Critical, creative and caring thinking - Revision history

Fred Bot: Robot: Adding {{HOTwiki_navbar}}\n{{HOTwiki}}

2012-01-24T15:25:26Z

Robot: Adding {{HOTwiki_navbar}}\n{{HOTwiki}}

← Older revision		Revision as of 15:25, 24 January 2012
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	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| '''<span style="font-size: 9pt; line-height: 18px;">Consideration of audience and context </span>'''<br/><span style="font-size: 9pt; line-height: 18px;">To what extent do students’ performances show an awareness of the audience? To what extent do they show awareness of the context of thinking in the communication?</span><br/><br/><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| '''<span style="font-size: 9pt; line-height: 18px;">Consideration of audience and context </span>'''<br/><span style="font-size: 9pt; line-height: 18px;">To what extent do students’ performances show an awareness of the audience? To what extent do they show awareness of the context of thinking in the communication?</span><br/><br/><br/>
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−	[[Category:~~HOT_Wiki~~]]	+	{{HOTwiki_navbar}}
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Fred Bot: Robot: Adding Category:HOT_Wiki

2012-01-24T15:04:36Z

Robot: Adding Category:HOT_Wiki

← Older revision		Revision as of 15:04, 24 January 2012
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	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| '''<span style="font-size: 9pt; line-height: 18px;">Consideration of audience and context </span>'''<br/><span style="font-size: 9pt; line-height: 18px;">To what extent do students’ performances show an awareness of the audience? To what extent do they show awareness of the context of thinking in the communication?</span><br/><br/><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| '''<span style="font-size: 9pt; line-height: 18px;">Consideration of audience and context </span>'''<br/><span style="font-size: 9pt; line-height: 18px;">To what extent do students’ performances show an awareness of the audience? To what extent do they show awareness of the context of thinking in the communication?</span><br/><br/><br/>
	\|}		\|}
		+	[[Category:HOT_Wiki]]

Admin at 10:09, 16 January 2012

2012-01-16T10:09:59Z

← Older revision		Revision as of 10:09, 16 January 2012
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	[[File:Hot900a.jpg\|RTENOTITLE]]<br/>(For Professional Discussion within schools working with Hooked on Thinking to build a Thinking Curriculum)		[[File:Hot900a.jpg\|RTENOTITLE]]<br/>(For Professional Discussion within schools working with Hooked on Thinking to build a Thinking Curriculum)

−	[[File:Would you mind thinking.gif]]	+	[[File:Would you mind thinking.gif\|RTENOTITLE]]

	To be used as a catalyst for discussions that explore the value of unpacking the school's definition of critical/ creative thinking etc to produce a list of constituent competencies.		To be used as a catalyst for discussions that explore the value of unpacking the school's definition of critical/ creative thinking etc to produce a list of constituent competencies.
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−	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px;"	+	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px;" border="1"
	\|-		\|-
	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">'''<span style="font-size: 10pt; line-height: 19px;">Creative Thinking Variables Commonly Used in New Zealand Schools. </span>'''<br/>'''<span style="font-size: 10pt; line-height: 19px;">Torrance (1962)</span>'''</span><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">'''<span style="font-size: 10pt; line-height: 19px;">Creative Thinking Variables Commonly Used in New Zealand Schools. </span>'''<br/>'''<span style="font-size: 10pt; line-height: 19px;">Torrance (1962)</span>'''</span><br/>
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−	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; ~~line-~~height: 19px;"	+	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; height: 19px;" border="1"
	\|-		\|-
	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">Traits of the Disciplined Mind<br/>(Paul and Elder 2002, p.19)</span><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">Traits of the Disciplined Mind<br/>(Paul and Elder 2002, p.19)</span><br/>
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−	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; ~~line-~~height: 19px;"	+	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; height: 19px;" border="1"
	\|-		\|-
	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">'''Knowledge'''</span><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">'''Knowledge'''</span><br/>

Admin at 10:08, 16 January 2012

2012-01-16T10:08:55Z

← Older revision		Revision as of 10:08, 16 January 2012
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	[[File:Hot900a.jpg\|RTENOTITLE]]<br/>(For Professional Discussion within schools working with Hooked on Thinking to build a Thinking Curriculum)		[[File:Hot900a.jpg\|RTENOTITLE]]<br/>(For Professional Discussion within schools working with Hooked on Thinking to build a Thinking Curriculum)

