ABSTRACT
This chapter brings together the research and tools for supporting learning discussed throughout the Reflecting on Practice program, with the specific goal of incorporating these ideas into the design of learning experiences. Participants work with colleagues to review selected activities used at their institution, and then initiate revisions to better align with and incorporate the Learning Cycle framework, Thinking Routines, Teaching Purposes, and Five Foundational Ideas. Sometimes thinking looks like emanation. It doesn’t know what it wants to say until it discovers something through saying it. Sometimes thinking looks like variety. This is why it is sometimes good to invite re-statements, to recognize the value of repetition with a difference. When people prepare for class, they are thinking alone and silently; this is true of both students and professors. Professors, of course, are professional thinkers, and students are novices. This is why professors must invite students into the practice of thinking together.
