This document describes the "Compass Points" thinking routine used to examine propositions or ideas. The routine involves exploring four sides of an idea: what excites you (E), what worries you (W), what else you need to know (N), and your current stance (S). Students use a compass-points worksheet to record their individual and group thoughts on a given proposition. The routine is intended to help students thoroughly evaluate an idea before expressing an opinion. It provides a structured way for students to discuss collaborating with the school's solidarity foundation by contributing art department resources.

1. TITLE OF THE THINKING ROUTINE:
Compass Points (a thinking routine for examining propositions or ideas).
EXPLANATION:
This routine helps students flesh out an idea or proposition and eventually evaluate it.
It leds to explore four sides of a proposition or idea prior to taking a stand or expressing an opinion
on it.
SIDE 1: What excites you about this idea or proposition? What’s the upside? This side is represented
on a visual chart by E = Excited.
SIDE 2: What do you find worrisome about this idea or proposition? What’s the downside? This side
is represented by W = Worrisome.
SIDE 3:What else do you need to know or find out about this idea or proposition? What additional
information would help you to evaluate things? This side is represented by N= Need to Know.
SIDE 4: What is your current stance or opinion on the idea or proposition? How might you move
forward in your evaluation of this idea or proposition? This side is represented by S = Stance or
Suggestion for Moving Forward.
RESOURCES:
A compass-points worksheet like this below, and a pencil or pen.
HOW ARE YOU GOING TO USE IT?
1) First, I will ask the students, for example, how to participate in a solidarity collaboration that
affects the programming of the subject throughout the course. On the one hand, I will tell
them that I will do the planning based on their answers (ideas, interests, solutions,
suggestions, detection of needs, ...), on the other hand, a proposal like this encourages
students to think before expressing their opinion or take a decision.
Possible question: The solidarity foundation of the school requests the collaboration of the
Arts Department. What do you think we could contribute to the objectives set by the
foundation?
2) Secondly, I will explain the routine and I will give them the compass-points worksheets to
make their thinking visible. Later they can do it by themselves in a piece of paper. They will
think and write first individually, then in pairs or small groups.
3) By last, the whole class will express theirs ideas and debate them. Also, somebody (the
teacher, a student,…) will collect the answers.
Student/s name: Date:
The solidarity foundation of the school requests the
collaboration of the Arts Department. What do you think we
could contribute to the objectives set by the foundation?
W E
N S