EXPLORING WITH LINDBLAD EXPEDITIONS AS A NATIONAL GEOGRAPHIC GROSVENOR TEACHER FELLOW,

​I INVESTIGATE HOW 'THINKING ROUTINES' CAN HELP DEVELOP AN 'EXPLORER MINDSET'.

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During the recent expedition with Lindblad Expeditions, as a Grosvenor Fellow, I took up some Thinking Routines and reflected on how they have impacted me in developing my Explorer Mindset.

I was curious if using Thinking Routines, could help my students (and myself) develop an Explorer Mindset. 

I was also interested to know if using the Thinking Routines would allow me as a teacher to see better what Mindsets the students develop while engaging in these Routines.

 
​The National Geographic Explorer Mindset embodies a curiosity-driven approach to learning and exploration...

         "The Explorer Mindset is a series of attributes, shared values, and commitments that define what it means to be a National Geographic Explorer. We believe that every person has the potential to develop that same Explorer Mindset that drives Explorers to inquire, seek knowledge, and think critically and creatively to solve the world’s most pressing problems". 
​(from https://www.nationalgeographic.org/society/education-resources/explorer-mindset-learning-framework/). ​

​Thinking Routines are strategies developed by Project Zero (https://pz.harvard.edu/thinking-routines). They are mini-strategies designed to promote deeper thinking and learning. These routines help structure classroom discussions and direct student thinking by targeting specific types of thinking.

​For more information on Thinking Routines and how to implement them in the classroom, resources such as the Visible Learning website (https://visible-learning.org/), and Project Zero website (https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas).
​

​During the recent expedition with Lindblad Explorer, as a Grosvenor Fellow, I was able to take up some Thinking Routines and reflect on how they have impacted me in developing my Explorer Mindset.

The following are a list of National Geographic Explorer Mindsets that I connected to a few routines I have selected to engage in during the expedition. I specifically focused on Routines that I could document in a journal. Many other routines are done through discussions or actions, but I choose to take up routines I could journal to share with my students when I returned home. ​

Explorer Mindest: Curiosity

“Explorers become informed as they study the physical properties of the planet, the human and natural systems spread across it, and the diverse creatures we share our world with.” From the Explorer Mindset 

Thinking Routine: See - Think - Wonder

Process:
This 3 step strategy helps learners focus on what they SEE, THINK about and WONDER. In ‘see’ you only write down exactly what you see. Not what you infer or predict. ​

My Reflection:
During this process, I discovered that I found it hard to separate what I was seeing and what I was thinking. 

The thinking part made me aware and reflect deeply and is the one I wanted to go back to when I thought about this activity later -- the process of thinking about what I was thinking is what stayed with me.
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It did make me much more curious as I had things I wondered about that made me want to find the answers to.

Explorer Mindset: Learn About Human and Natural Systems
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“Explorers become informed as they study the physical properties of the planet, the human and natural systems spread across it, and the diverse creatures we share our world with.” From the Explorer Mindset

Thinking Routine: 3-2-1 Bridge

Process:
To conduct the "Before-After-Bridge" routine, students jot down three thoughts, two questions, and one metaphor or simile related to a topic.
Then, engage students in a learning experience, such as reading an article or participating in an activity, to expand their understanding. We looked at 360 videos.
Afterward, have students revisit their initial thoughts, noting any changes in their understanding in the "After Learning" section.
Finally, in the "Bridge" part -- students connect their initial and new thinking, explaining any shifts. Reinforce that initial thoughts are a starting point and that new experiences shape understanding.​

​Reflection:
I did this routine during a talk by one of the naturalists on board the ship.

In this routine I found I got lost - like I do when I try to write haiku and I get mixed up in how many syllables I need! Plus, I had so much fun listening and learning about feathers, that I started taking notes to remember the ideas, and lost track of the routine. When I do this routine with students I will make sure to stop at each part and have a classroom sharing time so they don't get lost in the steps.  

​In this routine, get the students to share their thinking at each step along the way before moving on to the next one. This will allow the class to build on the group's thinking and result in richer discussions.

My favourite part of this rotuines was making connections between my 'before' thoughts and my 'after' learning notes. The bridge part was reflective and showed me the connections I was making.  ​

Thinking Routine: Zoom In, Zoom Out.

Process:
In this routine, students examine a specific aspect or detail of a system (zooming in) and then consider the broader context or larger system of which it is a part (zooming out).

My Reflection:
In this drawing, I started looking at moss. By zooming in, I was able to analyze specific components, interactions, and patterns within human or natural systems, gaining a detailed understanding of their complexities. 
By zooming out, I explored the broader connections, interdependencies, and impacts of these systems on larger scales, such as ecosystems, societies, or global networks. I thought about the water and airflow around it. I thought about how little light this moss would have, and how it can not compete with the larger trees. I feel that I made a lot of connections, and develop a holistic understanding of human and natural systems. I feel this routine does an excellent job of fostering an Explorer Mindset characterized by curiosity, inquiry, and a deep appreciation for the interconnectedness of the world.

