Thinking Tools

1. Thinking Tools What are they? Why do we use them? How do we use them?

2. Thinking is a skill which must be explicitly taught.Therefore …Thinking Tools provide strategies and processes to aid this development.

3. The right tools are necessary to complete a set problem or task. If given the tools to do this, then the task becomes manageable. “Offering an appropriate thinking strategy, tool or process will more likely produce better discussion and therefore achieve the intended outcome.” Eric Frangenheim

4. Exponents of Thinking Tools influencing Bellevue School … Eric Frangenheim International Facilitator who works extensively in New Zealand. Has worked with ICT PD Cluster (Rotorua), which was attended by Bellevue School IT Lead Teachers. 2008 Michael Pohl International Key Note speaker and workshop facilitator at the Waimarino ICT PD Cluster Mini Conference. 2008

5. A model which is used to develop critical and creative thinking is … Bloom’s Taxonomy.… a model which provides a broad range of higher order thinking skills.… a tool used for planning and delivery of curriculum.

6. Bloom’s Taxonomy Bloom’s Taxonomy H I G H E R O R D E R F O U N D A T I O N T H I N K I N G T H I N K I N G Eric Frangenheim

7. Critical Thinking cannot be developed by low order, yes / no or closed questions. • Analysis • + • Evaluate • = • “Critical Thinking” Students taking responsibility for their own thinking.

8. Students are empowered when… • They understand the level of the question (Bloom - Evaluation) • They understand the expected outcome (behave like a Judge) • They know which appropriate thinking strategy/tool/process to employ Eric Frangenheim

9. Many different Thinking Tools have been developed.They are used within Bloom’s Taxonomy.They are used both within integrated learning units and as stand alone activities.They are suited to varied tasks and varied ages. PMI TP KWL Round Robin Silent Shuffle Thinking Hats Y Chart Thinking Keys

10. 1. De Bono’s 6 Thinking HatsA visual tool …enabling students to identify what type of thinking they are using for any given tasks.Particularly effective with young students.

11. Black hat - What is wrong with this? Why will this not work?Yellow hat - What is good about this? Why does this work?White hat - What are the facts? How do we find out?Red hat - What do I feel about this?Green hat - What ideas do we have? How do I work this out?Blue hat - What have we done? What do we do next?

12. Group or individual tasks • Wearing the White Hat. (What are the facts about this picture?) • Wearing the Yellow Hat. (What is good about this, what works well?) • Wearing the Black Hat. (What is bad about this, what does not work?) • Wearing the Red Hat. (How do you feel about this?)

13. Students can be given opportunities to self assess their understanding of the ‘Thinking Hats’ and when each should be used.

14. Students learn to identify which coloured hat they need, and this … • clarifies their thinking • creates a focus for their thinking

15. 2. Brainstorming • Lots of ideas wanted • All responses recorded • Criticism not allowed • Thinking outside the square Ideas are discussed. Ideas are analysed. Judgements are made. Solutions found, decisions made. Wave their tails tank hide bubbles sea water air Goldfish plants food fin sand Look after gills beach Breath under water oxygen swim

16. Extended Brainstorming • Fluency - flood of ideas • Flexibility - different kinds of ideas • Originality - unusual ideas • Elaboration - expanded ideas • e.g. • Ways to catch a cheetah • Things that are cold • Uses for a metre of string • Things found underground

17. The Problem with Brainstorming • Only 1 student out of 30 = 3% • Not all are engaged • Too bright. Too confused • >15 seconds – energy nosedive • Good news – all strategies or thinking tools are better forms of Brainstorming – so therefore more student engagement Eric Frangenheim

18. 3. PMI - Plus, minus, interesting De Bono (improving) A simple and effective tool in which students can organise their ideas and clarify their thinking. PMI helps students learn to: • see both sides of an argument • view things from a different point of view • think broadly about an issue • suspend judgement • make informed decisions • work as individuals, in pairs or as members of a group

19. Students are given a format on which to record their ideas.

20. PMI can be a fun format through which to encourage lateral thinking … • What if cats were all green? • What if dogs lived underground? • What if dinosaurs still lived?

21. The Reverse The What if The Disadvantages The Combination The BAR The Alphabet The Variations The Picture The Prediction The Different Uses 4.Thinker’s keysTony Ryan Strategies to encourage divergent thinking and discussion. Question starters are presented to unlock thinking abilities of students. • The Ridiculous • The Commonality • The Question • The Brainstorming • The Inventions • The Brick Wall • The Construction • The Forced Relationships • The Alternative • The Interpretation

22. 5. Graphic organisers • Recording • Organising • Focusing • Comparing • Contrasting • Analysing • Judging • Recalling

23. Graphic organiser KWI

24. Graphic Organiser Venn diagram…an analytical tool to depict shared characteristics

25. Graphic Organiser Y Chart Looks like … Sounds like … Feels like …

26. Graphic Organiser Tournament Prioritiser Sorting priorities on a set topic … • Create a list • ‘Seed’ the list • Discuss and feedback

27. Eric Frangenheim

28. If you were shipwrecked what would you take onto a deserted island?

29. Graphic Organiser (Noisy) Round Robin • Have definite aim or purpose • Generate a large number of ideas quickly • Follow set rules • Have teams of 2-4 • Have set topic • Have I scribe per team • Follow Brainstorm rules

30. Groups record their ideas on a topic • Papers rotate around the groups who add their own new ideas • Groups decide on their 2-4 top ideas the most dangerous idea the most creative idea … etc • Teacher records all chosen ideas • Discussion follows … … Critical thinking!

31. Graphic Organiser Silent Card Shuffle • Silent Card Classification (no talking) • Challenge, Justify, Improve • In groups, circle, observe, discuss • Return and Refine • Teacher Debrief Eric Frangenheim

32. ly Eric Frangenheim

33. We aim to encourage students to take some responsibility for their own learning. We aim to engage students positively in decision making and thinking critically and creatively.

34. We aim to develop in our students positive habits … Habits of Mind! These are 16 habits developed by Art Costa. Persistence Stop and think Listening Working with others Creating and innovating New ideas Make it right That’s funny Learning forever Questions Being clever Thinking flexibly 5 Senses Thinking about thinking Wow! Past knowledge

35. Eric Frangenheim offers some award winning examples of not using critical and lateral thinking.

40. The development of analytical, critical and creative thinking in students, can be positively enhanced by the use of varied Thinking Tools. ‘Thinking Tools’ Pam Seath 2008