12. What are Thinking Skills?Thelma Epley (1982) synthesised useful clusters of thinking from thinking gurus like Robert Ennis, Albert Lipton, Edward de Bono, E.P. Torrance and others. Metacognition is common to all clusters. Metacognition is in essence, Thinking about your own Thinking.

Metacognition is our ability to plan a strategy for producing needed information, to be conscious of our own steps and strategies during the act of problem-solving, and to reflect on and evaluate the productiveness of our own thinking. (Art da Costa)

What are the main Thinking Skills?1. Analytical Thinking2. Critical Thinking3. Creative Thinking4. Caring Thinking

How do I use/teach Thinking Skills?

• 1. Plan a time-frame for teaching the skills.• 2. Focus on one skill / tool at a time you want to address.• 3. Start using the tools/skills in your regular lessons.• 4. Have a Toolbox column/list in your planning book. Implement the skills in your planning.• 5. Give the same list to your students and encourage them to use the tools in other subject

areas.

12.1 What is Analytical Thinking and how do I use/teach it?Definition:It is to pay close attention to the different parts that make up the whole.• You will use Analytical Thinking when you consider: - Causes and effects- Similarities and differences- Interrelationships- Complicated concepts- Sequences of events- Intricate systems- Steps within a process

Tools to use when using/teaching Analytical Thinking:

1.SCUMPS - size, colour, use, materials, parts, shape. (describing attributes) 2. Venn-diagrams - comparing, contrasting, classifying, categorising. 3. Graphic organisers:

- Concept maps - depict situations, events and information. - Organisational charts – depicting systems, organisational structures - Mind maps – use key words: use, improve, record thinking. - Fishbone diagrams – issues, events, situations, problems - Flow charts – diagrammatically represent a wide range of processes, sequences and events - Lotus Blossom Diagrams – records the relationship between a central concept and associated

sub-concepts 4. Using Bloom’s Taxonomy, the Analysis level 1. Scumps: size, colour, use, materials, parts, shape. (describing attributes)

2. Venn diagrams

Name: Venn Diagram BasicDescription: Two items linked by characteristics or attributes.Uses: Describe and compare attributes and characteristics of items (things, people, places, events, ideas, etc.)

Critical Questions:

What items do you want to compare? = A + B What characteristics do the items have in common (intersecting portion)? = C How are the items similar (the same) and different (non intersecting portion) based on the

characteristics?

ScumpsSIZE

Relatively (bigger than a ….. / smaller than a ……)

Comparatively (about the size of a …..)

COLOUR

Colours commonly associated with the object.

USE

Uses most often associated with the object

MATERIAL

Materials commonly used in the construction

PARTS

The individual elements that make up the whole

SHAPE

The shapes within

RamonaSkis Girl

Name: Venn Diagram ExpandedDescription: Three items linked by characteristics or attributes.Uses: Describe and compare and attributes and characteristics of items (things, people, places, events, ideas, etc.)

Critical Questions:

What items do you want to compare?

What characteristics do the items have in common (intersecting portions)?

How are the items similar and different (nonintersecting portion) based on the characteristics?

Suggestions: Use when comparing three items. Can be used with younger and older children. When using more than two items consider using a Comparison Matrix.

3. Graphic Organisers:"A picture is worth 1000 words." When students are juggling new concepts, a graphic organizer can be an excellent teaching aide.

Why do they work? Random factoids are quickly lost. However, the brain's ability to store pictures is unlimited. Since the brain likes to chunk information, the graphic organizer complements the way the brain naturally works.

When do they work? Graphic organizers will be beneficial to students whenever they are given new information. Among other applications, they can be used to sequence, brainstorm and organize. During reading and listening, students should be encouraged to graphically organize new information.

How do they work? The graphic organizers provided here are, for the most part, plain in their appearance. This is so because the brain remembers better when personal creativity has been invested in a project. Allow students to create their own look to there organizer whenever possible.

Concept map: depict situations, events and information.

Organisational charts – depicting systems, organisational structures

Mind map: use key words: use, improve, record thinking.Description: This tool is used to identify connections in a hierarchical way within categories.

