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early age in childhood. Through games and routines that encourage metacognition, boys and
girls, become aware of the thought processes that are appropriate for different situations and
then internalize them to apply them routinely, consciously, and spontaneously.
From the Visible Thinking approach, surface a variety of thinking routines that are used
as tools to develop metacognition and to prepare a thinking and learning context in which all
participants, children, teachers, families, and all who choose to apply these concepts, speak the
same language. These routines are designed to be used in the context of any school subject as a
means to optimize the development of the learner in both subject matter knowledge and
intellectual ability. There are many routines and exercises within Visible thinking devised to
incite understanding, creativity, morality, and other qualities in the learner. In the schools,
teachers incorporate Edu1st thinking routines that are adjusted to the age and development of
each child, and through careful analysis, produce detailed observations of the entire group and
the individual. These observations provide new tactics that help make the best use out of every
Visible Thinking strategy. Collectively, having a clear vision of a VESS model that transcends
education and sees life in a holistic way, the Edu1st team constantly develops new thinking
routines that teachers use everyday in the institutions to ensure that the learners are living a
VESS life from childhood. With this in mind, the visible thinking culture has not only been
generated in children but in the rest of the staff of Edu1st establishments as well; bringing great
benefits to everyone. The application of the techniques from this research has accelerated the
transfer of ideas, dialogues, activities, and the adaptation of documentation in the Edu1st
schools; enriching the classrooms and giving greater meaning to learning for all agents.
Cultures of Thinking
Just as there are cultural forces that influence the culture of a geographical area or
community, there are cultural forces that shape the culture of a classroom. In defining these
cultural forces and routing them to create a culture of thinking, a specific purpose is given to
the work in the classroom, and a long-term goal is establishing for each individual: to live a