Contents 1 Critical, creative and caring thinking 1.1 1. Critical Thinking Skills, Abilities and Processes 1.2 2. Creative Thinking Skills, Abilities and Processes 1.3 3. Thinking Dispositions 1.4 4. Assessment of Understanding of Thinking through Performance

Critical, creative and caring thinking

(For Professional Discussion within schools working with Hooked on Thinking to build a Thinking Curriculum)

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)

Eight Fundamental Thinking Skills  (Hyerle 2004)	Thinking Skills and Processes  Swartz and Parks 1994 p6)	CriticalThinking Abilities  (Norris and Ennis, 1989 appendix)	Fundamental Critical Thinking Skills  (Fisher 2001 p8.)	[Insert SCHOOL]  CRITICAL THINKING SKILLS
Defining in context. Describing. Compare and contrast. Classifying. Part-whole. Sequencing. Cause and effect. Seeing analogies.	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	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	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))

Creative Thinking Variables Commonly Used in New Zealand Schools.  Torrance (1962)	Creative Thinking Gordon, et al., (1966)	Thirteen Creative Thinking Tools  Root- Bernstein and Root - Berstein (1999)	Breakthrough Thinking Operations for Innovation and Inspiration:  Perkins (2000)	[Insert SCHOOL]  CREATIVE THINKING SKILLS
fluency, flexibility, originality elaboration	metaphorical thinking	Primary Tools: Observing; Imaging; Abstracting; Recognising Patterns; Forming Patterns; Analogising; Body thinking; Empathizing; Dimensional thinking  Secondary Tools:  Modelling; Playing; Transforming; Synthesising	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)

Traits of the Disciplined Mind (Paul and Elder 2002, p.19)	Creative Habits (Claxton and Lucas 2004 p24)	Habits of Mind (Costa and Kallick 2000)	Dimension 5: Productive Habits of Mind (Marzano 1992)	[Insert SCHOOL]  THINKING DISPOSITIONS
Intellectual integrity Intellectual humility Intellectual sense of justice Intellectual perseverance Intellectual fair-mindedness Intellectual confidence in reason Intellectual courage Intellectual empathy Intellectual autonomy	Ability to tolerate uncertainty, Being open-minded, Risk taking, Questioning, Being patient, Deferring judgment, Being resilient Showing empathy.	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.	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

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(after Mansilla and Gardener 1998, p184)

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

Knowledge	Methods	Purposes	Forms
Transformed intuitive beliefs  To what degree do students’ performances show that theories and concepts in thinking (eg SOLO) have transformed students’ intuitive beliefs?	Healthy Scepticism  To what degree do students display a healthy skepticism towards their own beliefs about thinking and towards thinking knowledge from other sources?	Awareness of the purposes of knowledge  To what degree do students see essential questions, purposes and interests that drive inquiry in thinking?	Mastery of performance genres  To what degree do students display mastery of the genres of performance in thinking they engage in?
Coherent and rich conceptual webs  To what degree are students able to reason within richly organized conceptual webs of thinking (e.g. SOLO)?	Building knowledge in the domain  To what degree do students use strategies, similar to those used by professional thinkers to build reliable knowledge?	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?	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?
	Validating knowledge in the domain  Is understanding of thinking dependent upon authoritative assertions, or rather on negotiated meanings through careful dialogue?	Ownership and autonomy  To what degree do students evidence ownership and the autonomy to use what they know about thinking?	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?

v d e HOT Wiki SOLO Taxonomy SOLO Taxonomy Comparison SOLO and Bloom's HOT SOLO Differentiated Curriculum Model HOT SOLO DCM Planning Templates SOLO: Learning to Learn SOLO: What is Learning? SOLO: Learning Process SOLO: Language of Learning SOLO: Learning Experiences SOLO: Learning Interventions SOLO and ICT · SOLO and ICT Progress indicators · SOLO and Thinking Skills SOLO: L2L Prog Evaluation SOLO: The New Zealand Curriculum SOLO and Effective Pedagogy Vision SOLO and Principles SOLO and Values SOLO and Key Competencies Managing Self · Relating to others · Participating and contributing · Thinking · Using language, symbols and text Essence Statements SOLO and Learning Areas SOLO: Te Reo Maori SOLO Te Reo Resources SOLO: Concept Curriculum Concept Curriculum Resources SOLO: Thinking about Thinking A Thinking Curriculum Article Critical, creative and caring thinking SOLO and Questioning SOLO and Metacognition SOLO: Inquiry Learning SOLO Taxonomy and Inquiry Learning HOT SOLO Inquiry Model HOT Product List SOLO and Metacognition Inquiry SOLO Rubric Inquiry Resources Inquire2Learn Article SOLO: Problem Based Learning PBL SOLO Rubric SOLO: Gifted and Talented SOLO Taxonomy and Gifted Designing for Differentiation ICT and Gifted Ed Between the Idea and the Reality G&T Resources

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