As soon as you read this you'll make an instant connection to thinking routines as a classroom teacher. Paul draws on his experience to highlight some actionable lessons you can use today.

Using Book Creator to develop Thinking Routines

<a href="bookcreator://page/cyEPQqpKShy4hD_zjbhimg">Introduction from Paul</a>

<a href="bookcreator://page/qM1TLwvRR56zfe_xcPMQ9A">Teaching students to think</a>

<a href="bookcreator://page/shItXjQaQXGi0YbBm3hu3g">Layers</a>

<a href="bookcreator://page/u64jg9C1SDGlk7x4zn5cSQ">Colour-Symbol-Image</a>

<a href="bookcreator://page/FAgYPf7eTSiPkiZgWEDsNg">Headlines</a>

<a href="bookcreator://page/7dJK5nd2TBqvgq5cqV7XLg">Hotspots</a>

<a href="bookcreator://page/SNB_227SQlmAYN8SS0qO_g">See-Think-Wonder</a>

<a href="bookcreator://page/qQeKXTmxQq680bOg6JvwgQ">Options Explosion</a>

<a href="bookcreator://page/rBs-1GLAQ4uixU94PzhmAw">What makes you think that?</a>

<a href="bookcreator://page/7H3axTnOScmkv_QJw1sL2A">About the author</a>

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“Transforming education through innovation is at the heart of what I do. Creating what no-one else has created, or being the first to make a connection, is what I love.”

Paul is the creator of <a href="https://www.wizardcodingbook.com/">‘If I were a Wizard</a>’, a new picture book that introduces basic coding concepts to young learners. This beautiful story includes a whole host of accompanying resources for teachers designed to align with the Digital Technologies Curriculum. Paul is also known for ‘iPad Monthly’, and his work has been featured in ‘The Age, ‘Sydney Morning Herald’, and ‘Canberra Times’. He was also one of the first creators/users of iBeacon technology in education.

Hotspots is a great 'Truth Routine' for the 21st Century. At a time when we are constantly inundated with information, our ability to think critically and question content has never been more important.

You can rotate arrows and resize by dragging one of the anchor points.

Hotspots are a great way of starting a unit of study. Allow students to make predictions and get 'buy-in' with the topic. The justification audio/text recording may be a way of the students asking questions they have. Encourage students to ask 'Why?'.

"Hotspots is not about getting it right. It is about taking the first step into inquiry."

Double tap in the shape you bring in to layer text over the top. Change the colour of each shape to show where each statement has been placed.

An example of typing text directly on a shape.

In this book we will highlight the thinking routines that have been used effectively with Book Creator. The routines that have engaged students and brought about deeper learning. <a href="https://www.youtube.com/playlist?list=PLprciURrC7FubBja3YkCMPPsNApUmjjTo">Video tutorials</a> of these routines can be found on YouTube.

In this book we will explore and give examples to help develop and foster the following routines:

Core Routines Understanding Routines Truth Routines Creativity Routines

These routines will be consolidated and enhanced using the following tools within the app:

Photos and videos Pen annotations Text and audio Shapes Comic templates

FURTHER READING

Making Thinking Visible Ron Ritchhart, Mark Church, Karin Morrison

Steps to create an Options Explosion

Find a problem or even better get kids to raise a problem that already exists.

Add a visual or add text detailing what the problem is.

Allow students time to brainstorm as many possible solutions as they can (encouraging ALL solutions, even the silly ones).

An example of 'Options Explosion'. Brainstorming options for staying dry without an umbrella.

Colour code solutions that may be connected in some way.

Share with friends or create a combined Option Explosion as a class.

Create a new page in Book Creator and start to unpack one of the solutions. This could involve:

Examples of everyday objects that students can brainstorm other uses for.

“Lots of studies show how students' ability to think divergently decreases as they progress through elementary and primary”

Steps to create Headlines

Photograph or screenshot the main elements of study.

Brainstorm a variety of headlines that may capture the essence of that piece.

Select one headline after identifying the positives of each idea.

Experiment with fonts and formatting to design the headline page.

Justify and share your headline with others.

A headline was created for the picture book 'The Rabbits', communicating the core idea of the story.

Create a variety of headlines for a different target audience. How might we create a headline for different papers that have a different reader market?

“What looks like a simple routine is actually quite difficult to do”

What is important? How can I synthesise and summarise the significant information?

There is a lot of thought that goes into a headline. We can apply this 'thinking' to any subject area. Creating a headline that communicates the essence of a piece of information requires knowledge and understanding.

The justification. Like many thinking routines, the product or text the student comes up with is often just a stimulus for further thinking. Allow students to present their Headline but allow time for students to explain and justify their response. "I think my Headline is effective because..."

"A headline should be both eye catching and an invitation to read further"

Use the Book Creator shapes, fonts and formatting tools to create a Headline that looks like a print publication.

Extensively using the formatting tools will allow students to replicate a newspaper-style product.

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">Introduction from Paul</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">Layers</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">Headlines</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">Teaching students to think</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">Colour-Symbol-Image</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">Options Explosion</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">Hotspots</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">See-Think-Wonder</a>

<a href="bookcreator://page/IetX0F1STBOOuYcToE9ZLw">What makes you think that?</a>

Steps to create a Colour-Symbol-Image

Take a photo of the idea/concept to be studied.

