How many of you remember using a Venn diagram at school? It may surprise you to learn that while the concept behind this type of diagram dates back over 600 years, it was John Venn, a British logician and philosopher, who formalised and popularised its use in 1880. His simple overlapping circles became a powerful way to show relationships between ideas and, more importantly, to make thinking visible.
In many ways, the Venn diagram was one of the first tools to help students visually express their understanding. At The Knox School, we build on this idea through Visible Thinking Routines, which are simple, well-established strategies developed by Ron Ritchhart and Mark Church that help learners explore, organise and share their thinking.
Why We Use Thinking Routines at The Knox School
At The Knox School, Visible Thinking Routines are part of our approach to inquiry learning. They provide students with a structure to:
- Collaborate and share ideas
- Make meaningful connections across subjects
- Reflect on and track changes in their thinking
- Explore complex concepts with greater depth
These routines also help develop essential capabilities such as critical thinking, creativity, collaboration and communication. They encourage students to think more deliberately about how they learn, building a strong foundation for personal growth and lifelong learning.
What It Looks Like in Action
Across our Junior School, Visible Thinking Routines bring learning to life by encouraging discussion, thoughtful questioning and reflection.
In a recent Year 5 unit exploring identity and belonging, students used the See Think Wonder routine to examine images showing different aspects of Australian life. Their observations helped expand a class mind map and deepened their responses to the question, ‘What is important about being Australian?’
The Compass Points routine helped students consider different migration stories. Working in groups, they explored the opportunities and challenges faced by migrants and discussed what communities or governments could do to support people starting a new life. These conversations encouraged empathy and insight.
Using the Step Inside routine, students stepped into the roles of different people at an Australian citizenship ceremony, including a refugee, a government official, and a child of migrant parents. They reflected on what each person might see, think, and care about, prompting rich discussion about belonging and citizenship.
To conclude the unit, students revisited their learning using the routine I used to think… Now I think… This encouraged them to reflect on how their thinking had changed and what new understandings they had gained.
How Parents Can Use Thinking Routines at Home
Supporting children to share their thinking, ask questions and reflect on what they have learned can be just as powerful at home as it is in the classroom. These simple habits build confidence, strengthen relationships and make learning more meaningful.
A recent article from Better Magazine suggests open-ended questions that align closely with the routines used at school. These conversation starters are perfect for family dinners and can encourage deeper, more thoughtful dialogue.
Try asking:
- What challenged you today?
- What’s something you’re curious about?
- How did a challenge or mistake help you grow today?
These questions invite children to think more deeply about their day and help them build the skills they need to communicate and reflect. You can read more ideas in the article Simple Questions to Spark Meaningful Family Dinner Conversations by clicking here.
From centuries-old diagrams to contemporary Visible Thinking routines, helping students make their thinking visible is key to meaningful learning. It encourages them to explore ideas, connect with others and grow through reflection. When we nurture these habits at school and at home, we help young people become curious, confident and compassionate learners, ready to contribute thoughtfully to the world around them.
