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        Delete Resource - 3-2-1 Bridge: Project Zero Visible Thinking Routine

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        Smithsonian Learning Lab
        3-2-1 Bridge: Project Zero Visible Thinking Routine

        Source

        Smithsonian Center for Learning and Digital Access

        OBJECT TYPE

        Lesson plans

        DESCRIPTION

        A Project Zero "Visible Thinking" routine for activating prior knowledge and making connections. This routine asks students to uncover their initial thoughts, ideas, questions, and understandings about a topic and then to connect these to new thinking about the topic after they have received some instruction. The framework asks students to write down 3 thoughts/ideas, 2 questions, and 1 analogy both before and after learning about a topic; then, the framework asks students to explain: “How do your new responses connect to your initial responses?”

        3-2-1 BRIDGE

        A routine for activating prior knowledge and making connections

        Write an initial 3-2-1 set of responses to the topic, then, after studying the topic further, write a new 3-2-1 set of responses:

        3 Thoughts/Ideas

        2 Questions

        1 Analogy

        Bridge: Explain how your new responses connect to your initial responses.

        Purpose: What kind of thinking does this routine encourage?

        This routine asks students to uncover their initial thoughts, ideas, questions, and understandings about a topic and then to connect these to new thinking about the topic after they have received some instruction.

        Application: When and where can it be used?

        Use this routine when students are developing understanding of a concept over time. It may be a concept that they know a lot about in one context but instruction will soon focus in a new direction, or it may be a concept about which students have only informal knowledge. Whenever new information is gained, bridges can be built between new ideas and prior understanding. Focus is on understanding and connecting one’s thinking, rather than pushing it toward a specific outcome.

        Launch: What are some tips for starting and using this routine?

        Have students do an initial 3, 2, 1 individually on paper; for instance, if the topic is “democracy,” then students would write down 3 thoughts, 2 questions, and 1 analogy about that topic. Students might then read an article, watch a video, or engage in an activity having to do with democracy. Provocative experiences that push students thinking in new directions are best. After the experience, students complete another 3, 2, 1. Have students share their initial and new thinking, explaining to their partners how and why their thinking shifted. Make it clear to students that their initial thinking is not right or wrong, it is just a starting point, and that new experiences take our thinking in new directions.

        USE RIGHTS LINKS

        Visible Thinking by Project Zero is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

        EDUCATIONAL USE

        Guided questions, Inquiry, Visual/Spatial, Discussion/Debate

        LEARNING RESOURCE TYPE

        None

        EDUCATIONAL ROLE

        teacher

        TIME REQUIRED

        1 hr

        INTERACTIVITY TYPE

        Active

        ACCESSIBILITY FEATURE

        none

        ACCESSIBILITY HAZARD

        noFlashingHazard, noMotionSimulationHazard, noSoundHazard

        ACCESSIBILITY CONTROL

        None

        NAMES

        SI Center for Learning and Digital Access Smithsonian Center for Learning and Digital Access
        Publisher : Smithsonian Center for Learning and Digital Access

        Keywords

        Observation (Scientific method) Strategies Strategy Questions Teaching


        Additional Resource Information
        Record Link : https://pz.harvard.edu/resources/3-2-1-bridge Record Id : SCLDA_4650


        Record Information
        The resources in the Smithsonian Learning Lab are contributed by museums, libraries, and archives from across the Smithsonian. We are constantly working to provide improved information for you. If you spot an error or know of an addition to this resource, please contact us and we will pass it on for further research and review.

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