Harvard’s Project Zero research outcomes show that students from schools that teach for understanding and focus on the development of thinking routines are more creative, innovate, and active thinkers than those who don’t. “This firm pattern we’re seeing is a testament that something long-lasting has happened,” says Ron Ritchhart, Project Zero Senior Research Associate at Harvard Graduate School of Education. Ritchhart spent this week at ASH reconnecting with our faculty who were part of his early research, and planting the seeds for an ongoing partnership with ASH to help flourish our students as thinkers for life.
 

At school, thinking can be made visible at any grade level and across all subject areas, through effective questioning, listening, documentation and structures called thinking routines, which help scaffold and support student thinking. This way, thinking becomes visible as learners' ideas are expressed, discussed and reflected upon.
 

According to Ritchhart, "the outcomes we see in students when deep learning happens as a consequence of thinking and understanding include 1/ a dispositional development as thinkers and learners: we see curiosity, the ability to innovate and be creative in students who actively engage with the content. And, 2/ engaged and empowered students: if we consistently engage students with ideas and help them set goals, make choices and develop their passions, create and innovate, our students become empowered and self-directed learners. When engaged and empowered, we also see more students take their ideas into the world to help create change."

 

So as parents, how do we support the development of these good habits of the mind at home?

"Questioning and productive struggle represent active learning where you have to process information, so talking about information and reflection are important,” offers Ritchhart. “Let’s think with the content, help our children observe, make connections, analyze, and consider different perspectives." Project Zero developed an Understanding Map that can help with making our parents aware of the kind of thinking their teachers ask them to do. It supports the form of questioning to help them build the understanding that is needed.

 

Parents can also use thinking routines. By merely asking “What makes you say that?” will unlock a lot of thinking and rich conversation with your child. This simple routine will open a window into your child’s thinking and lead to lots of great conversation.
 

The big idea is to demystify this process and model it at home. You are a model for your child of what it means to be a thinker and a learner. Model your own interests, passions, curiosity, reflection, learning, and thinking for your child. When your child watches you work around a problem or issue and observes you develop your thinking, they are around thinkers who make their thinking visible. As Lev Vigotsky put it, “Children grow into the intellectual life around them.” And this includes home.
 

Project Zero offers nine easy discussion starters for parents of the App Generation, which you can access here.
 

Ron Ritchhart has been a researcher for Project Zero at Harvard Graduate School of Education since 1994. His research focuses on understanding how to develop, nurture, and sustain thoughtful learning environments for both students and teachers. His interest in “cultures of thinking” has led him to conduct research in such areas as intellectual character, mindfulness, thinking dispositions, teaching for understanding, creativity in teaching, and the development of communities of practice.

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