Thinking, thinking and more thinking! A summary of many thinking strategies School of Educators...

Thinking, thinking and more Thinking, thinking and more thinking!thinking!

A summary of many thinking A summary of many thinking strategies strategies

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Blooms’ TaxonomyBlooms’ Taxonomy

Remember(Knowledge)Remember(Knowledge) Understand (Comprehension)Understand (Comprehension) Apply (Application)Apply (Application) Analyse (Analysis) Analyse (Analysis) Evaluate (Evaluation)Evaluate (Evaluation) Create (Synthsis)Create (Synthsis)

Turn the order upside down for Turn the order upside down for

GATE children GATE children

KnowledgeKnowledge: arrange, define, duplicate, label, list, : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, memorize, name, order, recognize, relate, recall, repeat, reproduce state. repeat, reproduce state.

ComprehensionComprehension: classify, describe, discuss, explain, : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, express, identify, indicate, locate, recognize, report, restate, review, select, translate, restate, review, select, translate,

ApplicationApplication: apply, choose, demonstrate, dramatize, : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. schedule, sketch, solve, use, write.

AnalysisAnalysis: analyze, appraise, calculate, categorize, : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. distinguish, examine, experiment, question, test.

SynthesisSynthesis: arrange, assemble, collect, compose, : arrange, assemble, collect, compose, construct, create, design, develop, formulate, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, manage, organize, plan, prepare, propose, set up, write. write.

EvaluationEvaluation: appraise, argue, assess, attach, choose : appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. select, support, value, evaluate.

http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htmhttp://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm


Six Thinking HatsSix Thinking Hats

White Hat – facts, questionsWhite Hat – facts, questions Red Hat – feelings, intuitionsRed Hat – feelings, intuitions Yellow Hat – positive, why it will work, successYellow Hat – positive, why it will work, success Black Hat – caution, weak pointsBlack Hat – caution, weak points Green Hat – creative, alternativesGreen Hat – creative, alternatives Blue Hat – overview, summary Blue Hat – overview, summary

http://wwwfp.education.tas.gov.au/http://wwwfp.education.tas.gov.au/english/sixhats.htmenglish/sixhats.htm


Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences

““Howard Gardner first discussed his theory of Multiple Intelligences in Howard Gardner first discussed his theory of Multiple Intelligences in his 1983 publication his 1983 publication Frames of MindsFrames of Minds, in order to explain and , in order to explain and identify the variety of ways that individuals are "smart". While identify the variety of ways that individuals are "smart". While some students are smart with words or self, and some are smart some students are smart with words or self, and some are smart with people or nature, others have mathematical, physical, spatial with people or nature, others have mathematical, physical, spatial or musical talents. It is the way that those people best understand, or musical talents. It is the way that those people best understand, know and learn about the world around them.know and learn about the world around them.

www.kurwongbss.qld.edu.auwww.kurwongbss.qld.edu.au

http://www.kurwongbss.qld.edu.au/thinking/MIhttp://www.kurwongbss.qld.edu.au/thinking/MI%20Smarts/smarts.htm%20Smarts/smarts.htm

Linguistic intelligenceLinguistic intelligence ("word smart"): ("word smart"):Logical-mathematical intelligenceLogical-mathematical intelligence ("number/reasoning smart") ("number/reasoning smart")Spatial intelligenceSpatial intelligence ("picture smart") ("picture smart") Bodily-Kinesthetic intelligenceBodily-Kinesthetic intelligence ("body smart") ("body smart") Musical intelligenceMusical intelligence ("music smart") ("music smart") Interpersonal intelligenceInterpersonal intelligence ("people smart") ("people smart") Intrapersonal intelligenceIntrapersonal intelligence ("self smart") ("self smart") Naturalist intelligenceNaturalist intelligence ("nature smart") ("nature smart")


Tony Ryan’s Thinkers KeysTony Ryan’s Thinkers Keys

““Tony Ryan first introduced his Thinkers Keys in the 1980s but Tony Ryan first introduced his Thinkers Keys in the 1980s but we think his keys are still an effective way to introduce we think his keys are still an effective way to introduce different ways of higher-order thinking to our students. different ways of higher-order thinking to our students. Thinkers Keys can be easily included in contract activities, Thinkers Keys can be easily included in contract activities, homework tasks, journal writing activities, extension tasks homework tasks, journal writing activities, extension tasks and as part of a Bloom's and Multiple Intelligence approach and as part of a Bloom's and Multiple Intelligence approach to teaching and learning.”to teaching and learning.”

www.kurwongbss.qld.edu.auwww.kurwongbss.qld.edu.au

http://www.kurwongbss.qld.edu.au/http://www.kurwongbss.qld.edu.au/thinking/Think%20Keys/keysthinking/Think%20Keys/keys%20explained.htm%20explained.htm


Decision-Making Matrix Decision-Making Matrix

Helps children to see that taking everything into consideration is Helps children to see that taking everything into consideration is important when making a decision. important when making a decision.

Children could suggest criteria or factors that would need to be Children could suggest criteria or factors that would need to be considered when making decisions. considered when making decisions.

