In my June 17 post, I wrote about Zaretta Hammond’s Cognitive Routines as a way to support Culturally Responsive Teaching. By introducing a routine and embedding it explicitly into instruction a number of times and coaching into the routine, the process become internalized into an automatic habit; in addition, student metacognition increases as the benefits of the habit becomes evident.

“Giving students the chance to actively process information is
at the heart of culturally responsive teaching because
all new content that makes it to our working memory
must be mixed with our existing background knowledge.”
-Zaretta Hammond

Cognitive routines, or thinking routines, involve connect new information to what is already known, exploring the relationships in the information, and considering the point of view presented. The four predominant routines are Similarities and Differences, Whole-to-Part, Relationships, and Perspectives.

Some techniques that support processing information include:

Talk to Learn. Because learning is social and by talking, we organize and add onto our thinking, protocols such as World Cafe, Give One Get One, and Four on a Pencil (or Talking Pencils) are recommended. Equity of talk is critical and should be emphasized.
Make a Story. Stories help information stick in our brains. Students create a story using main concepts, words, or ideas.
Create a Visual. By making a physical model, a Sketchnote, or using a graphic organizer, visual processing is ignited. Especially useful are visuals that a student returns to over the course of the unit or lesson, to add on or revise thinking.
Share a Metaphor or Analogy. When students make metaphors, relationships are made clearer, especially when students make their own comparisons without a sentence frame.
Use Word Play or Humor. Laughter and word play are fun and create emotions that promote learning. Word play is culturally supported, an area of strength and pride for many students.

There are a number of other thinking routines available out there on the web but I’ve chosen to highlight the ideas from Culturally Responsive Teaching and the Brain. If the idea is to practice these over time with students, so that they become internalized habits, Give students feedback and coach into the processes, to empower students and accelerate learning. I want to keep the focus simple to start. Other routines could be added over time, if needed. I look forward to the opportunity to support these processes with colleagues and students in the fall!