A-Z Thinking Tools

An A to Z of Thinking Tools
Crossing The Network Boundaries Cluster: A-Z Thinking Tools.

2006

Thinking Tool Box

2006
Active listening
An instructional skill where group members;
listen to the speaker as if they are walking in their shoes
listen with all their senses
let the argument or presentation run its course without interruption
encourage the speaker's train of thought
actively respond to questions and directions
use their body language to show they are listening.
Affinity Diagram
The Affinity Diagram is designed for groups of students to collect data and to sort it in a short period
of time by looking for similarities and relationships.
Backward Mapping
Backwards mapping is where you start with the desired outcome and work out the steps, or what needs
to be done, to get there. Similar to the Morphing process listed and often a good way to plan a
narrative text.
Bloom's Taxonomy
A tool used for categorising the level of abstraction of questions. Blooms Taxonomy is used for
teaching critical thinking skills. Questions are categorised according to six levels:
1. Knowledge 2. Comprehension 3. Application
4. Analysis 5. Synthesis 6. Evaluation

Brainstorm
An instructional tactic used for group problem-solving that involves the spontaneous contribution of
ideas from all members of the group. Also see DOVE
Darryn Kruses rules for Brainstorming;
R Record all ideas
O Original or way-out ideas are useful
P Put off judgment
E Expand the list by piggy-backing
http://www.brainstorming.co.uk (Creative brainstorming, looks at ideas like CAMPER/SCAMPER.)
Bundling Placing ideas into categories
Uses inductive thinking and is a tactic in which ideas or responses are grouped or 'bundled' into various
categories decided upon by the students or participants. Often good to use post-it notes to put the ideas up
they can then be discussed & the category they have been placed in reviewed. Similar to Card Cluster see below.
CAMPER
This is a set of questions which can be used as a generator of critical thinking
Consequences Consistency What are the consequences of believing this ?
How consistent is the information?
Assumptions
Accuracy
What assumptions have been made here?
How accurate is the data or information?
Meaning
Main Points
What is the meaning of this?
What are the main points?
Prejudice
Point of View
What prejudice is being shown here?
What other points of view could be expressed?
Evidence
Examples
What evidence is there to support the position or claims?
What examples are there to back-up the position or claims?
Relevance
Reliability
How relevant is the position or claims?
How reliable is the information, writer or source ?
http://www.goreason.com (allows you to download a program titled REASON!ABLE. Gives tools to
use for critical thinking)

2006
Cause and Effect Chart - Chain
Cause and Effect diagrams are a type of graphic organiser that describes how events affect one another
in a process.
The student must be able to identify and analyse the cause(s) and the effect(s) of an event or process.
In this process, the student realizes how one step affects the other.
There are many models of cause and effect events. Eg;
1 to 4 CHART i.e.: 1 cause and 4 possible effects from this
4 to 1 CHART i.e.: 4 causes and 1 resultant effect

See Futures Wheel further development of this concept

Clustering
Cluster diagrams (also called cloud diagrams) are a type of
non-linear graphic organiser that can help to systematize the
generation of ideas based upon a central topic. Using this type
of diagram, the student can more easily brainstorm a theme,
associate about an idea, or explore a new subject.

Compare and Contrast
Comparison-Contrast Charts are for looking at how things are similar and in what ways they are
different.
Decide on items or things you want to compare.
Decide on the qualities or characteristics to compare.
First you look at the similarities.
Then you consider the differences
Making sure to indicate on what criteria you are drawing out the dissimilarities.

Effective
Transport
No of passengers speed Trip distance cost
Car
1-6 fast Long Yes
Bike
1 Slow - ? short No
Bus
20-50 Fast sometimes Long Yes
Walk
1 Slow short no

2006
Concept map
Concept maps are tools for organising and representing knowledge. They illustrate concepts and the
relationships between them. These links are indicated by words that specify the relationship between
two or more concepts.
Concepts maps provide a process for students to build their understanding by progressively adding
information and increasing the complexity of the links. They can be used for formative and
summative assessment.
Cooperative Groups
A collaborative process using designated roles to ensure that all participants are working towards a
common outcome. Roles may be negotiated within the group or allocated by teachers. Roles should be
rotated ensuring, that over the course of a term or semester, students gain experience in developing a
range of capabilities. Some possible roles are:
Manager

Time Keeper Reporter
Materials Manager Recorder Interpreter
See also the JIGSAW process.

