When Thinking Becomes Routine: Looking Back & Looking Ahead by Mark Church

As teachers have made intentional efforts to put thinking at the center of the educational enterprise over a number of years, we’ve noticed many shifts and developments.

One such shift is when teachers move from the question “What thinking routine shall I use with my students?” to the question “What thinking do I wish to make routine within my students?” This strikes us as a rather powerful moment on this culture of thinking journey: moving from a sole focus on practices toward a broader view of placement, and in fact, purposes. Just what results – in the near term and in the far reach – could students achieve when thinking becomes routine?

In this session, Mark will invite participants to join him looking back and looking ahead at the role thinking routines play in making thinking routine. He’ll introduce participants to a few new routines under development that have great potential to build on the kinds of learning habits we wish to cultivate in students. This session is especially designed for those experienced in the ideas of Making Thinking Visible and Creating a Culture of Thinking, though beginners are welcome to join.

Mark Church

Mark Church works with educators throughout the world striving to create cultures of thinking in their classrooms and schools.

Mark challenges teachers to foster thinking dispositions in students in service of deep understanding. He invites teachers to promote a discourse of thinking in their classrooms that communicates value for student sense-making. Mark encourages teachers to make their classroom environments rich with the documents of student thinking processes.

Mark is currently a consultant with Harvard Project Zero’s Making Thinking Visible and Cultures of Thinking initiatives worldwide, drawing upon his own classroom teaching experience and from the perspectives he has gained working with educators throughout North America, Australia, Asia, and Europe. Mark enjoys helping teachers examine opportunities for student thoughtfulness, use thinking routines as supports and scaffolds, interact with students in ways that demonstrate interest in and respect for students’ thinking, and send clear expectations about the importance and value of thinking in learning.

Together with Ron Ritchhart and Karin Morrison, Mark is co-author of the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Jossey-Bass, 2011).

Additional Info

  • Timetable: Friday, Session 2, 12:30-14:00 Congress Hall C