Fishbone diagrams – issues, events, situations, problems

Different games

Not written

Different groups

Heart

Fresh Air

Resist illness

Listening

Teamwork

More alert

Temperature

Sweaty

Skin Cancer

Head injuries

Accidents

Silliness

Physical

Mental

Emotional

Enjoyment Health Educational

Weather Injury Harassment

DailyFitness

Themes

Setting

Lotus Blossom Diagrams – records the relationship between a central concept and associated sub-concepts

Flow charts – diagrammatically represent a wide range of processes, sequences and eventsThis tool is used to sequence the flow of events in a process from start to completion. Flowchart diagrams are a type of graphic organizer that visually display a chain of instructions used to complete an algorithm or other complicated process.

Flowcharts have a beginning, multiple possible outcomes at some nodes, rules at some nodes, and possible multiple endings. In flowcharts, different symbols have different meanings.

Arrows represent the direction of flow. Circles and ovals are starting, stopping, or control points. Diamonds are decision points. Rectangles and squares are steps at which processing takes place. Parallelograms represent input or output.

For example, computer programmers sometimes use a flowchart to organize an algorithm before writing a program.

1.

Starting event

Subsequent event

Subsequent event

Final event

Subsequent event

2.

4. Using Bloom’s Taxonomy, the Analysis level

+ + +

- - -

WHAT IS IT THAT REQUIRES A DECISION?

CONSEQUENCES

DECISION

Describe the problem issue or nature of the decision to be made, then look at the…

PossibilitiesWhat are some possible directions that could be taken?

ConsequencesSome pluses and minuses about each possibility.

DecisionHaving considered a range of possibilities – which option is most desirable, manageable and achievable?

12.2 What is Critical Thinking and how do I teach / use it?

• It is to evaluate alternatives, making judgements, justifying positions or points of view.

• It is a thought process used in tasks that require:- Planning: using graphic organisers to achieve determined goals.- Forecasting: to think beyond the current situation and to look at future effects.- Communicating: to convey your thinking to others.- Decision making: to examine information and to act accordingly.- Evaluating: to decide between alternatives.

Tools to use when teaching Critical Thinking.

• 1. PCD - ( possibilities-consequences-decisions)• 2. POOCH - ( problem-options-outcomes-choice)• CAMPER – (consequences- assumptions-main points- prejudice-evidence-relevance)• Directed thinking• Forced-choice dilemmas• Evaluation level of Bloom’s Taxonomy• Metacognition

Forecasting and selecting using POOCH

(Problem-Options-Outcomes-Choice)

P O O CHProblem Options Outcomes Choices

What might be done Possible results for each option

What option will I go with?

P

M

I

P

M

I

P

M

I

In order to add a reflective (metacognitive) component to the model, teachers may Consider changing the acronym to:

CRITICAL QUESTIONS

C CONSEQUENCES

CONSISTENCY

What are the consequences of believing this?How consistent is the information?

A ASSUMPTIONS

ACCURACY

What assumptions have been made here?How accurate is the data / information?

M MEANING MAIN What is the meaning of this?

Problem

Options

Outcomes

Choice

How did it turn out?

POINTS

What is the main point here?

P PREDJUDICE

POINT OF VIEW

What prejudice is being shown here?What other points of view could be expressed?

E EVIDENCE

EXAMPLES

What evidence is given to support the claims?What examples are given to back up claims?

R RELEVANCE

RELIABILITY

How relevant are the claims?How reliable is the source, writer, information?

Directed Thinking:

Similar to Edward de Bono’s six thinking hats, ‘Directed Thinking’ encourages students to focus upon

specific elements of an idea at any given time. In this way, students avoid making hasty decisions or

acting without giving due considerations to factors that may otherwise have been overlooked. Judgment

is deferred until the full worth of ideas has been contemplated.

Students are required to devoted time to considering the following:

Why YES? – Recognising the good points in an idea, regardless of how they might feel about it.

Why NO? – Confronting the negative aspects of the idea, regardless of how they may feel about it.

Why WAIT? - Considering other alternatives and possibilities that may be discovered.

What ELSE? – Collecting other information they might need to know before judging idea.

Way to GO! – Deciding ways of implementing a chosen idea or course of action after due

consideration.

Why YES? Why NO? Why WAIT? What ELSE? Way to GO!

Name: PMI:

Description: This tool is used to identify the positive, negative and neutral aspects of a situation.

Item

Plus Minus Interesting

METACOGNITION

BEGINNING MIDDLE COMPLETION

Articulating what we are trying to achieve and the steps we will use to accomplish our goals.Consciously knowing how everything connects together and using the information to check progress and recover from error.Looking back at the effectiveness of our efforts.

