Another of Project Zero’s thinking routines is ‘I used to think… Now I think‘. Using this routine, students reflect on their understanding of a topic or issue and explore how and why that thinking has changed. It provides a structure for students to identify and think about new learning, opinions and understandings.
Here’s my version of ‘I used to think, now I think…’ It’s by no means a comprehensive list, just a sample! Please add your thoughts in the comments… 🙂
I used to think it was about the teaching.
Now I think it’s all about the learning.
I used to think every student had to put up his hand before he spoke and all conversation had to go through me.
Now I think, the best discussions are ones where the kids are responding to each other and I’m out of the picture.
I used to think that praising kids was necessary positive reinforcement.
Now I think that feedback needs to be constructive and specific and praise on its own isn’t helpful.
I used to think silence had to be filled by repeating the question or asking a different question.
Now I think silence means every student is having enough time to think.
I used to think differentiation meant setting different tasks for different abilities.
Now I think digital tools often provide natural differentiation for different levels and abilities.
I used to think exercise books had to be neat, with a margin drawn at the side.
Now I think exercise books are for thinking, reflecting, scribbling ideas and working things out, so it doesn’t matter what they look like.
I used to think finished work should be hung on the wall so the class could see it.
Now I think the best place for samples of learning is on the class wiki where an authentic audience can read/listen and comment.
I used to think my students learned best sitting facing the front of the classroom.
Now I think they need to sit in groups, in order to collaborate.
I used to think the classroom needed to be quiet and I needed to be in control.