Cycle
Cycle Diagrams are a type of graphic organiser that shows how items are related to one another in a
repeating cycle. Use a cycle diagram when there is no beginning and no end to a repeating process.
In making a cycle diagram, the student must identify ;
main events in the cycle
how they interact
how the cycle repeats
eg: the seasons, rain cycle, food chain

DATT
Direct Attention Thinking Tools (DATT) give you 10 strategies for focusing your thinking in a more
comprehensive, effective, and efficient way. The DATT tools create a framework for defining a
situation. In turn helping to improve your ability to consider consequences before you take action.

Consequences and Sequels
It is critical to look a head to see the possible consequence
of an action, plan, decision, or rule. You will see future
repercussions and possibilities.

Alternatives, Possibilities, Choices
Give yourself the benefit of alternative; then you have
choices.

Plus, Minus, Interesting
This tool will help you identify the positive and the
negative plus the possibilities before it is too late.

Other People's Views
Gain the power of broad vision by exploring what other
people's (very different) perspectives might be.

Recognize, Analyze, Divide
Break a larger concept or situation into more manageable
parts. Getting the "core" of a situation make it easier to
deal with.

Key Values Involved
Your values powerfully influence your thinking. The
whole point of thinking is to help us attain what we value.
Make sure your actions fit your values.

Consider All Factors
Explore all factors related to an action, decision, plan,
judgement, or conclusion, not just the immediately
obvious. Rarely do we deal with simple issues and rarely
are they singular in dimension.

First Important Priorities
Priorities guide your actions, choices and decisions. Get
the right things done - target deliberately what is most
important and what must be done first.

Aims, Goals, Objectives
Focus directly and deliberately on the intention behind
actions. You will prevent "drifting".

Design/Decision, Outcome, Channels Action
Direct attention to the outcome of the thinking and action
that follows. You will be confident in implementing your
decisions.

2006
D.O.V.E.
DOVE Rules for Brainstorming
Defer judgment
Opt for original and off-beat
Vast numbers are important
Expand on ideas by piggybacking

Fact/Opinion Organiser
Graphic organisers can be used to help distinguish facts vs. opinions in a theme or text.
Facts are statements that can be shown to be true or can be proved, or something that really
happened. You can look up facts in an encyclopaedia or other reference, or see them for yourself.
Opinions express how a person feels about something -- opinions do not have to be based upon
logical reasoning.

A student can use one of these graphic organisers to help determine which parts of a news article,
debate, or essay are facts and which are opinions. This is a useful tool for developing critical thinking
skills.

Fishbone
A particular type of concept map structured like a fish skeleton which is often used to demonstrate
how different causes can lead to an effect.

Start
condition
Cause 3
Cause 2
Cause1
Effect

Could use at end of topic to summarise what we have learnt, each bone representing the 6 thinking
hats with equal issues/ideas under each hat.

Five Whys
This strategy helps focus and refine beliefs or reasons for thinking certain ways. Students are asked
Why, repeatedly and they must state reasons in further increments of refinement until a better,
more concise understanding.
Eg: Why do we do homework? Because we are told to.
Why? Because they think its good for us.
Why? - Because we do more school work at home.
Why? So we remember what we did in class.
Why?...

Fishbowl
This strategy help focus the attention of students as observers, while others model a process or
product. Have some students sit centre-stage (in the 'fishbowl'), while other students observe the action
from outside the fishbowl.
Flow Chart

2006
The student must be able to identify the first step in the process, all of the resulting stages in the
procedure as they unfold, and the outcome (the final stage). In this process, the student realises how
one step leads to the next in the process, and eventually, to the outcome.
Flow Chart diagrams are useful in examining linear cause-and-effect processes and other processes
that unfold sequentially.