Create 3 text headings - Colour, Symbol &amp; Image.

Use the pen tool to represent a colour that best represents the essence of that idea.

Use the shape tool to create a symbol that best represents the essence of that idea.

An example of Colour-Symbol-Image for a historical event. This CSI was created for the Eureka Stockade, a significant event in Australia's history. The CSI contain reflections of the big ideas and impacts the event had on generations to come.

Use the pen tool to create an image that best represents the essence of that idea.

Use the audio or text tool to justify and explain why you chose that colour, symbol and image.

Book reviews and literary analysis are great tasks that can be developed with Colour-Symbol-Image. <a href="https://www.youtube.com/watch?v=Jx27nY0bP9c">Find a video tutorial here</a>.

“A powerful way to get kids to reflect on a range of different content”

Whether it be a piece of famous artwork or a maths problem, observing and wondering can be equally important.

Every day our students see things and think: 'What is that?' 'What's going on?' 'Who does that belong to?' See-Think-Wonder captures this natural curiosity and brings it to the classroom.

Great stimulus and a quiet environment for students to do some initial thinking. Allow students to select tools in Book Creator that present their thoughts and give students an opportunity to come back to these ideas. This may be a sketch, text, or audio...

Observation walks around the classroom can prompt curiosity. In this example students are taking photos of technology objects they are curious about.

"Introducing students to evocative images and stimuli prompts students to start questioning. To start thinking!"

For younger students create a template and <a href="https://support.bookcreator.com/hc/en-us/articles/201908361-How-to-send-your-book-using-AirDrop">AirDrop to them</a>. Don't forget you must export as an ePub so they can add to it, and it gives students the option of opening in Book Creator and not iBooks.

Using a shape with no fill and a large colourful border helps identify the object they are analysing.

Discover even more fun ways to use Book Creator in your classroom

50 ways to use Book Creator in your classroom

Using Book Creator in the elementary classroom

Using Book Creator to develop thinking routines

Book Creator for the high school classroom

15 ways to use Book Creator for reading responses

15 science projects for Book Creator classrooms

Using Book Creator for formative assessment

Try Book Creator for Chrome for free today

Steps to create a hotspot

Create a template using arrows (from the shapes tool) and text (see image to the left for setup).

Students copy down statements or content provided by the teacher.

Students place the corresponding number on the grid, reflecting on why they placed it there.

Students record their thinking - why did I place it here?

An example of Hotspots on true/false statements. Students make an initial prediction on whether they think the statements are true or not. Focus on the justification and then allow students to springboard into further inquiry.

Students discuss with other students to explain their thinking and to hear different perspectives.

Students research statements and reflect on their position and justification.

“Kids form their conclusion but often change it later”

While this routine works well with non-fiction, it can also be a great way of fostering discussion on fictional text. Students may create statements about a character's relationship, personality or attributes.

Steps to create a See-Think-Wonder

Allow students to photograph or take screenshots of objects/images they are curious about.

Students edit template to create 3 panels.

An example of See-Think-Wonder. Students look closely at text or imagery in order to begin deeper thinking. Structuring such thinking enables students to analyse in different ways.

While this routine works well with structured sentence starters, explore different sentence starters. How about I hear, or I imagine.

“My absolute favourite routine”

Hamilton here, author of the 'Thinking routines and Book Creator book'. When I first came across thinking routines connection I made an instant connection with them as a classroom teacher. They really fostered

and encouraged our kids to think and to dig deep into thinking. And I guess when you match them up with Book Creator and how easy it is for kids to kind of show that thinking,

it was kind of a match made in heaven and that's why I wrote the book. So I hope you enjoy it. I hope there's some really practical ways that kids can start using them in the

classroom and teachers can start using them in the classroom as well.

Allow students to photograph or take screenshots of literature, artworks, or other creative pieces.

Type the following headings for the same sample of different ones: Narrative, Aesthetic, Mechanical, Dynamic, Connections

Students circle parts of the work that contain these elements.

An example of 'Layers'. Students take photos of text from a story and identify elements outlined on the previous page.

Students explain/justify points through a voice recording or text response.

Analyse elements that might not be first thought of. A musical composition or a dance performance can allow for deep thought and reflection.

“I find Layers works really well with picture books”

Be a detective. Look closely. What didn't I notice before?

How often do we glance at scenes everyday and not give it a second thought. What if we were able to zoom in on the details? Would we see new things that could give us a different perspective?

Zooming in and cropping. Screenshots in iBooks and zooming in with the iPad camera allows the eyes and brain to acknowledge elements that couldn't previously be seen. This reveals new knowledge and perspectives.

"Students get excited about seeing things and discovering elements that others can't see"

Using shapes can help students focus on new observations.

Students zoom in on a page in iBooks to observe different elements and continue to do so after zooming in.

Allow students to do the thinking in your classroom! Let them explore and struggle with thoughts, ideas and concepts. Give them time.