During my time drawing this, I thought that starting with a drama exercise that students could physically participate in would be a good starting point. Creating a tableau with students would be the easiest way to introduce this idea. One student could pick to be the object and then other students could add into the tableau key elements or aspects. This collaboration may help younger students before moving into their own written work. ​

​Explorer Mindset: Seek Interconnectedness

“Explorers strive to recognize and understand the intricate and interconnected systems of the changing planet. They examine how humans coexist and interact with the environment and with the ways place and people interact with each other.” From the Explorer Mindset ​

Thinking Routine: Part, Purpose, and Complexity
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​Process:
Choose an object or system and use the following prompts:

• What are its pieces or components?
• What are the purposes of each of these parts?
• What are its complexities? How is it complicated in its parts and purposes, the relationship between the two, or in other ways?

Reflection:
I considered the spruce and fir trees that were around me.
I found this routine encouraged me to analyze the components of a system, identify their functions or purposes, and consider the complexities and interrelationships within the system. By breaking down something into its parts and examining how they work together; I gained insight into the interconnected of the natural world. This routine prompts me to consider how each component contributes to the functioning of the whole system, fostering a deeper understanding of ecological relationships and the interconnectedness of the Great Bear Rainforests complex ecosystems.
This was a very complex task. I think when I try it with my students I will give them some key words and ideas to help guide them. This could also be an interesting large paper in the classroom that students could add to as we learn about a topic.

​Explorer Mindset: Empathetic
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​“Explorers care about other people, cultural resources, and the environment. They are respectful and committed to making the world a better place. They value and understand their own and others’ points of view, acknowledging differences.” From the Explorer Mindset 
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Thinking Routine: Step Inside

Process:
Choose something to focus on (such as a rock, or tree..). Think about all the things you know already - like what is its name, what facts you know about it. Now think differently about that object. Create a drawing that shows what the chosen object may see or feel. What does that object care about? 
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Three core questions guide students in this routine:

• What can the person or thing perceive?
• What might the person or thing know about or believe?
• What might the person or thing care about?

My Reflection:
In this drawing, I started looking at moss. Then, I thought about the water and airflow around it. I thought about how little light this moss would have, and how it can not compete with the larger trees.  During my time drawing this, I thought that starting with a drama exercise that students could physically participate in would be a good starting point. Creating a tableau with students would be the easiest way to introduce this idea. One student could pick to be the object and then other students could add into the tableau key elements or aspects. This collaboration may help younger students before moving into their own work. helped me become more confident in sharing ideas, increased my creativity, and made me overall a more innovative thinker.
I found this Routine to be a fun one to explore, because I noticed a banana slug while looking closely. By adopting different perspectives and engaging in perspective-taking exercises, I developed a deeper understanding. This did foster empathy and compassion. By thinking about a slug from their perspective it gave me a different way of viewing the world. 
I am looking forward to trying this with my students! I think I will get them to consider the salmon’s perspective.

Explorer Mindset: Use Geographic Perspectives

​“Explorers use perspectives (including geological, ecological, historical, economical, political, cultural and spatial perspectives) at different scales (local, regional, and global) as they observe, analyze, visualize, and model spatial patterns, processes, and change over time of the human and natural systems.” From the Explorer Mindset ​

Thinking Routine: The Explanation Game: Name It, Explain It, Give Reason, Generate Alternatives

Process:
By clearly naming the topic and explaining its characteristics, students gain a deaper understanding. Articulating the reasons for its importance helps them appreciate its broader impact. Finally, generating alternatives encouraged creative thinking and diverse approaches to addressing the problem. 
Students: Name it, Explain what they know about it (this could include researching), give reasons (this could be what they think, but also what others have shared about it), and finally what else or justify (depending on the topic or idea).
​

My Reflection: 

I looked at the ravens on top of many totem poles I saw. I had some basic background knowledge and information about why they are on the totem poles. 
The thinking routine of the explanation game approach deepened my understanding and equipped me with a range of potential viewpoints. It also make me pay attention more to different explanations people were explaining.

I think I would add more about the relationship or role of physical geography in this task to connect more the the Explorer Mindset of Perspectives. I think that would be an important piece.

Second Thinking Routine that can help extend this Explorer Mindset: Use Geographic Perspectives

Thinking Routine:  “What Makes You Say That?”

This routine encourages students to provide evidence and reasoning behind their observations and interpretations, which is crucial when exploring geographic data.

