thinking continuum1

7/27/2019 Thinking Continuum1

1/16

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DALBY SOUTH STATE

SCHOOL

THINKING SKILLSPROGRAM

Support Material


2/16


THINKING SKILLS PROGRAMThinking Warm Ups

Higher Order Thinking and Metacognition

(includes Bloom's Taxonomy and Evaluation/Review)

Preschool PMI plus solving problems by drawing pictures andtelling the story

Year 1 Six Thinking Hats

Year 2 Extended Brainstorming

Year 3 Questioning Techniques

Year 4 Graphic Organisers

Year 5 CoRT 1 (Breadth)

Year 6 CoRT 2 (Organising), CoRT 4 (Creativity)

Year 7 Creative Problem Solving


3/16


APPLYING BLOOM'S TAXONOMY OF

COGNITIVE PROCESSESTHINKINGPROCESS

USEFULVERBS

SAMPLE QUESTION STEMS SOME POTENTIAL ACTIVITIES ANDPRODUCTS

K

N

O

W

L

E

D

G

E

tell

list

describe

relate

locate

write

find

state

name

recall

repeat

define

What happened after ?

How many ?

Who was it that ?

Can you name the ?

Describe what happened at ?

Who spoke to ?

Can you tell why ?

Find the meaning of ?

What is ?

Which is true or false ?

Make a list of the main events of the

story.

Make a time line of events.

Make a facts charts.

Write a list of any pieces ofinformation you can remember.

List all the animals in the story.

Make a chart showing

Make an acrostic.

Recite a poem.

C

O

M

P

R

E

H

E

N

S

IO

N

explain

interpret

outline

discuss

distinguish

predict

restate

translate

compare

describe

expressrecognise

identify

locate

Can you write in your own words ?

Can you write a brief outline ?

What do you think could havehappened next ?

Who do you think ?

What was the main idea ?

Who was the key character ?

Can you distinguish between ?

What differences exist between ?

Can you provide an example of whatyou mean ?

Can you provide a definition for ?

Cut out, or draw pictures to show aparticular event.

Illustrate what you think the main ideawas.

Make a cartoon strip showing thesequence of events.

Write and perform a play based on the

story.

Retell the story in your own words.

Paint a picture of some aspect of the

story you like.

Write a summary report of the event.Prepare a flow chart to illustrate thesequence of events.

Make a colouring book.

A

P

P

L

I

C

AT

I

O

N

solve

show

use

illustrate

calculate

construct

completeexamine

classify

apply

employ

practise

schedule

demonstrate

sketch

dramatise

operate

Do you know of another instance

where ?

Could this have happened in ?

Can you group by characteristics suchas ?

Which factors would you change if ?

Can you apply the method used to

some experience of your own ?

What questions would you ask of ?

From the information given, can youdevelop a set of instructions about ?

Would this information be useful if youhad a ?

Construct a model to demonstrate how

it will work.

Make a diorama to illustrate animportant event.

Make a scrapbook about the areas ofstudy.

Make a papier-mache map to include

relevant information about an event.Take a collection of photographs todemonstrate a particular point.

Make up a puzzle game using ideas

from the study area.

Make a clay model of an item in thematerial.

Design a market strategy for yourproduct using a known strategy as a

model.

Dress a doll in national costume.

Paint a mural using the same materials.Write a text book about for others.


4/16


THINKING

PROCESS

USEFUL

VERBS

SAMPLE QUESTION STEMS SOME POTENTIAL ACTIVITIES AND

PRODUCTS

A

N

A

L

YS

I

S

analyse

distinguish

examine

compare

contrastinvestigate

categorise

identify

explain

separate

advertise

differentiate

inspect

relate

solve

test

experimentappraise

Which events could not havehappened?

If happened, what might the ending

have been?

How was this similar to ?What was the underlying theme of ?

What do you see as other possibleoutcomes?

Why did changes occur?

Can you compare your with thatpresented in ?

Can you explain what must havehappened when ?

How is similar to ?

What are some of the problems of ?

Can you distinguish between ?

What were some of the motives

behind?

What was the turning point in the

game?

What was the problem with ?