−	[[File:Would you mind thinking.gif~~\|RTENOTITLE~~]]	+	[[File:Would you mind thinking.gif]]

	To be used as a catalyst for discussions that explore the value of unpacking the school's definition of critical/ creative thinking etc to produce a list of constituent competencies.		To be used as a catalyst for discussions that explore the value of unpacking the school's definition of critical/ creative thinking etc to produce a list of constituent competencies.
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	(after Hyerle, 2004, Swartz and Parks, 1994, Norris and Ennis, 1989 and Fisher 2001)		(after Hyerle, 2004, Swartz and Parks, 1994, Norris and Ennis, 1989 and Fisher 2001)
−
−	~~= = =~~

	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; height: 19px;" border="1"		{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; height: 19px;" border="1"
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−	~~===~~	+	=== 2. Creative Thinking Skills, Abilities and Processes ===
−		+
−	~~=== <br/>===~~ ===2. Creative Thinking Skills, Abilities and Processes ===	+

	(after Torrance (1962), Gordon, et al. (1996), Root-Bernstein and Root-Bernstein (1999), and Perkins (2000))		(after Torrance (1962), Gordon, et al. (1996), Root-Bernstein and Root-Bernstein (1999), and Perkins (2000))
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	=== '''3. Thinking Dispositions''' ===		=== '''3. Thinking Dispositions''' ===

−	~~=== ===<br/>~~(after Traits of the Disciplined Mind (Paul and Elder 2002, p19), Creative Habits (Claxton and Lucas 2004 p24) with Habits of Mind (Costa and Kallick 2000, p.8) and Dimensions of Learning (Marzano 1992, pp.131)	+	(after Traits of the Disciplined Mind (Paul and Elder 2002, p19), Creative Habits (Claxton and Lucas 2004 p24) with Habits of Mind (Costa and Kallick 2000, p.8) and Dimensions of Learning (Marzano 1992, pp.131)

Admin at 13:46, 11 January 2012

2012-01-11T13:46:21Z

← Older revision		Revision as of 13:46, 11 January 2012
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	= = =		= = =

−	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; height: 19px; " border="1"	+	{\| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; height: 19px;" border="1"
	\|-		\|-
	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">'''<span style="font-size: 10pt;">Eight Fundamental Thinking Skills </span>'''<br/>'''<span style="font-size: 10pt;">(Hyerle 2004)</span>'''</span><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="display: block; text-align: center;">'''<span style="font-size: 10pt;">Eight Fundamental Thinking Skills </span>'''<br/>'''<span style="font-size: 10pt;">(Hyerle 2004)</span>'''</span><br/>
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	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="font-size: 8pt; line-height: 16px;"><br/>Focus on a question<br/><br/>Analyse arguments<br/><br/>Ask and answer questions of challenge<br/><br/>Judge the credibility of sources<br/><br/>Make and judge observations<br/><br/>Make and judge deductions<br/><br/>Make and judge inductions<br/><br/>Make and judge value judgments<br/><br/>Define terms and judge definitions<br/><br/>Identify assumptions<br/><br/>Decide on an action<br/><br/>Interact with others</span><br/><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="font-size: 8pt; line-height: 16px;"><br/>Focus on a question<br/><br/>Analyse arguments<br/><br/>Ask and answer questions of challenge<br/><br/>Judge the credibility of sources<br/><br/>Make and judge observations<br/><br/>Make and judge deductions<br/><br/>Make and judge inductions<br/><br/>Make and judge value judgments<br/><br/>Define terms and judge definitions<br/><br/>Identify assumptions<br/><br/>Decide on an action<br/><br/>Interact with others</span><br/><br/>
	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="font-size: 8pt; line-height: 16px;"><br/>Identify the elements in a reasoned case;<br/><br/>Identify and evaluate assumptions;<br/><br/>Clarify and interpret expressions and ideas;<br/><br/>Judge the acceptability; especially the credibility of claims;<br/><br/>Evaluate arguments of different kinds;<br/><br/>Analyse, evaluate and produce explanations;<br/><br/>Analyse, evaluate and make decisions;<br/><br/>Draw inferences;<br/><br/>Produce arguments.</span><br/><br/>		\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <span style="font-size: 8pt; line-height: 16px;"><br/>Identify the elements in a reasoned case;<br/><br/>Identify and evaluate assumptions;<br/><br/>Clarify and interpret expressions and ideas;<br/><br/>Judge the acceptability; especially the credibility of claims;<br/><br/>Evaluate arguments of different kinds;<br/><br/>Analyse, evaluate and produce explanations;<br/><br/>Analyse, evaluate and make decisions;<br/><br/>Draw inferences;<br/><br/>Produce arguments.</span><br/><br/>
		+	\| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" \| <br/>
	\|}		\|}

