EXPLORING WITH LINDBLAD EXPEDITIONS AS A NATIONAL GEOGRAPHIC GROSVENOR TEACHER FELLOW,
I INVESTIGATE HOW 'THINKING ROUTINES' CAN HELP DEVELOP AN 'EXPLORER MINDSET'.
I was curious if using Thinking Routines, could help my students (and myself) develop an Explorer Mindset. I was also curious to know if using the Routines would allow me as a teacher to better see what Mindsets the students were developing.
I INVESTIGATE HOW 'THINKING ROUTINES' CAN HELP DEVELOP AN 'EXPLORER MINDSET'.
I was curious if using Thinking Routines, could help my students (and myself) develop an Explorer Mindset. I was also curious to know if using the Routines would allow me as a teacher to better see what Mindsets the students were developing.
The National Geographic Explorer Mindset embodies a curiosity-driven approach to learning and exploration...
"The Explorer Mindset is a series of attributes, shared values, and commitments that define what it means to be a National Geographic Explorer. We believe that every person has the potential to develop that same Explorer Mindset that drives Explorers to inquire, seek knowledge, and think critically and creatively to solve the world’s most pressing problems".
(from https://www.nationalgeographic.org/society/education-resources/explorer-mindset-learning-framework/).
(from https://www.nationalgeographic.org/society/education-resources/explorer-mindset-learning-framework/).
Thinking Routines are strategies developed by Project Zero (https://pz.harvard.edu/thinking-routines). They are mini-strategies designed to promote deeper thinking and learning. These routines help structure classroom discussions and direct student thinking by targeting specific types of thinking.
For more information on Thinking Routines and how to implement them in the classroom, resources such as the Visible Learning website (https://visible-learning.org/), and Project Zero website (https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas).
During the recent expedition with Lindblad Explorer, as a Grosvenor Fellow, I was able to take up some Thinking Routines and reflect on how they have impacted me in developing my Explorer Mindset.
The following are a list of National Geographic Explorer Mindsets that I connected to a few routines I have selected to engage in during the expedition. I specifically focused on Routines that I could document in a journal. Many other routines are done through discussions or actions, but I choose to take up routines I could journal to share with my students when I returned home.
Explorer Mindest: Curiosity
Thinking Routine: See - Think - Wonder
Process:
This 3 step strategy helps learners focus on what they SEE, THINK about and WONDER. In ‘see’ you only write down exactly what you see. Not what you infer or predict.
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My Reflection:
During this process, I discovered that I found it hard to separate what I was seeing and what I was thinking. The thinking part made me aware and reflect deeply and is the one I wanted to go back to when I thought about this activity later -- the process of thinking about what I was thinking is what stayed with me. It did make me much more curious as I had things I wondered about that made me want to find the answers to. |
Explorer Mindset: Seek Interconnectedness
Thinking Routine: 3-2-1 Bridge
Process:
To conduct the "Before-After-Bridge" routine, select a topic students are familiar with and introduce it briefly to activate their prior knowledge. Prompt them to jot down three thoughts, two questions, and one metaphor or simile related to the topic.
Then, engage students in a learning experience, such as reading an article or participating in an activity, to expand their understanding.
Afterward, have students revisit their initial thoughts, noting any changes in their understanding in the "After Learning" section.
Finally, in the "Bridge" part -- students connect their initial and new thinking, explaining any shifts. Reinforce that initial thoughts are a starting point and that new experiences shape understanding.
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Reflection:
I did this routine during a talk by one of the naturalists on board the ship. In this routine I found I got lost - like I do when I try to write haiku and I get mixed up in how many syllables I need - how many questions and metaphors? Plus, I had so much fun listening and learning about feathers, that I started taking notes to remember the ideas, and lost track of the routine. When I do this routine with students I will make sure to stop at each part and have a classroom sharing time so they don't get lost in the steps. In this routine, get the students to share their thinking at each step along the way before moving on to the next one. This will allow the class to build on the group's thinking and result in richer discussions. I did like the part about making connections between my 'before' thoughts and my 'after' learning notes. The bridge part was reflective and showed me the connections I was making. |
Thinking Routine: Part, Purpose, and Complexity
Process:
Choose an object or system and use the following prompts:
Process:
Choose an object or system and use the following prompts:
- What are its pieces or components?
- What are the purposes of each of these parts?
- What are its complexities? How is it complicated in its parts and purposes, the relationship between the two, or in other ways?