12.3 What is Creative Thinking and how do I teach / use it?

• It is to bring into being something which did not exists before. It can be a new product, idea or a process.

• You demonstrate creativity when you:- Invent something which has never existed before- Invent a new process for doing something- Develop a new way of looking at something- Change an existing product, process or idea - Change the way that you look at something

Tools to use when teaching Creative Thinking.

• Creative Thinking involves Analysis, Synthesis and Evaluation to generate new knowledge and solutions.

• Creative Thinking is quite personal and quite unique because people do not think exactly the same way.

• To develop, encourage and foster creative thinking in the classroom, the environment should value both the process of learning as well as the product.

- BAR (Bigger, Add, Replace)- SCAMPER- Apply random input- Brainstorming beyond fluency - Use forced relationships (Tony Ryan’s Thinker’s Keys)- Working at the creating level of Bloom’s Taxonomy- Action Planning1. The B A RThe following acronym, or ladder of words, can be used by different age groups (rangingfrom Yr 1 to adults) to reinvent or redesign everyday objects.

A practical step-by-step strategy for developing innovative and highly unusual products.This type of strategy is often used in today’s hightech product development laboratoriesto create new products for the market.

The Ladder is:B Bigger What could be made bigger?

Increase the size of everything? Increase the size of some parts?

A Add What can be added to the design?

To make it more appealing? To make it more versatile?

R Remove / Replace What can be removed from the design?

To make it cheaper? To make it more durable? To make it less complex?

THE EXAMPLE:B A R a skateboard. Ask the students todraw a standard skateboard, and thendirect them through the steps one at a time.

Here's one series of possibilities:

B igger Extend the rear of the skateboard, making it much bigger, and put someshelves on it for storage space. Place a counterweight on the front to balanceit out.A dd Add a small rocket motor, which can be controlled with a foot throttle nearthe back of the skateboard.R eplace Replace the wheels with a small hovercraft unit, which is controlled by ahand-held rotating device.

It is very important that SILLY and INNOVATIVE ideas are encouraged. Very few newideas emerge from predictable and tedious efforts.

S Substitute

Substitute a person, or an object to serve in a different way or role.

Who else instead? What else instead?Can we substitute?

An ingredient? Another material? Another process? Other power sources?

Can we substitute? This in another place? This approach with a different one?

C Combine

Bring together or unite.Blend ideas, materials or situations.

Can we combine Different materials, Units or modules? Uses or purposes? Concepts or ideas?

A Adapt

Adjust to suit another purpose or set of conditions.

Can we adapt This to be like some other – Object, Idea, Thing from the past? What could I copy as use elsewhere? Whom could I emulate?

M Modify

Modify attributes frequency or size.

Enlarge to make larger in form or quality.

Reduce to make smaller, lighter, less frequent.

Change or Exaggerate something? A new twist? Different meaning? Change colour? Direction? Motion? Change sound? Smell? Shape?

Magnify – What might be added or increased? Time? Frequency? Strength? Height? Length? Thickness? Value? Extra Ingredients?

Minify – What might be reduced or subtracted? Make something smaller Miniature? Make it lower? Shorter? Lighter? Split it up? Leave something out? Streamline it? Understate something?

P Put to another use

Use for an alternative purpose, in another situation or in a different way.

New or novel ways to use it as it is? What else can it be used for if it were modified? What else can it be adapted for if it were modified?

E EliminateRemove or omit a quality, a part or the whole.

What may be left out all together? What parts are not required? What quality can be eliminated?

R ReverseChange order, adjust or create a new sequence, layout or scheme.

Reverse roles? Transpose positive and negative? Can components be interchanged?

Is there another: Pattern? Design? Layout? Sequence?

Can we change: Pace? Schedule? Direction? Viewpoints?

Can we turn it: Backwards? Upside down? Inside out?

M. Pohl’s Random Input

Written Stimulus – Random Words Use a dictionary opened at random.

MESS FINDING

FACT FINDING

PROBLEM FINDING

IDEAS FINDING

The problem is identified

Information is gathered.Scope of the problem is determined.

Sub-problems, causes and effects are brainstormed.A central underlying problem is selected.

Possible solutions to the underlying problems are generated.

Use a magazine or newspaper.

Visual Stimulus Picture

Paintings

Photographs

Computer Programs Some computer programs with a focus on

creative production have included a

random word generator for this very

purpose.

Random Websites Log into the Internet and explore a new

site.

