of practices called Thinking Routines, which help make thinking visible. Thinking Routines loosely guide learners' thought processes. They are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life.

Investigating Objects and Systems Routines that encourage students to examine everyday objects and systems, appreciate their design features, and explore their complexity.

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Introducing and Exploring Ideas Routines that help students articulate their thinking at the beginning of a learning experience and spark student curiosity and wonder, motivating further exploration.

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Thinking routines exist in all classrooms. They are the patterns by which teachers and students operate and go about the job of learning and working together in a classroom environment. A routine can be thought of as any procedure, process, or pattern of actionthat is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks. Classrooms have routines that serve to manage student behavior and interactions, to organize the work of learning, and to establish rules for communication and discourse. Classrooms also have routines that structure the way students go about the process of learning. These learning routines can be simple structures, such as reading from a text and answering the questions at the end of the chapter, or they may be designed to promote students' thinking, such as asking students what they know, what they want to know, and what they have learned as part of a unit of study.

A vast array of PZ's work has explored the development of thinking, the concept of thinking dispositions, and the many ways routines can be used to support student learning and thinking across age groups, disciplines, ideals, competencies, and populations. Thinking Routines originated in PZ’s Visible Thinking research initiative. Over the years, researchers enhanced and expanded upon the original routines, and new projects developed new routines. Some of the larger PZ research projects focused on enhancing thinking include Artful Thinking, Cultures of Thinking, Agency by Design, PZ Connect & Visible Thinking Resources, and Interdisciplinary & Global Studies. To learn more about PZ Thinking Routines and their background, watch this video introduction.

Exploring Art, Images, and Objects Routines that help develop students’ cultivate key skills of observation, interpretation, and questioning through engagement with art and objects.

The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges. When clicking on a routine in the Toolbox, a separate page opens with links to the downloadable PDF of the routine. All routines use a common PZ template describing the purpose of the routine, offering potential applications for the routine, and often providing suggestions for its use and tips for getting started. The PZ research project responsible for developing the routine is noted at the bottom of each page along with the copyright and licensing information and guidance about how to reference the routine. We invite and encourage educators to share their experiences using the routines! Each routine has a #hashtag listed just above the reference information. Jump in and get started!

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PZ’s Visible Thinking research, both the initial project and the many projects that followed, makes extensive use of learning routines that are rich in thinking. These routines are simple structures, for example a set of questions or a short sequence of steps, that can be used across various grade levels and content areas. What makes them routines, versus mere strategies, is that they get used over and over again in the classroom so that they become part of the fabric of classroom' culture. The routines were designed by PZ researchers to become one of the regular ways students go aboutthe process of learning. Routines are patterns of action that can be integrated and used in a variety of contexts. Educators might even use more than one routine in teaching a single lesson. Routines don’t take time away from anything else educators are doing; instead, they enhance learning in the classroom.

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Synthesizing and Organizing Ideas Routines that help students find coherence, draw conclusions, and distill the essence of topics or experiences.

Perspective-taking Routines that cultivate students’ capacity to look beyond their own perspective and to consider others’ experiences, thoughts, and feelings.

Routines that help students articulate their thinking at the beginning of a learning experience and spark student curiosity and wonder, motivating further exploration.

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Core Thinking Routines Simple routines that are applicable across disciplines, topics, and age groups, and can be used at multiple points throughout a learning experience or unit of study. (A good place to start if you or your students are new to thinking routines.)

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Simple routines that are applicable across disciplines, topics, and age groups, and can be used at multiple points throughout a learning experience or unit of study. (A good place to start if you or your students are new to thinking routines.)

Welcome to Project Zero’s Thinking Routines Toolbox. This toolbox highlights thinking routines developed across a number of research projects at PZ. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. PZ researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts. If you're new to thinking routines and PZ's research, please click here to explore more about thinking routines. For Tips for Using Thinking Routines Effectively, click here. For an overview of the Thinking Categories, click here. For an alphabetical list of thinking routines, click here.

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Thinking Routines invite learners of any age to be close observers, organize their ideas, to reason carefully, and to reflect on how they are making sense of things.

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Digging Deeper Into Ideas Routines that support students in building a deeper understanding of topics or experiences by asking them to analyze, evaluate, find complexity, and make connections.

Routines that help develop students’ cultivate key skills of observation, interpretation, and questioning through engagement with art and objects.

Routines that encourage students to examine everyday objects and systems, appreciate their design features, and explore their complexity.

Generating Possibilities and Analogies Routines that help students learn to formulate questions, consider alternatives, and make comparisons.

Considering Controversies, Dilemmas, and Perspectives Routines that promote students’ inclination to seek out and explore differences and tensions among multiple facets of complex issues.

Routines that support students in building a deeper understanding of topics or experiences by asking them to analyze, evaluate, find complexity, and make connections.

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Routines that promote students’ inclination to seek out and explore differences and tensions among multiple facets of complex issues.

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Routines that cultivate students’ capacity to look beyond their own perspective and to consider others’ experiences, thoughts, and feelings.

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