For example: buying a houseFor example: buying a house PricePrice Other factors??? Other factors???

House AHouse A $200,000$200,000

House BHouse B $250,000$250,000

House CHouse C $300,00$300,00

Can you think of other factors? Include these on your matrix now. Think about how you could use this in staff meetings, classroom programmes???


PMIPMIPMI is a simple way to analyse. PMI is a simple way to analyse.

P -P - can mean Plus / Positivescan mean Plus / Positives

M -M - can mean Minus / Negativescan mean Minus / Negatives

I -I - can mean Interesting / Issuescan mean Interesting / Issues

It can be used in the classroom programmes and staff meetings to It can be used in the classroom programmes and staff meetings to help groups to see the big picture and help to make decisions. help groups to see the big picture and help to make decisions.

An extension to the PMI can be to have an extra column down the left An extension to the PMI can be to have an extra column down the left hand side to include perspectives from other people.hand side to include perspectives from other people.

Energy Saving Light Energy Saving Light bulbs bulbs

PerspectivesPerspectives PlusPlus MinusMinus InterestingInteresting

Power companiesPower companies

Consumers Consumers (customers)(customers)

Health Officials Health Officials


Extent BarometerExtent Barometer

Helps children to analyse a situation Helps children to analyse a situation by putting main points of a story, by putting main points of a story, event or experience in perspective event or experience in perspective by ranking them on the barometer. by ranking them on the barometer.

Eg: Read the story “Dr Dog”Eg: Read the story “Dr Dog”

To what extent was Dr Dog over To what extent was Dr Dog over worked?worked?

Eg: Read the novel “HOLES” Eg: Read the novel “HOLES”

To what extent was Stanley guilty? To what extent was Stanley guilty?

To what extent was the camp To what extent was the camp extreme in their way of punishing extreme in their way of punishing the boys? the boys?

To what extent was Stanley’s will to To what extent was Stanley’s will to leave Camp Greenlake? leave Camp Greenlake?

100100 Very Very HighHigh

75 75 Fairly Fairly HighHigh

5050 MediumMedium

2525 LowLow

0 0 None at None at allall


KWLKWL

K = What I K = What I kknow (Facts)now (Facts)

W = What I W = What I WWant to know (Questions)ant to know (Questions)

L = What I have L = What I have LLearnt earnt

Excellent strategy to use at the start of a unit – children can add to the Excellent strategy to use at the start of a unit – children can add to the last part – what I have learnt. Can also be used at a staff meeting last part – what I have learnt. Can also be used at a staff meeting or a discussion. or a discussion.

It helps to develop thinking from the knowledge to abstract (questions) It helps to develop thinking from the knowledge to abstract (questions) to the analytical ( children would need to evaluate the information to the analytical ( children would need to evaluate the information they receive)they receive)

The “what I want to know” encourages the children to ask good The “what I want to know” encourages the children to ask good questions that will then encourage them to be good investigators questions that will then encourage them to be good investigators and detectives to find the answers. and detectives to find the answers.

The next stage – what I have learnt - will allow children to make The next stage – what I have learnt - will allow children to make conclusions but to also see connections and may also be a catalysts conclusions but to also see connections and may also be a catalysts for more questions and research. for more questions and research.


SWOT AnalysisSWOT Analysis

Excellent thinking strategy for analysing groups or important Excellent thinking strategy for analysing groups or important proposals, decisions or suggestions. proposals, decisions or suggestions.

Children would categorise internal and external factors as Children would categorise internal and external factors as Strengths, Weaknesses, Opportunities and Threats. SWOT.Strengths, Weaknesses, Opportunities and Threats. SWOT.

Internal factors: Strengths and weaknessesInternal factors: Strengths and weaknesses

External factors : Opportunities and threatsExternal factors : Opportunities and threats

Process: Process: 1. Decide on the topic to be analysed1. Decide on the topic to be analysed

2. Create a SWOT using the template2. Create a SWOT using the template

3. Write the issue to be discussed next to the 3. Write the issue to be discussed next to the heading topicheading topic

4. Complete the operation ( sounds like a police 4. Complete the operation ( sounds like a police operation!)operation!)

Suggested topics???? Treaty of Waitangi Settlers – Maori, Myself as a Suggested topics???? Treaty of Waitangi Settlers – Maori, Myself as a learner in my classroom, Animals eg:kiwi …learner in my classroom, Animals eg:kiwi …


T Bar AnalysisT Bar AnalysisA simple and quick way to summarise information from a written A simple and quick way to summarise information from a written

source and present it visually. It is used to compare two sources. source and present it visually. It is used to compare two sources.