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Reflection:
I considered the spruce and fir trees that were around me. I found this routine encouraged me to analyze the components of a system, identify their functions or purposes, and consider the complexities and interrelationships within the system. By breaking down something into its parts and examining how they work together; I gained insight into the interconnected of the natural world. This routine prompts me to consider how each component contributes to the functioning of the whole system, fostering a deeper understanding of ecological relationships and the interconnectedness of the Great Bear Rainforests complex ecosystems. This was a very complex task for my elementary students to do. I think when I try it with them I will give them some key words and ideas to help guide them. This could also be an interesting large paper in the classroom that students could add to as we learn about a topic. |
Explorer Mindset: Empathetic
Thinking Routine: Step Inside
https://thinkingpathwayz.weebly.com/stepinside.html
https://pz.harvard.edu/resources/step-inside
Process: Three core questions guide students in this routine:
Reflection:
This routine encouraged me to see the prospective of another person, considering their thoughts, feelings, motivations, and experiences. By adopting different perspectives and engaging in perspective-taking exercises, I developed a deeper understanding of others' emotions and viewpoints, fostering empathy and compassion. This routine prompted me to consider diverse perspectives, leading to greater empathy and understanding of others' experiences and emotions.
Explorer Mindset: Empowered
Thinking Routine: Circles of Action
https://pz.harvard.edu/resources/circles-of-action
Process:
Students create a conceptual map that shows:
What can I do to contribute...
In my inner circle (of friends, family, the people I know)?
In my community (my school, my neighbourhood)?
In the world (beyond my immediate environment)?
Reflection:
By mapping out actions that I could take within my inner circle, community, and the broader world, the routine encourages me to think analytically about the levels at which I could effect change and consider the needs of different groups. It also encouraged me to think of take practical steps towards addressing real-world issues.
I think using this routine with students would also promoting social and emotional learning by fostering empathy and interpersonal skills. Overall, the routine bridges classroom learning with real-world relevance, facilitating students' development as engaged and responsible citizens capable of making positive contributions to society.
Connect - Extend - Challenge
Process:
In the "connect" phase, individuals link new information or experiences to existing knowledge, fostering connections and integration of ideas. The "extend" phase prompts individuals to consider how the new information extends or expands their understanding, encouraging them to explore implications, applications, or broader contexts.
Finally, the "challenge" phase invites individuals to identify areas of ambiguity, contradiction, or limitation, stimulating critical analysis and prompting questions that drive further investigation and learning.
Reflection:
Through the Connect - Extend - Challenge routine, I learned to deepen my understanding by making connections between new information and my existing knowledge, fostering a more integrated comprehension. Additionally, I discovered how to extend my learning by considering implications, applications, and broader contexts, which helped me explore the subject matter more thoroughly. Moreover, by engaging in the challenge phase, I honed my critical thinking skills by identifying areas of ambiguity, contradiction, or limitation, prompting further inquiry and enhancing my ability to analyze and evaluate information effectively. Overall, this routine provided me with a structured approach to engage with content, fostering deeper comprehension, critical analysis, and a more nuanced perspective.
Explorer Mindset: Learn about Human and Natural Systems
Thinking Routine: Zoom In, Zoom Out.
Process: In this routine, students examine a specific aspect or detail of a system (zooming in) and then consider the broader context or larger system of which it is a part (zooming out).
By zooming in, I was able to analyze specific components, interactions, and patterns within human or natural systems, gaining a detailed understanding of their complexities. Then, by zooming out, I explored the broader connections, interdependencies, and impacts of these systems on larger scales, such as ecosystems, societies, or global networks. I feel that I made a lot of connections, and develop a holistic understanding of human and natural systems. I feel this routine does an excellent job of fostering an Explorer Mindset characterized by curiosity, inquiry, and a deep appreciation for the interconnectedness of the world.
Thinking Routine: Step Inside
Process:
Choose something to focus on (such as a rock, or tree..). Think about all the things you know already - like what is its name, what facts you know about it. Now think differently about that object. Create a drawing that shows what the chosen object may see or feel. What does that object care about? Create a journal page that shows those perspectives.
My Reflection:
In this drawing, I started looking at moss. Then, I thought about the water and airflow around it. I thought about how little light this moss would have, and how it can not compete with the larger trees. During my time drawing this, I thought that starting with a drama exercise that students could physically participate in would be a good starting point. Creating a tableau with students would be the easiest way to introduce this idea. One student could pick to be the object and then other students could add into the tableau key elements or aspects. This collaboration may help younger students before moving into their own work. helped me become more confident in sharing ideas, increased my creativity, and made me overall a more innovative thinker
Explorer Mindset: Apply Geographic Processes
Thinking Routine: Connect - Extend - Challenge.