Do you know
what to do ?
Ask the teacher
Hand it in.
Is it good
enough ?
End
Start
Yes
No
No
Do it
Yes

Force Field Analysis
A Force Field Analysis is a visual listing of possible forces driving or preventing change. It is useful
for determining what is driving, preventing or slowing change. It teaches students to think together,
enhances creative thinking and helps to find a starting point from which to take action.
Eg:
Driving Change Blocking Change

Futures Wheel
This is a graphic organiser that places a future event in a circle in the centre of a document.
Consequences from this first event are placed in a second ring of circles, then a third, and so on. The
futures wheel identifies expanding consequences.

Gallery Tour/Walk
Select one person to display the item. Select a second person to stay with the display and give a one
minute overview while other groups come and listen. After two rotations, select another group
member to give the overview.
Gantt Chart
A Gantt chart is a horizontal bar chart which provides students with an illustration of a schedule to
assist with planning, coordination of, and tracking specific tasks in a project.
On the horizontal axis the total time of the task or activity is placed using either days, weeks or months
to show duration.
The vertical axis outlines the tasks to be completed in that time.
Play Production 1 2 3 4 5 6
1. Script is written
2. Finances are arranged
3. Auditions take place
4. Cast is selected
5. Set is built
6. Rehearsal begins

2006
Guiding question
These are questions that aim to develop deeper understanding through an inquiry mode of learning.
They are open-ended, non-judgemental and provide a relevant inquiry context rather than content as a
basis for the construction and selection of learning experiences.
Examples of Guiding Questions and Curriculum Topics:
What is waste? (Recycling/garbage)
What is courage? (Values)
Where do waves come from? (Physics)
What does it mean to be healthy? (Health/Disease)
When are laws fair? (Government)
What is a good house? (Art, architecture, vocational studies)

Habits of Mind
The 16 Habits of Mind were developed by Art Costa, Bena Kallick.
A Habit of Mind is knowing how to behave intelligently when you DON'T know the answer.
Persisting

Thinking about thinking
(metacognition)
Thinking and communicating with
clarity and precision
Taking responsible risks
Managing impulsivity

Striving for accuracy
Gathering data through all senses

Finding humour
Listening with understanding and
empathy
Questioning and posing problems
Creating, imagining, innovating

Thinking interdependently
Thinking flexibly Applying past knowledge to new
situations
Responding with wonderment and
awe
Remaining open to continuous
learning

Higher-order thinking - HOTS
HOTS - Thinking that occurs at higher levels of abstraction. In Bloom's Taxonomy (1956) it indicates
thinking that takes place at the analysis, synthesis and evaluation levels. In relation to Andersons
Revised Taxonomy (1995) it indicates thinking that takes place at the analysis, evaluation and creation
levels.

Inductive thinking
One of two broad methods of logical reasoning - the other being deductive thinking. Inductive
thinking uses a 'bottom up' approach moving from specific observations through to broad
generalisations and theories.

Inquiry-based learning
An inquiry is a systematic investigation into an idea or issue. Inquiry-based learning encompasses the
processes of posing problems, gathering information, thinking creatively about possibilities, making
decisions and justifying conclusions.

Inside/Outside Circle
Inside/outside circles is a tactic that facilitates dialogue and builds community. It involves placing
students in two circles, one inside the other, with each student in one circle facing a student in the
other.

2006
A facilitator asks students to discuss a problem or a question. The student on the outside tells the
student on the inside how they would attempt to solve it, then the outside person extends the thinking.
The outside student then rotates one to the left or right continuing the discussion or starting a new
discussion for a new problem.