Design a questionnaire to gatherinformation.

Write a commercial to sell a new product.

Conduct an investigation to produce

information to support a view.Make a flow chart to show the criticalstages.

Construct a graph to illustrate selectedinformation.

Make a jigsaw puzzle.

Make a family tree showing relationships.

Put on a play about the study area.

Write a biography of a person studied.

Prepare a report about the area of study.

Arrange a party. Make all the arrangementsand record the steps needed.

Review a work of art in terms of form,colour and texture.

S

Y

N

T

H

E

S

I

S

create

invent

compose

predict

plan

construct

design

imagine

improve

propose

devise

formulate

arrange

assemble

prepare

manage

organise

write

collect

Can you design a to ?

Why not compose a song about ?

Can you see a possible solution to ?

If you had access to all resources, how

would you deal with ?

Why don't you devise your own way

to?

What would happen if ?

How many ways can you ?

Can you create new and unusual uses

for ?

Can you write a new recipe for a tasty

dish?

Can you develop a proposal whichwould ?

Invent a machine to do a specific task.

Design a building to house your study.

Create a new product. Give it a name andplan a marketing campaign.

Write about your feelings in relation to

Write a TV show, play, puppet show, role

play, song or pantomime about

Design a record, book or magazine cover for

Make up a new language code and writematerial using it.

Sell an idea.

Devise a way to

Compose a rhythm or put new words to aknown melody.

EV

A

L

U

A

T

I

O

N

judgeselect

choose

decide

justify

debate

verify

argue

recommend

assess

discuss

rate

prioritisedetermine

evaluate

appraise

Is there a better solution to ?Judge the value of

Can you defend your position about?

Do you think is a good or bad thing?

How would you have handled ?

What changes to would yourecommend?

Do you believe ?

Are you a person?

How would you feel if ?

How effective are ?

What do you think about ?

Prepare a list of criteria to judge show.Indicate priority and ratings.

Conduct a debate about an issue of specialinterest.

Make a booklet about five rules you see asimportant. Convince others.

Form a panel to discuss views, for example,"Learning at School".

Write a letter to advising on changesneeded at

Write a half yearly report.

Prepare a case to present your view about


5/16


THINKERS' KEYS

Select from:

REVERSE LISTING 5 sounds that you have never heard

WHAT IF all shoes turned into skates

DISADVANTAGES a bicycle. How can it be improved.

B A R a lawnmower. Make a part bigger, add something, replace

something

COMBINATION of a pair of scissors and a shopping trolley

ALPHABET of the environment

VARIATIONS How many ways can you hang the washing?

THE PICTURE How can be linked with space

PREDICTIONS What will school be like in 100 years

DIFFERENT USES Find 10 uses for cut off fingernails.

RIDICULOUS Defend the statement - all food must be eaten at home

COMMONALITY between a sponge and a chimney

QUESTION Find questions for the answer - fried eggs.

BRAINSTORM ways to travel in the city

INVENT a bedmaker

BRICKWALL consider alternatives to teachers

CONSTRUCTION build a home for a bull ant

FORCED

RELATIONSHIP

catch a mouse with a toothbrush, a rubber band and a piece of

bubble gum

ALTERNATIVE 5 ways to wash the car without water

INTERPRETATION give reasons for the grass turning purple


6/16


P M I

PLUS

MINUS

INTERESTING


7/16


Put on your thinking hat!

SSiixx TThhiinnkkiinngg HHaattssEdward de Bono

WHITE HAT: What are the facts? Gathering

information What do we know already? What do we

need to know?

YELLOW HAT: Good points, positives, benefits,

advantages Why will it work?

BLACK HAT: Bad points, negatives, problems,

weaknesses,disadvantages What is wrong with it?

RED HAT: Emotions, feelings, intuition, hunches

How will this affect people?

GREEN HAT: Creativity, different, new ideas,

suggestions, proposals, alternatives What could be

done if anything were possible?

BLUE HAT: Thinking about thinking, organizing

thinking, reflecting What thinking hat will help?