This routine encourages students to connect new geographic knowledge or concepts to their prior understanding, extend their understanding by considering how these concepts apply to real-world geographic phenomena or situations, and challenge themselves to further explore or analyze geographic processes and their implications.
By applying this routine, students can deepen their understanding of geographic processes such as erosion, migration patterns, urbanization, or climate change by considering how these processes operate in different contexts, how they interact with other factors, and what implications they have for individuals, communities, and environments. Through this process, students can develop critical thinking skills, apply geographic concepts to real-world situations, and gain a more comprehensive understanding of the dynamic nature of geographic processes.
Explorer Mindset: Use Geographic Perspectives
Thinking Routine:
Explorer Mindset: Problem-Solve
Thinking Routine:
Explorer Mindset: Communicate
Pealing
Rind- The first layer of inquiry questions.
Think - Puzzle -- Explorer
Concept Walk. This routine requires students to analyze and record their ideas related to a series of words, images, artifacts or statements stationed around the room. If students are recording on a shared paper, encourage students to draw lines to connect ideas and place ticks next to ideas they agree with. You might:
Thinking Routine: Step Inside
https://thinkingpathwayz.weebly.com/stepinside.html
https://pz.harvard.edu/resources/step-inside
Process: Three core questions guide students in this routine:
- What can the person or thing perceive?
- What might the person or thing know about or believe?
- What might the person or thing care about?
Reflection:
This routine encouraged me to see the prospective of another person, considering their thoughts, feelings, motivations, and experiences. By adopting different perspectives and engaging in perspective-taking exercises, I developed a deeper understanding of others' emotions and viewpoints, fostering empathy and compassion. This routine prompted me to consider diverse perspectives, leading to greater empathy and understanding of others' experiences and emotions.
Explorer Mindset: Empowered
Thinking Routine: Circles of Action
https://pz.harvard.edu/resources/circles-of-action
Process:
Students create a conceptual map that shows:
What can I do to contribute...
In my inner circle (of friends, family, the people I know)?
In my community (my school, my neighbourhood)?
In the world (beyond my immediate environment)?
Reflection:
By mapping out actions that I could take within my inner circle, community, and the broader world, the routine encourages me to think analytically about the levels at which I could effect change and consider the needs of different groups. It also encouraged me to think of take practical steps towards addressing real-world issues.
I think using this routine with students would also promoting social and emotional learning by fostering empathy and interpersonal skills. Overall, the routine bridges classroom learning with real-world relevance, facilitating students' development as engaged and responsible citizens capable of making positive contributions to society.
Connect - Extend - Challenge
Process:
In the "connect" phase, individuals link new information or experiences to existing knowledge, fostering connections and integration of ideas. The "extend" phase prompts individuals to consider how the new information extends or expands their understanding, encouraging them to explore implications, applications, or broader contexts.
Finally, the "challenge" phase invites individuals to identify areas of ambiguity, contradiction, or limitation, stimulating critical analysis and prompting questions that drive further investigation and learning.
Reflection:
Through the Connect - Extend - Challenge routine, I learned to deepen my understanding by making connections between new information and my existing knowledge, fostering a more integrated comprehension. Additionally, I discovered how to extend my learning by considering implications, applications, and broader contexts, which helped me explore the subject matter more thoroughly. Moreover, by engaging in the challenge phase, I honed my critical thinking skills by identifying areas of ambiguity, contradiction, or limitation, prompting further inquiry and enhancing my ability to analyze and evaluate information effectively. Overall, this routine provided me with a structured approach to engage with content, fostering deeper comprehension, critical analysis, and a more nuanced perspective.
Explorer Mindset: Learn about Human and Natural Systems
Thinking Routine: Zoom In, Zoom Out.
Process: In this routine, students examine a specific aspect or detail of a system (zooming in) and then consider the broader context or larger system of which it is a part (zooming out).
By zooming in, I was able to analyze specific components, interactions, and patterns within human or natural systems, gaining a detailed understanding of their complexities. Then, by zooming out, I explored the broader connections, interdependencies, and impacts of these systems on larger scales, such as ecosystems, societies, or global networks. I feel that I made a lot of connections, and develop a holistic understanding of human and natural systems. I feel this routine does an excellent job of fostering an Explorer Mindset characterized by curiosity, inquiry, and a deep appreciation for the interconnectedness of the world.
Thinking Routine: Step Inside
Process:
Choose something to focus on (such as a rock, or tree..). Think about all the things you know already - like what is its name, what facts you know about it. Now think differently about that object. Create a drawing that shows what the chosen object may see or feel. What does that object care about? Create a journal page that shows those perspectives.