The facilitator rounds off the discussion at an appropriate time by asking for volunteers from the
circles to share their understandings.
Jigsaw
A method of focusing attention and developing, then sharing expertise. It involves four steps:
arrange co-operative groups and assign material
form expert groups by grouping students with the same assigned material
students return to co-operative groups and take turns presenting material to one another
individual and groups demonstrate mastery of the material

Individual
task
Individual
task
Group Formed
and tasks
assigned.
Group re-
forms
and
individual
Individual
task
Individual
task

Journal
A journal provides teachers or students with specific and ongoing documentation of process, ideas,
feelings, thoughts, questions and comments about their work and the work of others.
A journal can be;
incidental
planned
private or shared,
and provides evidence and insights about thinking and understandings.
Keeping a journal enables teachers and students to reflect on, expand and enhance their practice.

K-W-L
K-W-L was created by Donna Ogle in the 1980s and stands for ;
what I KNOW
what I WANT to know and
what I LEARNED.
Students brainstorm as a class or in groups what they know and list this prior knowledge (K). They set
their goals for learning (W) and reflect or evaluate their learning (L).
What do I KNOW? What do I WANT/need to know? What have I LEARNED?

(be sure as a teacher to include a couple of dot points that emphasise what
students NEED to know)

2006

Matrix
Matrix diagrams are a type of graphic organiser that condense and organise data about multiple traits
associated with many items or topics. Charts can be used to show attributes of items, to compare and
contrast topics, and to evaluate information.

For example, a chart can be used to create a display of arthropod characteristics. Or a chart can be used
to show key inventions, noting who invented them, when, where and why they were invented. Or a
chart can be used to compare and contrast the major features of plant and animal cells or to chart plant
growth.

Metacognition
Simply defined as 'thinking about thinking', Metacognitive knowledge refers to a person's
understanding about their own cognitive processes - 'I learn best by... What I learned this week
included..'

This knowledge can be used to control one's cognitive processes. Works well as part of the Journal
process.

Mind mapping
Closely related to concept mapping, mind mapping is a technique for representing related ideas which
radiate out from the one central idea. Mind mapping is a useful tool for students to share prior
knowledge, to establish connections between ideas and to list ideas quickly without judgment.

Morphing
Morphing is the process of transforming an idea from what it is now to what is desired in the future.
Students start with a statement of the current situation and then work out what the desired outcome is.
Once these have been identified, several logical intervening steps (decide on the number) along the
path to the desired outcome are brainstormed.

Eg: Litter in school yard is a problem.

Class given
own areas
Litter in school
yard
Clean
areas
Time to
clean
area end
of lunch
Multiple intelligences - Gardners MI
Howard Gardner suggests that individuals perceive the world through at least eight and possibly nine
different and equally important intelligences;
verbal-linguistic logical-mathematical musical
spatial bodily-kinaesthetic naturalistic
interpersonal intrapersonal existential
The challenge for educators is to address and apply multiple intelligences for individuals in the
classroom.
www.surfaquarium.com (an online MI test)

2006
Negotiation
This is a process of involving students in decisions about their learning. When teachers negotiate with
their students, they share their intentions with them and make it clear what the constraints and non-
negotiable elements of the program are. Then they enable the students to make their own
contributions to planning the learning program. As in adult negotiations, this does not mean handing
over control to one party or the other, but it does mean working towards outcomes that are acceptable
to all.

Numbered heads
Numbered heads is a useful tactic for organising groups and increasing individual accountability in
group work. Individual group members are numbered off (#1, #2, #3) and are advised that they can be
called upon randomly to share their group's thinking.

Observation Chart
Make up a chart with columns for each of the 5 senses. List details of the item being discussed for
each sense in the appropriate column.

Open questions - Complex Questions
Open Questions are questions that cannot be answered by a single word or phrase. For example: What
is truth? Open questions are useful for promoting student discussion.
Complex Questions are questions that are difficult to answer and can generate a number of possible
alternatives only one correct. The discussion between groups to work out which alternative is
correct can be a learning generator in itself. Boys / students who prefer answers , may find Complex
Questions more engaging or satisfying than Open Questions

Opinionaire
A form of survey that asks students to agree or disagree with particular perspectives about contested
issues.