Through a six-step process that provides a preferred solution to an underlying problem, Creative Problem-Solving (CPS) engages students in the higher-order thinking skills of analytical, critical and creative thinking.

Bob Eberle and Bob Stanish’s Be a Problem Solver (1985) contains many introductory activities. They describe CPS as a method of arriving at solutions that require collaborative brainstorming at each of the six steps described below.

Equal emphasis is placed upon problem seeking as well as problem-solving.

‘Action Planning’ is an important part of the final stage of acceptance finding. This aspect of the process has been described in detail below.

L = Lots of ideas wanted (so piggybacking on ideas is okay)

A = All responses recorded (ideas are judged later)

C = Criticism is not allowed (op people or ideas)

E = Encourage way-out ideas (it might produce a better solution in the end)

Action Planning:

Students engaged in Action planning employ a arrange of methods, media and techniques to develop

a detailed plan of action which implements the solutions identified through the Creative Problem

Solving

process.

Action Plans usually detail:

Who will do what When and where solutions will be activated

How and Why the steps to a successful

All the steps to be a successful outcome are elaborated upon, time lines set and resource needs

determined and allocated.

Instead of written plans, teachers may offer students the opportunity to:

* explain the plan using a storyboard or cartoon sketches

* act out problems and solutions using role-playing or puppets

* demonstrates models or constructions that form part of the solution.

* provide an illustrated manual

* present an interpretative dance or mime

* videotape a visual presentation of the plan

* write a newspaper article or letter to the editor; or

* produce alternative presentations negotiated with the students.

12.4 What is Caring Thinking and how do I teach it?

Who? What?

Where? When?

Why? How?

Without caring, the higher-order thinking id devoid of an affective component. If higher-order thinking

does not contain values or valuation

• It is to care about yourself, care about those that you share your life and seeing yourself as a

caring world citizen.

• Caring Thinking addresses the intensity of feelings, compassion and the strong sense of

justice.

• It provides a sound value system for compassionate judgments

.

Matthew Lipman’s four core components of Caring Thinking:

Valuational Thinking is about BeliefsTo clarify one’s values, examine one’s attitudes and behaviours in a variety of circumstances.

To appreciate the intrinsic worth, beauty or value of ideas of things

Affective Thinking is about choices:The attitudes and emotions concerned with a clear understanding of right and wrong.

Acknowledging what you value and dealing with feelings

Active Thinking is about actionsFocuses on the ability and willingness to support personal beliefs and values

To act on your beliefs and be involved with a cause

Normative Thinking is about attitude and perspective.Focuses on the alignment of the reality of a situation and the ideal situation

To compare the actual with what could be.

• The emphasis is to think with the heart, to be involved in the shaping, assessing and confronting of

values

Example 1:Author study - Paul JenningsValuational Thinking is about Beliefs

Paul Jennings has not forgotten the fears and feelings that he had as a young boy.

Explain a fear that you have and tell how it sometimes affects the way that you act.

Affective Thinking is about choices:Relate a story by Paul Jennings where the main character faced the choice of telling the truth or not

telling the truth

Did the character make the right decision? What makes you think so?

Active Thinking is about actionsIs it important for an author to understand how readers might be feeling?

How might this assist the author to create more interesting stories?

Normative Thinking is about attitude and perspective.Some of Paul’s stories deal with conflicts between characters. Such stories may give us clues

about the way we might choose to live our life. Tell about an important lesson to be learnt from one

of Paul’s stories that you have read.

Example 2:Activities to follow a viewing of the film Jurassic ParkValuational Thinking is about BeliefsExplain how you might have felt if you were Doctor Grant when he discovered that DNA had been

used to recreate dinosaurs?

Affective Thinking is about choices‘Dolly’, a sheep, was the first animal to be cloned. In what circumstances is the cloning acceptable?

In what circumstances would it not be acceptable?

Active Thinking is about actionsHow important is it to protect animals in danger of extinction?

What can you do to assist in preserving rare and endangered animals?

Normative Thinking is about attitude and perspective.Think about the destruction and chaos depicted in the film. How might this compare with what the

world was really like when dinosaurs roamed the planet?

Activities to use when teaching Caring Thinking

• Introduce Dabrowski, Kohlberg and Gilligan’s theories about Leadership

• Design projects related to social and moral issues

• Introduce problems that confront the society and share alternatives with community leaders

• Give the opportunity to think about their role in the world and the tools they need to make an

impact on their own destiny (M. Pohl)