Admin: Created page with "= Critical, creative and caring thinking = RTENOTITLE
(For Professional Discussion within schools working with Hook..."

2012-01-11T13:45:55Z

Created page with "= Critical, creative and caring thinking = RTENOTITLE (For Professional Discussion within schools working with Hook..."

New page

= Critical, creative and caring thinking =

[[File:Hot900a.jpg|RTENOTITLE]] (For Professional Discussion within schools working with Hooked on Thinking to build a Thinking Curriculum)

[[File:Would you mind thinking.gif|RTENOTITLE]]

To be used as a catalyst for discussions that explore the value of unpacking the school's definition of critical/ creative thinking etc to produce a list of constituent competencies.

=== '''1. Critical Thinking Skills, Abilities and Processes''' ===

(after Hyerle, 2004, Swartz and Parks, 1994, Norris and Ennis, 1989 and Fisher 2001)

= = =

{| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; height: 19px; " border="1"
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Eight Fundamental Thinking Skills ''' '''(Hyerle 2004)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Thinking Skills and Processes ''' '''Swartz and Parks 1994 p6)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''CriticalThinking Abilities ''' '''(Norris and Ennis, 1989 appendix)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Fundamental Critical Thinking Skills ''' '''(Fisher 2001 p8.)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''[Insert SCHOOL] ''' '''CRITICAL THINKING SKILLS''' 
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Defining in context. Describing. Compare and contrast. Classifying. Part-whole. Sequencing. Cause and effect. Seeing analogies.  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Thinking Skills:'''  '''Generating Ideas ''' 1. Generating Possibilities - Multiplicity of ideas/ Varied ideas/ New ideas/ Detailed ideas 2. Creating Metaphors - Analogy/metaphor '''Clarifying Ideas ''' 1. Analysing Ideas - Compare/contrast Classification/definition Parts/whole Sequencing 2. Analysing Arguments - Finding reasons/conclusions - Uncovering assumptions '''Assessing the Reasonableness of ideas ''' 1. Assessing Basic Information - Accuracy of information - Reliability of Sources 2. Inference a.Use of evidence - Causal explanation - Prediction - Generalisation - Reasoning by Analogy b. Deduction - Conditional reasoning (if ...then) '''Thinking Processes ''' '''Goal Oriented Processes ''' Decision Making Problem Solving  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Focus on a question Analyse arguments Ask and answer questions of challenge Judge the credibility of sources Make and judge observations Make and judge deductions Make and judge inductions Make and judge value judgments Define terms and judge definitions Identify assumptions Decide on an action Interact with others 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Identify the elements in a reasoned case; Identify and evaluate assumptions; Clarify and interpret expressions and ideas; Judge the acceptability; especially the credibility of claims; Evaluate arguments of different kinds; Analyse, evaluate and produce explanations; Analyse, evaluate and make decisions; Draw inferences; Produce arguments. 
|}

===

=== === ===2. Creative Thinking Skills, Abilities and Processes ===

(after Torrance (1962), Gordon, et al. (1996), Root-Bernstein and Root-Bernstein (1999), and Perkins (2000))

{| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px;"
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Creative Thinking Variables Commonly Used in New Zealand Schools. ''' '''Torrance (1962)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Creative Thinking Gordon, et al., (1966)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Thirteen Creative Thinking Tools ''' '''Root- Bernstein and Root - Berstein (1999)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Breakthrough Thinking Operations for Innovation and Inspiration: ''' '''Perkins (2000)''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''[Insert SCHOOL] ''' '''CREATIVE THINKING SKILLS''' 
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;" | fluency, flexibility, originality elaboration 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;" | metaphorical thinking  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;" | '''Primary Tools:''' Observing; Imaging; Abstracting; Recognising Patterns; Forming Patterns; Analogising; Body thinking; Empathizing; Dimensional thinking  '''Secondary Tools: ''' Modelling; Playing; Transforming; Synthesising 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;" | roving, detecting, reframing decentering. 
|}

