Abstract:

The information and communication society has generated the need to transform educational systems to develop competences and not only seek the memorization of content. In this context, thinking based learning arises within the stream of Visible Thinking. This approach advocates infusing the teaching of thinking into curricular content. Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across different subjects and educational levels. The present study aims to show one of the applications of Visible Thinking in classroom, specifically, thinking routines.

The objectives of this study are:
(1) to analyze the content of the thinking routines and evaluate the presence of deep thinking movements, and
(2) to establish the comparison between the different educational levels in which they have been carried out.

The type of routine carried out in the three educational periods is “I see - I think - I wonder”. The instrument to asses the thinking routines has been a rubric designed to evaluate the different thinking movements. The results show that thinking routines are a very simple and useful exercise to promote deep thinking and understanding in students. The rubric used to analyze the thinking routines is a good instrument to objectively assess these exercises, valid for any educational level and any type of routine. Finally, it has been proven that thinking routines can be used at any educational stage, thus adapting the teaching processes to the learning processes that 21st century students need.

Keywords:

Visible thinking, thinking routines, learning.