Have students make observations about a geographical phenomenon, such as a map or environmental change. Ask them to explain what makes them say what they do, encouraging them to cite specific evidence and reasons.

To connect it more to the National Geographic Perspectives I added in that students could look specifically at: 
Geological: What do the physical features suggest about the area’s geology?
Ecological: How might the environment impact or be impacted by the human activities observed?
Historical: What historical events could have shaped the current landscape or patterns?
Economic: How might economic activities influence or be influenced by geographical features?
Political: What political boundaries or decisions might affect or be affected by the observed phenomena?
Cultural: How might cultural practices or demographics play a role in shaping the area?
Spatial: How do spatial arrangements or patterns influence the geography?

​Explorer Mindest: Apply Geographic Processes

“Explorers use practices such as mapping, inquiry, and citizen science to explore geographic questions, investigate, examine, and assess problems. Explorers think critically as they create new insights and understanding.” From the Explorer Mindset ​

Thinking Routine: Connect - Extend - Challenge

Process:
This routine encourages students to connect new geographic knowledge or concepts to their prior understanding, extend their understanding by considering how these concepts apply to real-world geographic phenomena or situations, and challenge themselves to further explore or analyze geographic processes and their implications. I connected this routine with looking at maps of the area.

In the "connect" phase, individuals link new information or experiences to existing knowledge, fostering connections and integration of ideas. The "extend" phase prompts individuals to consider how the new information extends or expands their understanding, encouraging them to explore implications, applications, or broader contexts.
Finally, the "challenge" phase invites individuals to identify areas of ambiguity, contradiction, or limitation, stimulating critical analysis and prompting questions that drive further investigation and learning.
​

My Reflection:
​
Through this Routine, I discovered how to extend my learning by considering implications, applications, and broader contexts. I considered what I was learning about the Great Bear Rainforest. This routine provided me with a structured approach to engaging with content, fostering deeper comprehension, critical analysis, and a more nuanced perspective. By engaging in the Challenge phase, I think I was using more of my critical thinking skills, applying geographic concepts to real-world situations, and gaining a more comprehensive understanding of the dynamic nature of geographic processes. 

​By applying this routine, students can deepen their understanding of geographic processes such as erosion, migration patterns, urbanization, or climate change by considering how these processes operate in different contexts, how they interact with other factors, and what implications they have for individuals, communities, and environments. 

I think it will be helpful to make sure students have time to reflect and add to this task. I know I felt that I wanted to go back and add more as I learned more about the area.

​Explorer Mindset: Collaborate

“Explorers engage with the communities in which they work. They create and foster a global community, supporting DEI across fields, countries, and cultures. They include diverse stakeholders, work productively and inclusively to achieve goals toward a sustainable future.” From the Explorer Mindset ​

Thinking Routine: Think, Pair, Share.

Process: 
Think: Present a question or problem to the class. Give students some time to think individually about their response or solution. This phase encourages personal reflection and idea generation.
Pair: Have students pair up with a partner to discuss their thoughts and ideas. This collaborative phase allows them to articulate their thinking, listen to their partner’s perspectives, and refine their ideas through discussion.
Share: Ask each pair to share their discussion highlights or conclusions with the larger group or class. This step fosters collective learning and helps students see diverse viewpoints.

​My Reflection:
I’ve seen how structured, collaborative thinking can enhance thinking about a topic or idea. The initial thinking phase allowed me to have some thinking time on a topic. I think having that time to discuss with others leads to a larger variety of perspectives. This routine not only fosters collaboration and communication skills but also encourages active listening and respect for different viewpoints. 

I did this journal task on the ship and than brought it back to my students to share.  They loved sharing ideas! The poem is from one of the students wrote to me in response to this thinking routine…

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​Explorer Mindset: Problem Solve​

“Explorers seek solutions to problems to protect and sustain the wonder of our world. Explorers are capable decision-makers, able to identify alternatives and weigh trade-offs to make well-reasoned decisions based on factual knowledge. Explorers pursue bold ideas and persist in the face of challenges.” From the Explorer Mindset ​

Thinking Routine: Compass Points

Process:
​The compass points routine helps students evaluate a problem comprehensively by considering needs, solutions, evidence, and concerns. This holistic approach supports well-reasoned decision-making and encourages students to think critically about all aspects of a problem.

My Reflection:
​
For Compass Points, I considered conservation in the Great Bear Rainforest of Canada.  This is a very complex topic, yet the Thinking Routine did help me to look at different aspects.  I think this would help me to Problem Solve as I could see more aspects of the topic. 
I also would help me as a teacher to better see how students are viewing an idea and see where they might need support and ideas.

