Purpose: What kind of thinking
does this routine encourage?
To help students more effectively flesh out and evaluate options,
alternatives, and choices in a decision-making situation.
Application: When and Where can
it be used?
This routine is part of an overall decision-making process that
begins with the generation of options, choices, or alternatives
for solving the problem or satisfying the needs of a situation.
Once options are identified, they need to be evaluated in order
to make a choice. Use this routine whenever students need to make
a thoughtful and reasoned decision: the choice of a final project;
direction for an investigation; making a group or whole-class decision
on how to allocate time, money, or resources; electing a group leader
or spokesman; choosing among possible classes, and so on.
Launch: What are some tips for starting
and using this routine?
The four different “fits” represent four distinct approaches
to evaluating options rather than a multi-layered routine. The first
part of the routine involves making a choice as to which of the
“fits” is best for the situation at hand. Then, that
particular “fit” is carried out. To make this initial
choice, students need some practice and discussion of each of the
“fits” to see in what kinds of situations each works
best. You might introduce this routine by briefly discussing each
one and then have the whole class try out one of fits to make a
decision. Initially, you might choose which of the four “fits”
is best for a given situation and then gradually involve students
in this process once all the fits have been practiced on several