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 Thinking
2. Critical Thinking
3. Creative Thinking
4. Caring Thinking
How do I use/teach Thinking Skills?
•
•
•
•
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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)
Scumps
SIZE
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
2. Venn diagrams
Name: Venn Diagram Basic
Description: 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?
Name: Venn Diagram Expanded
Description: Three items linked by characteristics or attributes.
Uses: Describe and compare and
characteristics of items (things, people,
ideas, etc.)
attributes and
places, events,
Critical Questions:



What items do
to compare?
What
characteristics do
have in common
(intersecting
How are the items
and different
(nonintersecting
based on the
characteristics?
you want
the items
portions)?
similar
portion)
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.
Ramona
Skis
Girl
Coin collection
Lives in house
Bill
Nguyen
Classmates
Likes Pizza
Skate boards
Swim
Boy
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
Enjoyment
Health
Different games
Not written
Different groups
Temperature
Sweaty
Heart
Listening
Fresh Air
Teamwork
Resist illness
Silliness
Injury
More alert
Head injuries
Accidents
Skin Cancer
Weather
Educational
Physical
Mental
Emotional
Harassment
Daily
Fitness
Lotus Blossom Diagrams – records the relationship between a central concept and
associated sub-concepts
Setting
Themes
Story
Characters
Plot
Emotions
Flow charts – diagrammatically represent a wide range of processes, sequences and events
This 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.
2.
Starting event
Subsequent event
Subsequent event
Subsequent event
Final event
4. Using Bloom’s Taxonomy, the Analysis level
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.
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•
•
•
•
•
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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
WHAT IS IT THAT
REQUIRES A
DECISION?
Describe the problem
issue or nature of the
decision to be made,
then look at the…
Possibilities
+
-
+
-
+
CONSEQUENCES
What are some
possible directions that
could be taken?
Consequences
Some pluses and
minuses about each
possibility.
-
Decision
DECISION
Having considered a
range of possibilities –
which option is most
desirable, manageable
and achievable?
Forecasting and selecting using POOCH
(Problem-Options-Outcomes-Choice)
P
Problem
O
O
CH
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:
Problem
Options
Outcomes
Choice
How did it turn out?
CRITICAL QUESTIONS
C
A
CONSEQUENCES
CONSISTENCY
How consistent is the information?
ASSUMPTIONS
What assumptions have been made here?
ACCURACY
M
What are the consequences of believing this?
How accurate is the data / information?
MEANING MAIN
What is the meaning of this?
POINTS
What is the main point here?
P
PREDJUDICE
What prejudice is being shown here?
POINT OF VIEW
What other points of view could be expressed?
EVIDENCE
What evidence is given to support the claims?
EXAMPLES
What examples are given to back up claims?
RELEVANCE
How relevant are the claims?
RELIABILITY
How reliable is the source, writer, information?
E
R
Directed Thinking:
Why YES?
Why NO?
Why WAIT?
What ELSE?
Way to GO!
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.
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
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.
COMPLETION
Looking back at
the effectiveness
of our efforts.
12.3 What is Creative Thinking and how do I teach / use it?
•
•
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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 Planning
1. The B A R
The following acronym, or ladder of words, can be used by different age groups (ranging
from 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 laboratories
to 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 to
draw a standard skateboard, and then
direct 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 some
shelves on it for storage space. Place a counterweight on the front to balance
it out.
A dd Add a small rocket motor, which can be controlled with a foot throttle near
the back of the skateboard.
R eplace Replace the wheels with a small hovercraft unit, which is controlled by a
hand-held rotating device.
It is very important that SILLY and INNOVATIVE ideas are encouraged. Very few new
ideas emerge from predictable and tedious efforts.
S
Substitute
Substitute a person, or an object to
serve in a different way or role.
C
Combine
Bring together or unite.
Blend ideas, materials or
situations.
A
Adapt
Adjust to suit another purpose or
set of conditions.
M
Modify
Modify attributes frequency or size.
Enlarge to make larger in form or
quality.
Reduce to make smaller, lighter,
less frequent.
P
Put to another use
Use for an alternative purpose, in
another situation or in a different
way.
E
Eliminate
R
Reverse
Remove or omit a quality, a part or
the whole.
Change order, adjust or create a
new sequence, layout or scheme.
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?
Can we combine
Different materials, Units or modules?
Uses or purposes?
Concepts or ideas?
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?
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?
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?
What may be left out all together?
What parts are not required?
What quality can be eliminated?
Reverse roles?
Transpose positive and negative?
Can components be interchanged?
Is there another:
Pattern?
Design?
Layout?
Can we change:
Pace?
Schedule?
Direction?
Can we turn it:
Backwards?
Upside down?
Sequence?
Viewpoints?
Inside out?
M. Pohl’s Random Input
Written Stimulus – Random Words
Use a dictionary opened at random.
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.
MESS FINDING
The problem is identified
FACT FINDING
Information is gathered.
Scope of the problem is determined.
PROBLEM
FINDING
IDEAS FINDING
SOLUTION
FINDING
ACCEPTANCE
FINDING
Sub-problems, causes and effects are
brainstormed.
A central underlying problem is
selected.
Possible solutions to the underlying
problems are generated.
Appropriate criteria are applied to
determine the best solution.
Implementation strategies to activate
the best solutions are outlined.
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:
Who?
What?
Where?
When?
Why?
How?
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?
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 Beliefs
To 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 actions
Focuses 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 Jennings
Valuational 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 actions
Is 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 Park
Valuational Thinking is about Beliefs
Explain 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 actions
How 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)