8/16


Extended Brainstorming

Mini-Beasts Years P-6To encourage

Fluency Flexibility Originality Elaboration Curiosity Complexity Risk Taking ImaginationAsk how many

* ideas

* solutions* possibilities

* consequences

Ask how many

different

* kinds ofideas

* categories ofideas

* types ofsolutions

* directions orpathways

Ask for* new or

original ideas* better ideas

* unusualideas

Ask for* expanded

ideas* detailed

ideas* a plan of

action* a complex

idea

Ask questions

that begin

* Suppose that* What if?

* Whenmight?

* Wherecould?

Ask questions

that begin

* What reasoncould there be?

* Whatcontributes to?

* What makespeople?

* What factorscontribute to?

Ask questions

that begin

* Say why youthink

* Justify why* Which is

better?* Decide and

explain

Ask questions

that begin

* How wouldyou feel if?

* Pretend that* Imagine

yourself in

List:* all the mini-

beasts you know* ways mini-

beasts protectthemselves

* places to

find mini-beasts

* all the facts

you know about

mini-beasts

How manydifferent ways

can you groupmini-beasts?

You have justdiscovered a

new mini-beastthat has never

before beenseen. Describe

what it looks

like, where you

found it and

anything special

about it.

A spider is amini-beast, but

is it an insect?What do you

think?Tell how you

would convince

someone that

your explanation

is correct.

If you were tointerview an ant,

a butterfly, a beeor some other

mini-beasts,what questions

would you ask?

What makespeople want to

kill insects?Why do you

think that insectsare not found in

oceans? What

makes a mini-

beast useful?

Explain whyyou think it

might be betterto be

* a butterfly ora moth

* a wasp or a

bee

* an ant or a

cockroach

You are a flealiving on a dog.

Tell about yourlife and

adventures.What if flies

were the size of

cats?

What would it

be like to

change from a

caterpillar into a

butterfly?Learning to Think - 2000 Hawker Brownlow Education #4552


9/16


"Open Door" questions.

These sorts of questions require

lots of discussion and explanation

with interesting examples. They

take time to think through andanswer in depth.

"Closed Door" questions.

These sorts of questions require a

simple yes/no/maybe or a nod or

shake of the head. These

questions usually lead younowhere.

Blackline Masters - Blueprints for Thinking; Chapter 5, Page 74 Hawker Brownlow Education 1991


10/16


OPEN AND CLOSED QUESTIONS:

CHARACTERISTICS

OPEN QUESTIONS CLOSED QUESTIONS1. Do not necessarily have a definite right or

wrong answer, instead they have the

potential to generate a variety of

satisfactory responses.

Example: How might you go about

correcting your spelling?

1. Lack a range of possible answers.Usually responses will be either right or

wrong and do not challenge higher order

thinking skills.

Example: How do you spell elephant?

2. It is less easy to predict the possible

response.

Example: What sort of changes will you

be making in your next draft?

2. The range of possible answers is limited

to the expected response.

Example: Could you change the

conclusion to make a better ending for

your play?

3. Pupils are more often required to explain,justify, speculate, interpret, compare,

predict and reflect upon their responses

and enhance higher order thinking skills.

Example: Do you want the grandfather to

be a main part of your narrative? Why?

3. Little original thought is required for theresponse and often responses require no

original thought at all.

Example: Who is the main character?

4. In answering the question, pupils mayfind it necessary to draw upon their prior

knowledge.

Example: Do you think all frogs are

green? Why?

4. Responses often involve pupils inrecalling information they have learned or

from the text.

Example: How was the frog described in

the science report yesterday?

5. By allowing for more detailed responses

from pupils, "open" questions promote

more effective classroom interaction.

5. Using "closed" questions limits classroom

interaction to quick question/answer

patterns which move quickly and allow

little time for speculation or reflective

thought.