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=== '''3. Thinking Dispositions''' ===

=== === (after Traits of the Disciplined Mind (Paul and Elder 2002, p19), Creative Habits (Claxton and Lucas 2004 p24) with Habits of Mind (Costa and Kallick 2000, p.8) and Dimensions of Learning (Marzano 1992, pp.131)

{| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;"
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Traits of the Disciplined Mind (Paul and Elder 2002, p.19) 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Creative Habits (Claxton and Lucas 2004 p24) 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Habits of Mind (Costa and Kallick 2000) 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Dimension 5: Productive Habits of Mind (Marzano 1992) 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''[Insert SCHOOL] ''' '''THINKING DISPOSITIONS''' 
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Intellectual integrity Intellectual humility Intellectual sense of justice Intellectual perseverance Intellectual fair-mindedness Intellectual confidence in reason Intellectual courage Intellectual empathy Intellectual autonomy 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Ability to tolerate uncertainty, Being open-minded, Risk taking, Questioning, Being patient, Deferring judgment, Being resilient Showing empathy. 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Persisting; Managing impulsivity; Listening with understanding and empathy; Thinking flexibly; Thinking about thinking; Striving for accuracy; Questioning and posing problems; Applying past knowledge to new situations; thinking and communication with clarity and precision; Gathering data through all senses; Creating, imagining, innovating; Responding with wonderment and awe; Taking responsible risks; Finding humour; thinking interdependently; Remaining open to continuous learning.  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Self Regulation ''' Being aware of your own thinking Planning Being aware of necessary resources Being sensitive to feedback '''Critical Thinking ''' Being accurate and seeking accuracy Being clear and seeking clarity Being open minded Resisting impulsivity Taking and defending a position Being sensitive to others '''Creative Thinking ''' Engaging intensely in tasks even when answers or solutions are not immediately apparent. Pushing the limits of your knowledge and ability. Generating, trusting and maintaining your own standards of evaluation. Generating new ways of viewing situations outside the boundaries of standard convention.  
|}

=== '''4. Assessment of Understanding of Thinking through Performance''' ===

=== === (after Mansilla and Gardener 1998, p184)

Schools develop SOLO coded student self assessment rubrics against selected measures below

{| class="wiki_table" style="border-collapse: collapse; margin-top: 10px; margin-right: 1px; margin-bottom: 10px; margin-left: 1px; font-size: 13px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;"
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Knowledge''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Methods''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Purposes''' 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Forms''' 
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Transformed intuitive beliefs ''' To what degree do students’ performances show that theories and concepts in thinking (eg SOLO) have transformed students’ intuitive beliefs?  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Healthy Scepticism ''' To what degree do students display a healthy skepticism towards their own beliefs about thinking and towards thinking knowledge from other sources?  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Awareness of the purposes of knowledge ''' To what degree do students see essential questions, purposes and interests that drive inquiry in thinking?  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Mastery of performance genres ''' To what degree do students display mastery of the genres of performance in thinking they engage in?  
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Coherent and rich conceptual webs ''' To what degree are students able to reason within richly organized conceptual webs of thinking (e.g. SOLO)?  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Building knowledge in the domain ''' To what degree do students use strategies, similar to those used by professional thinkers to build reliable knowledge?  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Uses of knowledge ''' To what degree do students recognize a variety of possible uses of what they learn about thinking? To what degree do students consider the consequences of using their knowledge about thinking?  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Effective use of symbol systems ''' To what degree do students explore different symbol systems to represent their knowledge of thinking in effective and creative ways?  
|-
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Validating knowledge in the domain ''' Is understanding of thinking dependent upon authoritative assertions, or rather on negotiated meanings through careful dialogue? 
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Ownership and autonomy ''' To what degree do students evidence ownership and the autonomy to use what they know about thinking?  
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Consideration of audience and context ''' To what extent do students’ performances show an awareness of the audience? To what extent do they show awareness of the context of thinking in the communication? 
|}