My Reflection:
In this drawing, I started looking at moss. Then, I thought about the water and airflow around it. I thought about how little light this moss would have, and how it can not compete with the larger trees. During my time drawing this, I thought that starting with a drama exercise that students could physically participate in would be a good starting point. Creating a tableau with students would be the easiest way to introduce this idea. One student could pick to be the object and then other students could add into the tableau key elements or aspects. This collaboration may help younger students before moving into their own work. helped me become more confident in sharing ideas, increased my creativity, and made me overall a more innovative thinker
Explorer Mindset: Apply Geographic Processes
Thinking Routine: Connect - Extend - Challenge.
This routine encourages students to connect new geographic knowledge or concepts to their prior understanding, extend their understanding by considering how these concepts apply to real-world geographic phenomena or situations, and challenge themselves to further explore or analyze geographic processes and their implications.
By applying this routine, students can deepen their understanding of geographic processes such as erosion, migration patterns, urbanization, or climate change by considering how these processes operate in different contexts, how they interact with other factors, and what implications they have for individuals, communities, and environments. Through this process, students can develop critical thinking skills, apply geographic concepts to real-world situations, and gain a more comprehensive understanding of the dynamic nature of geographic processes.
Explorer Mindset: Use Geographic Perspectives
Thinking Routine:
Explorer Mindset: Problem-Solve
Thinking Routine:
Explorer Mindset: Communicate
Pealing
Rind- The first layer of inquiry questions.
Think - Puzzle -- Explorer
Concept Walk. This routine requires students to analyze and record their ideas related to a series of words, images, artifacts or statements stationed around the room. If students are recording on a shared paper, encourage students to draw lines to connect ideas and place ticks next to ideas they agree with. You might:
- Post different concepts in word form for students to reflect on. Then, use their recordings to assess student knowledge before, during or after a unit.
- Post provocative images connected to one concept in particular. Ask students to analyze each photo and explain how it relates to the investigated concept. This could also be used to collect student-initiated questions related to the concept. Ask students, “What are you wondering about after looking at these photos?”
- Post quotes from famous authors or scientists in the field of what you’re studying. Have students reflect on these quotes by extending or building on the author’s thinking, asking questions or recording any personal connections to the quotes.
- Concept Sort. This routine requires students to make connections between different concepts, images or ideas. You can create the sort for them as a way to guide your inquiry towards a certain understanding. Or you can have the students record their own thinking on post-its, and then sort their own ideas into categories.
- Concept hierarchy. This routine requires students to think about concepts in relation to one another. Ask students to organize concepts by placing the concepts in order of importance. Students can place concepts side-by-side if they feel they’re equally important.
- Concept Wall. This routine is on-going and encourages students to actively participate in building an understanding of the concept(s). Create a space where students can write or hang post-its as they move through the unit and build on their learning. This also helps students become stronger at identifying ‘big’ ideas and concepts. As stated above, encourage students to draw lines to connect ideas and place ticks next to ideas they agree with.
- Concept Questions. This routine helps to generate deep questions related to concepts. Make sure your students know the difference between thick and thin questions. Lay out a concept and ask students to develop a related conceptual question. (See related article Using P4C to Explore Concepts.) For example, if you are studying about ‘creativity,’ students might form questions like:
- Where does creativity come from?
- Where do people find inspiration?
- Is creativity only for humans?
Resources and References:
https://pz.harvard.edu/thinking-routines
https://www.nationalgeographic.org/wp-content/uploads/2023/11/EMLF-short-long.pdf
https://www.nationalgeographic.org/society/education-resources/explorer-mindset-learning-framework/
https://thinkingpathwayz.weebly.com/
https://thinkingpathwayz.weebly.com/
https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas
https://read.bookcreator.com/aWAhdfUWXPQR1UPW7fJOHnfObsb2/xtm3KUrZT4m__P9MwNezjA/9dz3UZeyQumIhfbhthd-nA
https://thinkingpathwayz.weebly.com/
https://pz.harvard.edu/thinking-routines
https://www.nationalgeographic.org/wp-content/uploads/2023/11/EMLF-short-long.pdf
https://www.nationalgeographic.org/society/education-resources/explorer-mindset-learning-framework/
https://thinkingpathwayz.weebly.com/
https://thinkingpathwayz.weebly.com/
https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas
https://read.bookcreator.com/aWAhdfUWXPQR1UPW7fJOHnfObsb2/xtm3KUrZT4m__P9MwNezjA/9dz3UZeyQumIhfbhthd-nA
https://thinkingpathwayz.weebly.com/