Peer-assessment
Peer-assessment occurs when students provide feedback to other learners about their learning. The
feedback could be about the content, process or presentation of the work.

To be effective, peer-assessment should be structured, planned for and take place in an environment of
trust. Peer-assessors should be trained in the process, and protocols for constructive criticism
established.

Persuasion map
The graphic organiser guides the student through a four-stage decision-making process. The stages in
the process are:
State the decision that needs to be made.
List possible alternatives.
List the pros and cons (the consequences) associated with each of the alternatives.
Compare the consequences of each of the alternatives in order to make the decision (and/or
evaluate the alternatives)
Decision to be made :

Alternative 1

Alternative 2

Alternative 3

Pro

Con

Pro

Con

Pro

Con

2006
Placemat
A cooperative learning strategy which allows students to think about, record and share their ideas
around a key idea or issue.

Plus / Delta
A Plus / Delta chart is a tool used to get feedback on the strengths & weaknesses of a given situation.
A chart is drawn up with one side for Plus was was good / strengths and the other side (Delta) for
what needs improvement.

Ideas are then brainstormed and put in the appropriate column. Priorities for both the Plus and Delta
sides can be discussed. Eg:

+

Plus / Delta / Questions and Issues
A Plus / Delta / Questions and Issues chart is a expansion of the Plus / Delta process and often used for
gaining feedback on how a process is unfolding.

The Plus section is for What is going well. The Delta for what needs improvement. The questions
and issues to be dealt with can also be listed :

+ What is going well ?

What needs improvement ?

? What are the questions ?

I What are the issues ?

P-M-I
Plus/Minus/Interesting, is a lateral and creative thinking strategy used in de Bono's CoRT Thinking
program.
It is used for affective processing to;
consider the pluses
minuses and
Interesting points felt about a lesson, concept or issue.

Portfolios
Portfolios are focussed and methodical collections of selected student or teacher work samples,
products, reflective journals, performances, achievements and assessments gathered over time. They
may reflect agreed criteria for selection of representative samples and may include input from
teachers, parents, peers and members of the wider community.

Portfolios may be used for evaluation purposes or for sharing as a record of student achievement.

2006
Quadrant
A Quadrant can illustrate the high/low or +/- relationships between 2 factors on a horizontal and
vertical axis.
High Skill

Low Motivation High Motivation

Question Matrix
The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how.
The questions in the top rows of the matrix are knowledge and information questions and the lower
rows are questions that require analysis, synthesis and evaluation.

Question Matrix- For Higher Level Thinking
These assist students and teachers in devising a series of questions about a specific topic or idea.
They can be used to encourage a range of questioning including fat and skinny questions, closed to open-ended or remembering through to
predictive and creative.
Taxonomy Event Situation Choice Person Reason Means

Knowledge Present What is Where/When is Which is Who is Why is How is

Understanding Past What did Where/When did Which did Who did Why did How did

Application Possibility What can Where/When can Which can Who can Why can How can

Analysis Probability What would Where/When would Which would Who would Why would How would

Evaluation Prediction What will Where/When will Which will Who will Why will How will

Creativity Imagination What might Where/When might Which might Who might Why might How might

Ranking ladder
An instructional tactic used to rank ideas in order of importance, with number 1 being the most
important.

Relations Diagram
Relations Diagrams (Tree diagrams) are a type of graphic organiser that show how items are related to
one another. The tree's trunk represents the main topic, and the branches represent relevant facts,
factors, influences, traits, people, or outcomes.

They can be used to sort items or classify them. A family tree is an example of a tree diagram. Other
examples of trees are cladistic trees (used in biological classification) and dichotomous keys (used to
determine what group a specimen belongs to in biology).

Tree diagrams are also used as visual in statistics to document the outcomes of probabilistic events
(like tossing a coin).

2006

Rubric
A rubric is a key that describes varying levels of quality from excellent to poor for a specific
assignment, skill, project, essay, research paper or performance.
Its purposes are to give informative feedback about works in progress and to give detailed evaluation
of final products.