When we combine powerful, multimodal tools such as Book Creator, with tasks that encourage and foster creative thinking, deeper learning occurs and student thinking becomes more visible.

Using Book Creator to develop thinking routines can occur across a range of structures.

Thinking routines are a combination of activities that teachers have been using for many years. They have been put together by the <a href="https://pz.harvard.edu/thinking-routines">Project Zero team</a>. Thinking routines play a crucial role in making student thinking more visible so that we plan more effective learning pathways for our students.

"Thinking routines encourage engagement. Not engagement on a screen but engagement in deeper thinking. There is a difference!"

Book Creator allows students to show thinking through a range of tools and mediums. From simple sketches to photos and video, to text and audio. Book Creator gives students the tools to showcase their thinking and learning.

The tools Book Creator offers allows all learners to show and record what they know and what questions they still have.

Record what sounds might be present in the scene. Think about surface sounds and then more detailed ones.

How often do our students come up with one option for a problem but struggle to think of any others? Option Explosion can help this!

Piggybacking. One idea can often lead to other, associated ideas. You could use shapes of different callouts to identify connected ideas.

Colouring callouts can help identify connected ideas—ideas that may have piggybacked off each other.

"Celebrate the different ideas our students have. Even the wacky and confusing ones. Ask students to elaborate on their ideas."

Once again using coloured text or shapes can identify groups and connected ideas. Layering objects can also group ideas.

Steps to create a Zoom In

Find a stimulus picture that allows students to 'Zoom In' and find details (this needs to be a higher resolution photo so that pixelation doesn't occur).

Students record what they see in the initial images (zoomed out), then the zoomed-in images.

Use video or audio for students to record their observations.

Share with fellow classmates and the teacher.

A video tutorial for the 'Zoom In' thinking routine.

Talk about what extra information or conclusions can be made with these new pieces of information.

“Very much a visual thinking routine”

This routine helps break down the concept that the teacher is the one who holds all the knowledge and is the keeper of the answers. It helps students clarify their thinking and develop reasoning built on evidence.

The steps. Start with looking at something. A picture from a story, a scene from a movie, or an artwork observed on a school excursion. Ask the students what's going on with this scene from the story or movie, then focus on "what do you see that makes you think that?"

Use thought bubbles to help students predict what their characters might be thinking.

"Looking closely at things in life, often from different perspectives, helps build empathy"

Keep speech and thought bubbles inside the margins in Book Creator. These are the areas that come up a different colour when content is brought into the space. This will help students develop an understanding of restricted areas that may cut off work when printing. A common error with younger students. <a href="https://youtu.be/qYaKHUi7jlY">Video tutorial</a>.

Using both thought and speech helps students communicate the difference between what the characters say compared to what they think.

Dig deep into creative works by structuring observations and analysis.

This routine allows students to dig deeply into a variety of works. From artwork to narratives to musical compositions. It comprises of 5 elements:

Narrative: The story, the back or pre-story, the other or hidden story, the message

Aesthetic: The appeal (what pulls you in?), the reward or take away, the skill/mastery of the artist on display, the new/different/unusual

Mechanical: Technique, Form/structure, Methods, Symbolism

Dynamic: Surprise, Tension, Emotion and Movement

Connections: To other works (in and out of the medium/genre), to history, to oneself, to the artist’s other works or personal life.&nbsp;

Taken from '<a href="https://pz.harvard.edu/sites/default/files/Layers.pdf">Project Zero</a>'

Use Comic templates to split work that is being analysed and identify parts of the story that occur in a particular sequence. <a href="https://www.youtube.com/watch?v=unGRAxH8jfE">Video tutorial</a>.

Some creative works have a sequence to them. Students can communicate this by using comic templates and labelling analysis elements.

Steps to create a What makes you think that?

Allow students to photograph or take screenshots of literature or events from newspapers or magazines.

Students create a plain or comic template.

Students insert different parts of the story or different visual stimuli into each of the panels.

An example of What makes you think that? Students make judgement calls on whether or not Goldilocks is scared and what evidence makes them think that. This allows students to dive deeply into the 'why?'.

Students insert thinking or speaking bubbles into the panels to suggest what the characters are thinking or saying.

Students make an audio recording or type what makes them think that.

Take a current political or controversial topic and allow students to present to sides from two different perspectives.

“We can also use this in comprehension and for students to make predictions in stories”

Think of the ideas and important elements.

This thinking routine can be applied to what students have read in class but it can also include what a guest speaker may have said or a big idea presented in a Ted Talk. Or even a visual a student may have seen on a website, newspaper or magazine.

"I have seen and heard amazing thoughts and reflections from students as a result of doing a CSI. Students are compelled to think deeply, to go beyond surface thinking."

Book Creator tools utilised to create a CSI effectively.

Colour-Symbol-Image (CSI) is not about the product, but the thinking behind the product. Emphasise with your students that what they draw, sketch, or find can be used as a stimulus for their thinking. The text or audio justification is where the student thinking becomes visible.

Use the shape tool to create the symbol. By layering the same colour shapes over each other, students can create simple but effective symbols.

An example of layering shapes to create a symbol. A circle and a star has been combined to create a new, unique symbol.

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