Participant Coursebook - Flip Unit 6 (Rev): Composing and Comprehending as Purposeful Interaction


11/16


COGNITIVE ORGANIZERS

Matrix p.90Venn Diagram p.90

Thinking Skill: Comparing & ContrastingThinking Skill: Classifying

Mind Map p.90

Thinking Skill: Brainstorming

Web p.90

Thinking Skill: Analyzing Attributes

Questions p.90 P.M.I. p.90Open Door? Closed Door? P M I

1

2

3

1

2

3

Thinking Skill: Hypothesizing Thinking Skill: EvaluatingT-Chart p.90 Ranking p.90

Looks Like Sounds Like

Thinking Skill: Visualizing Thinking Skill: PrioritizingThinking at Right Angles p.90

Thinking Skill: Associating Ideas

Bridging Snapshots p.90

Thinking Skill: SequencingKWL p.90

What we know What we want

to find out

What we learn

Fish Bone p.90

Thinking Skill: Analyzing Thinking Skill: Predicting / Evaluating


12/16


CoRT Thinking

CoRT 1: BREADTH

CoRT 1 broadens perception by demonstrating a number of different

directions thinking can follow.

CoRT 2: ORGANISATION

CoRT 2 helps students organise their thinking. The first five operations

are basic ones concerned with moving forward from an initial idea. The

second five operations concern the general organisation of thinking.

CoRT 4: CREATIVITY

Creativity is not a special gift which some people have and others can

never acquire. In CoRT 4, creativity is treated as a normal part of thinking

processes than can be learned, practiced and applied in a deliberatemanner. The purpose of creativity is to arrive at an effective new idea.

CoRT 4 encourages the "design" type of creativity. This may be concerned

with changing concepts and changing patterns - in other words, "lateral

thinking".


13/16


A Sample Management Plan for CPS(Creative problem-solving)

Group members

Group goal

1. Fact finding - make use of key words such as what, when, who, where, why and how.What do we know?

What would we like to know?

What resources might help us?

2. Problem finding - What do we see as the problems? Can we rank them?

What is the most important problem?

Restate the problem so that we can work on ideas for it.

3. Idea finding - brainstorm as many ways as possible to solve the problem. Remember, accept all ideas, don't

judge! After all ideas are listed, go back and circle your best ones.

4. Solution finding - How will we judge our ideas? What criteria will we use?

A.

B.

C.

A grid to help Give marks or ratings tothe ideas against thecriteria:

3 = good2 = fair1 = poor

Put a mark in each box for each idea, then addthe total across. The ideas with the highest marksare the solution to try.

Ideas A B C Total

5. Acceptance finding - How will we put our plan into action? What steps will we follow?Who might help us?

What problems must be watched for? How will we overcome them?

Parnes


14/16


THE PROBLEM SOLVING CYCLE

1. The Problem 2. Outcome I would

like to have if the

problem was solved.

3. Possible and

outrageous alternatives

to think about.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

4. Select best three

alternatives

1.

2.

3.

5a.

Consequences ofselection #1

5b.

Consequences of

selection #2

5c.

Consequences of

selection #3

7. Action Plan

What

When

Where

Who

6. Final

alternative

selected

8. Did it work?


15/16


THINKING SKILLS OUTCOMES BANK

draws pictures to solve problems

understands the concept of PMI

uses PMI in practical contexts

understands Six Thinking Hats

applies Six Thinking Hats to organize thinking

integrates Six Thinking Hats into daily situations

uses a number of thinking frameworks in a variety of contexts

understands brainstorming concept

participates in brainstorming activities to expand his/her own

thinking

uses imagination in thinking

is prepared to take risks in brainstorming


understands the difference between open and closed questions

formulates open questions to gather a wide range of information

seeks information by using imaginative thinking to adapt closed

questions into open questions


understands the concept of graphic organizers

uses and selects appropriate graphic organizers for enhanced

thinking

interprets information from graphic organizers



16/16


THINKING SKILLS OUTCOMES BANK

knows CoRT1 strategies

understands and uses CoRT1 strategies in a variety of situations

contributes effectively in group thinking sessions acknowledges thinking as a skill and reflects on own thinking

processes


knows CoRT2 and 4 strategies

understands and uses CoRT2 and 4 strategies in a variety of

situations

uses creative thinking tools to advantage


identifies steps in the creative problem solving process

selects and uses the creative problem solving process to develop an

action plan implements plan and evaluates the effect of the process

transfers creative problem solving skills into real life situations


thinking continuum1

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