Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine

Abstract

This study examined the results of promoting Palestinian students’ engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers’ and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to exert because it was their first experience in implementing such routines. Teachers sometimes found it difficult to decide which thinking routine is appropriate to the activities they wanted to implement. However, teachers asserted that positive changes occurred in English language classrooms and in students’ learning and interaction. Teachers expressed their admiration of how students were more engaged to explore, connect ideas, and delve deeper for better understanding of topics discussed. Classroom activities became more enjoyable, more learning directed and more learners centered. In the light of the research results, Palestinian teachers were recommended to use thinking routines to promote students’ engagement and foster their understanding.

La pedagogía de la enseñanza del pensamiento: Hacer visible el pensamiento

“…The concepts of visible thinking and thinking routines can help externalize cognitive thought processes that generally remain hidden. As a framework for thinking, visible thinking helps foster skills, attitudes, and alertness that help students make their thinking more visible to become more engaged in the classroom (Dajani, 2016;Ritchhart et al, 2011;Ritchhart et al, 2014). Visible thinking improves thinking skills through engagement and deepens content learning and helps increase students' understanding (Dajani, 2016).…”

“…Since thinking is essentially an invisible process, teachers assume an important role in providing activities and a stimulating environment that is conducive to externalizing students' thought processes (Dajani, 2016). Visible thinking encourages the development of students' thinking skills by establishing thinking routines that enable teachers to actively follow students' thinking processes (Dajani, 2016). The term 'visible thinking' encompasses any tangible or observable representation of a person's or group's thought processes (Pinedo et al, 2018).…”

Visual Thinking Routines: Classroom Snapshots

“…Some of these characteristics include: learning happens as a result of thinking; the development of thinking is a social endeavor; and developing thinking requires making thinking visible. Visual thinking is a flexible framework that encompasses a variety of methods to make students' thinking visible to themselves, their peers, and teachers (Dajani, 2016).…”

“…When students recognize relationships between facts and questions and claims and evidence, they form authentic knowledge (Ritchhart, Palmer, Church, & Tishman, 2006). Dajani (2016) mentions that visual thinking creates a learning environment where students are: open-minded, curious, critical, and skeptical. In addition, Dajani (2016) explicates that visual thinking allows teachers to track difficulties and challenges students come across.…”

“…Dajani (2016) mentions that visual thinking creates a learning environment where students are: open-minded, curious, critical, and skeptical. In addition, Dajani (2016) explicates that visual thinking allows teachers to track difficulties and challenges students come across. According to Ritchhart (2015), visual thinking forms a culture of thinking where students are strongly encouraged to make great use of quality thinking time, share collaboratively, and reflect upon the different viewpoints and perspectives of their peers.…”