Eg: Silver Ferns v Australia Netball Team - Test Saturday 21 July Eg: Silver Ferns v Australia Netball Team - Test Saturday 21 July 20072007

ODT Source Australian Newspaper sourceODT Source Australian Newspaper source

List ideas – chn make a summary List ideas – chn make a summary


Tournament Prioritizing Tournament Prioritizing

Encourages rational decision making. It will help children ( and adults) to Encourages rational decision making. It will help children ( and adults) to justify and prioritise their decisions. (Top end thinking in Blooms – analyse justify and prioritise their decisions. (Top end thinking in Blooms – analyse and evaluate)and evaluate)

ProcessProcess 1. Create a context eg: What do we need to take to school camp1. Create a context eg: What do we need to take to school camp

2. Use a noisy round robin with teams of 3 -4 to gather items list2. Use a noisy round robin with teams of 3 -4 to gather items list

3. Ask group to decide what is the most important item3. Ask group to decide what is the most important item

4. Each group has a tournament prioritising sheet, the first item 4. Each group has a tournament prioritising sheet, the first item written is called item one and this must be seeded number 1 the second written is called item one and this must be seeded number 1 the second item is seeded number 16, item 3 is number 2, item 4 is number 15 and so item is seeded number 16, item 3 is number 2, item 4 is number 15 and so on… on…

5. In teams of two, three or four children decide on items that will 5. In teams of two, three or four children decide on items that will be eliminated. Children must justify their reasons. They need to be be eliminated. Children must justify their reasons. They need to be rational and persuasive! rational and persuasive!

6. Once all groups have prioritised, the teacher can record the 6. Once all groups have prioritised, the teacher can record the ranking of the groups on the board and replay the tournament prioritiser ranking of the groups on the board and replay the tournament prioritiser until and overall “winner” is found. until and overall “winner” is found.

Lots of fun!!! Lots of great discussion. Lots of fun!!! Lots of great discussion.


Y chart Y chart

A good way to respond to a situation, proposal or a problem. A Y chart will demand A good way to respond to a situation, proposal or a problem. A Y chart will demand effective thinking, discussion and responding. effective thinking, discussion and responding.

It relies far more on the senses, intuition and imagination It relies far more on the senses, intuition and imagination

Process Process 1. Decide on a topic eg: leadership qualities1. Decide on a topic eg: leadership qualities2. Draw a Y chart2. Draw a Y chart3. In the “looks like” area brainstorm and record everything you 3. In the “looks like” area brainstorm and record everything you

would expect to see happening around a good and effective leader- what they would expect to see happening around a good and effective leader- what they look like – what is happening. look like – what is happening.

4. In the “sounds like” area record all the sounds associated with 4. In the “sounds like” area record all the sounds associated with a leader – commands specific about tasks, include words, sentences you have a leader – commands specific about tasks, include words, sentences you have heardheard

5. “Feels like” record all the things you would feel eg: a sense of 5. “Feels like” record all the things you would feel eg: a sense of team work, pride, success, challenge team work, pride, success, challenge

Children then from the information gathered, could develop a set of criteria that Children then from the information gathered, could develop a set of criteria that could be used for a leader of a youth group, miniball team, government party … could be used for a leader of a youth group, miniball team, government party … other ideas. This criteria could be used in a number of ways eg: advertisement other ideas. This criteria could be used in a number of ways eg: advertisement for a job, Vocabulary extension for report writing about different leaders…for a job, Vocabulary extension for report writing about different leaders…

Other areas this chart could be used - Camp Greenlake in the story “Holes”, Other areas this chart could be used - Camp Greenlake in the story “Holes”, characters in reading books, social studies topics, selected parts of a DVD.characters in reading books, social studies topics, selected parts of a DVD.


As busy educators we need to made decisions every minute of As busy educators we need to made decisions every minute of the day let us now think where many of these charts would fit the day let us now think where many of these charts would fit

into our everyday routines…into our everyday routines…

Decision Making Matrix – that new pair of boots that I would like to buy???Decision Making Matrix – that new pair of boots that I would like to buy???

PMI – Plus, Minus and Interesting Topic: The youth of today. PMI – Plus, Minus and Interesting Topic: The youth of today.

Extent Barometer – to what extent is my very disruptive reading class annoying Extent Barometer – to what extent is my very disruptive reading class annoying me!!!!!!!me!!!!!!!

KWL – What I know about buying those new boots ( I have to have them!) What I KWL – What I know about buying those new boots ( I have to have them!) What I want to know (are they on sale????) and what I have learnt (don’t put any want to know (are they on sale????) and what I have learnt (don’t put any unnecessary purchases on the credit card where other people can see it!!!!!!!! unnecessary purchases on the credit card where other people can see it!!!!!!!! Oh dear!!)Oh dear!!)

SWOT – Myself as a mother of a three year old!!!SWOT – Myself as a mother of a three year old!!!

T Bar – Richard in his youth playing soccer/Richard in his “Mature years” playing T Bar – Richard in his youth playing soccer/Richard in his “Mature years” playing soccer. soccer.

Tournament Prioritising – What do I need to take on my ski holiday? Decisions are Tournament Prioritising – What do I need to take on my ski holiday? Decisions are so hard! so hard!

Y Chart – Old Age: What it looks like, sounds like, feels like!Y Chart – Old Age: What it looks like, sounds like, feels like!www.schoolofeducators.comwww.schoolofeducators.com

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