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Explorer Mindset: Empowered

“Explorers recognize their ability to protect people, cultural resources, and the environment. Explorers are leaders who utilize their knowledge, confidence, means, and ability to take action and make a difference.” From the Explorer Mindset ​
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Thinking Routine: Circles of Action​​

​Process:
Students create a conceptual map that shows: 
What can I do to contribute...
In my inner circle (of friends, family, the people I know)?
In my community (my school, my neighbourhood)?
​In the world (beyond my immediate environment)?

My Reflection:
This is a mouse that I saw on Gribbell Island. I think it was the perfect representation of appreciating the small.  We were on the island to see a Spirit Bear if possible. We did not see one, but my favourite moment was watching this mouse scurry in the moss while the sound of a grey whale and the drops of rain fell. 
Thinking of this moment, I felt like the impact of small things and actions could have a larger impact. During this thinking routine, I had to start with the inner circle, because that seemed more accessible. This led to the other impacts one could have.  I know I don’t have a comprehensive list, but more of what came to mind and therefore, seemed doable.

​I think using this routine with students would also promoting social and emotional learning by fostering empathy and interpersonal skills. Overall, the routine bridges classroom learning with real-world relevance, facilitating students' development as engaged and responsible citizens capable of making positive contributions to society.

Explorer Mindset: Communicate

“Explorers are storytellers who communicate about their work through a variety of methods (scientific, academic, and narrative) and media. Explorers communicate to inspire others to protect and sustain the wonder of our world.” From the Explorer Mindset ​
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Thinking Routine: Six-Room Poem Perspectives

Process:
In “Awakening the Heart” by Georgia Heard, the Six-Room Poem routine involves composing a poem divided into six distinct sections, or "rooms," each representing a different perspective of the topic. Start by selecting a central theme or topic you want to explore. Then, divide your poem into six sections, or "rooms," each focusing on a different aspect of the theme. Write each section to reflect its specific viewpoint, using descriptive language to convey your ideas.

​My Reflection:

This Six-Room Poem captures various aspects of my experience of witnessing a double rainbow over the Bay of Prince Rupert. Doing the task I felt that I had a comprehensive view that included physical description, personal reflection, challenges, conservation efforts, cultural significance, and future possibilities. This was a wonderful and unexpected experience and I think one of my favourite movements on the expedition. The time spent reflecting and paying attention to the experience was wonderful!
​I think this routine will help my students communicate different parts of an experience in a more detailed way.

Think - Puzzle -- Explorer

Concept Walk. This routine requires students to analyze and record their ideas related to a series of words, images, artifacts or statements stationed around the room. If students are recording on a shared paper, encourage students to draw lines to connect ideas and place ticks next to ideas they agree with. You might:

• Post different concepts in word form for students to reflect on. Then, use their recordings to assess student knowledge before, during or after a unit.
• Post provocative images connected to one concept in particular. Ask students to analyze each photo and explain how it relates to the investigated concept.  This could also be used to collect student-initiated questions related to the concept. Ask students, “What are you wondering about after looking at these photos?”
• Post quotes from famous authors or scientists in the field of what you’re studying. Have students reflect on these quotes by extending or building on the author’s thinking, asking questions or recording any personal connections to the quotes

Concept Sort. This routine requires students to make connections between different concepts, images or ideas. You can create the sort for them as a way to guide your inquiry towards a certain understanding. Or you can have the students record their own thinking on post-its, and then sort their own ideas into categories.
 Concept hierarchy. This routine requires students to think about concepts in relation to one another. Ask students to organize concepts by placing the concepts in order of importance. Students can place concepts side-by-side if they feel they’re equally important.
 Concept Wall. This routine is on-going and encourages students to actively participate in building an understanding of the concept(s). Create a space where students can write or hang post-its as they move through the unit and build on their learning. This also helps students become stronger at identifying ‘big’ ideas and concepts. As stated above, encourage students to draw lines to connect ideas and place ticks next to ideas they agree with.
 Concept Questions. This routine helps to generate deep questions related to concepts. Make sure your students know the difference between thick and thin questions. Lay out a concept and ask students to develop a related conceptual question. (See related article Using P4C to Explore Concepts.) For example, if you are studying about ‘creativity,’ students might form questions like:

• Where does creativity come from?
• Where do people find inspiration?
• Is creativity only for humans?

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Resources and References:
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https://pz.harvard.edu/thinking-routines 
https://www.nationalgeographic.org/wp-content/uploads/2023/11/EMLF-short-long.pdf
https://www.nationalgeographic.org/society/education-resources/explorer-mindset-learning-framework/
https://thinkingpathwayz.weebly.com/

https://thinkingpathwayz.weebly.com/
https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas
​​https://read.bookcreator.com/aWAhdfUWXPQR1UPW7fJOHnfObsb2/xtm3KUrZT4m__P9MwNezjA/9dz3UZeyQumIhfbhthd-nA 
​https://thinkingpathwayz.weebly.com/