How to Build Thinking Routines From Scratch

Want to build thinking routines from scratch that spark deeper thinking in students or teams? This guide shows practical, research-backed steps to structure routines that work in real classrooms and boardrooms today.

Why build thinking routines from scratch matters

• Thinking routines make reasoning visible and intentional. Originating from Harvard’s Visible Thinking initiative, these short, structured prompts help students articulate and reflect on their thought processes. Custom routines can be tailored to specific subjects or goals, like analyzing evidence in science or exploring perspectives in literature, boosting engagement and metacognitive skills.

• New trends call for innovative, tailored routines. Maker-centered learning, microlearning, and reflective practice, combined with hybrid and digital classrooms, demand routines that fit modern contexts. For instance, a virtual routine might use digital tools to foster collaboration, while a maker routine could guide students through iterative design, keeping learning relevant and dynamic.

• Routines build adaptive expertise for complex challenges. By practicing structured thinking, students develop the ability to apply skills across diverse contexts, like solving real-world problems or navigating ethical debates. Custom routines designed for specific scenarios help students transfer skills effectively, fostering resilience in uncertain environments.

• Custom routines promote inclusivity. Tailored routines can address diverse student needs, incorporating cultural references or multilingual prompts to ensure all learners feel included. This approach enhances participation and creates an equitable learning environment where every student can thrive.

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Step‑by‑Step Guide: How to Build Thinking Routines From Scratch

1. Identify the thinking move you want to develop

Pick one cognitive skill: making connections, posing questions, reasoning with evidence, perspective taking, etc. These are common targets in Visible Thinking routines.

2. Define a short sequence of 3–5 prompts (the routine)

E.g., for “perspective taking”:

1. “Who’s thinking this?”
2. “What might they be missing?”
3. “What alternative view could they hold?”

Keep phrasing simple. Think routines from Project Zero are small scaffolded steps that reveal thinking in action.

3. Pilot with microlearning or maker‑centered activities

Incorporate routines into short microlearning modules (under 10 mins) or hands-on maker tasks—it boosts retention and engagement.

4. Foster reflection and metacognition

After using the routine, invite learners to reflect: “What did I think? How did I decide? What could I do differently next time?” This reflective cycle aligns with Gibbs’ and Brookfield’s models.

5. Document thinking

Encourage learners to record their responses (draw, write, record audio). Over time, revisiting documentation promotes critical thinking and positive attitudes toward thinking itself.

6. Iterate and adapt

Notice what works or stalls. Adapt wording and flow. Combine the routine with questioning, active listening, discussion, and documentation to add depth.

7. Scaffold to empower transfer

Break free from one-off routine use. Embed within a broader culture of cognitive apprenticeship: model your thought process, coach, scaffold, encourage articulation, reflection, then fade supports over time.

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Emerging Trends & Innovations

A. Routine‑to‑agent: using adaptive tech

AI and pedagogical agents are now helping students ask deeper, divergent questions—agents guide learners through custom thinking prompts. This fusion allows scalable routines in digital environments.

B. Movement‑in‑learning routines

Educational research shows that integrating physical movement—short walks or gestures—can boost retention, attention, and cognitive flexibility. Imagine pairing a perspective routine with a 5‑minute reflective movement break.

C. Computational thinking frameworks

Educators are blending computational thinking (pattern recognition, abstraction, algorithmic reasoning) into routines. For instance, asking students: “What pattern do you detect?”, “What rule could generalize this?” builds logical thinking routines aligned with 21st‑century skill demands.

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Sample Routine Templates (Easy to Adapt)

Routine Name	Purpose	Sample Prompts
See–Think–Wonder	Observation → inference → questioning	“What do you see?” → “What does it make you think?” → “What does it make you wonder?”
Claim–Support–Question	Build reasoned arguments	“What’s your claim?” → “What evidence supports it?” → “What questions remain?”
Circle of Viewpoints	Perspective taking	“Who’s involved?” → “What are they thinking?” → “What might they say next?”
Pattern–Rule–Predict	Computational & analytical thinking	“What pattern stands out?” → “What rule fits?” → “What comes next?”

Each template can be re‑skinned for your context and target thinking move.

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Tips for Effective Implementation

Start small: Choose one routine that fits your goals and use it consistently in a single lesson or context. This helps you and your learners master the routine before adding others, ensuring deeper engagement and avoiding overwhelm.

Model explicitly: Think aloud as you demonstrate the routine, clearly showing how you approach each step. For example, verbalize your observations or questions during a routine like “See-Think-Wonder” to guide learners and set expectations.

Encourage student articulation: Prompt learners to share their thinking aloud in discussions or small groups. Use questions like, “What led you to that idea?” to foster clarity and build confidence in a supportive environment.

Use documentation: Capture responses through photos, notes, or recordings to make thinking visible and revisitable. A class portfolio or digital folder can help learners track progress and reflect on their ideas over time.

Make reflection optional but encouraged: Include reflection prompts, like “What did you learn about your thinking?” in routines or follow-up activities. Keep it low-stakes, such as quick writes, to encourage metacognition without pressure.

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Evidence & Benefits

• Research shows that thinking routines help scaffold key cognitive moves such as describing, connecting, explaining, and perspective taking.
• One study found routines supported positive attitudes toward thinking, increased metacognition, and higher-order thinking in preschool settings when work was documented and revisited.
• Meta-analysis indicates that visible thinking routines across curriculum strengthen analytical, synthesis, and questioning skills among learners of all ages.

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Wrapping Up

Building a thinking routine from scratch—whether for the classroom, workplace learning, or online training—is a powerful way to support clearer, deeper, more visible thinking. Focus on a key cognitive move, structure simple prompts, pair with reflection and documentation, and adapt with emerging ed‑tech trends like micro‑learning, movement breaks, and AI agents.

As contexts shift and new thinking demands emerge, you can build thinking routines from scratch that evolve with them—and help learners think smarter every time they engage.

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References

1. Project Zero. (n.d.). Thinking Routines Toolbox. Harvard Graduate School of Education. pz.harvard.edu

2. Higgins, J. (2024, May 7). Using Thinking Routines to Teach Students How to Learn Science. KnowAtom. knowatom.com

3. Ritchhart, Ron et al. (2011). Student Engagement through Visual Thinking Routines. files.eric.ed.gov