All rubrics have two features in common: a list of criteria and gradations of achievement. The criteria
are chosen to define and guide the teaching and learning.

Rubrics can be constructed by teachers or collaboratively by students and teachers.
Visit www.rubistar.4teachers.org for a simple way of developing rubrics
Assessment Criteria
Best
4 3 2
Least
1
Working with
Others
Almost always listens to,
shares and supports the
efforts of others.

Usually listens to, shares,
and supports the efforts of
others.
Does not cause "waves" in
the group.
Often listens to, shares with,
and supports the efforts of
others, but sometimes is not
a good team member.
Rarely listens to, shares
with, and supports the
efforts of others.
Often is not a good team
player.
Quality of Work
Consistently provides work
of the highest quality.
Provides high quality work
for most of the time.
Provides work that
occasionally needs to be
checked/redone by other
group members to ensure
quality.
Provides work that usually
needs to be checked/redone
by others to ensure quality.
Contributions
Routinely provides useful
ideas when participating and
in classroom discussion. A
definite leader who
contributes a lot of effort.
Usually provides useful
ideas when participating in
the group and in classroom
discussion. A strong group
member who tries hard!
Sometimes provides useful
ideas when participating in
the group and in classroom
discussion. A satisfactory
group member who does
what is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.

Scientific inquiry method
Scientific inquiry method refers to the way scientists investigate the natural and constructed world and
propose explanations for their findings based on the evidence derived from their work.

Sense Chart
List details (pictorially, as appropriate to the student) for each sense in the appropriate column.

Single Bubble
Single Bubbles are a type of graphic organiser that condense and organize data about multiple traits,
fact, or attributes associated a single topic.
They are useful for basic brainstorming about a topic or simply listing all the major traits related to a
theme.

For example, a single bubble can be used to create a graphic display describing all you know about
dinosaurs (when they lived, what kinds there were, how big they were, what they ate, where fossils
have been found, etc.) or a graphic display of methods that help your study skills (like taking notes,
reading, doing homework, memorizing, etc.)

2006
Six Thinking Hats
o used his expertise to promote more effective creative thinking and decision
e" when considering a problem. The
Dr. Edward de Bon
making. The 6 Thinking Hats is one such technique.

he main idea is to have the group only "wear one hat at a tim T
wearing of the hat is metaphorical. At any one time, everyone will wear the same colour, in other
words, look at the problem at hand from only one perspective, the perspective indicated by the hat
colour.
White Hat Just the Facts

Think of a blank white page th
i
t
Green Hat Creativity.
at
needs to be filled with the
nformation (facts and figures) that
you already know about the topic
or issue.
When you ask for white hat
hinking you are asking: What
information is needed, what is
available, and how it can be
obtained.
Ideas. Possibilities

Think of a green plant grow g.
e
Yellow Hat
in
Green represents growth in
ideas, being creative. It is a
creative use for working
through dilemmas, conflicts
and organizational issues.
Could this be done in another
way? Might there be another
xplanation? Does anyone have
another idea?

Think of the glow of the sun
a
W
nd the warm, positive aspects
and benefits; all the good
points.
hat are all the good points
about?
Black Hat

Think of darkness and all that
t
us

is wrong with or what might
have gone wrong. All the
negative aspects. The black ha
is for critical judgment. It
points out what cannot be
done. The hope is that the
black hat role will prevent
from making mistakes.

Blue Hat

Think of a blue sky and how it
(
T
The

Red
is over us. The manager of the
other modes of thinking wears
the blue hat. It controls the
thinking about thinking and
gives an overview.
What did you learn from?)
he blue hat is often "given" to
one person, who controls what
hat will be "worn", hence
controlling the type of thinking
being used. The blue hat
comments on the thinking
being used, asks for
conclusions, decisions, etc.
blue hat can move from person
to person, or can be a
chairperson.

Hat

Think of a red heart and the
P
to
feelings you get. Red
represents your intuition on
the topic or issue. It involves
what you feel; your emotions/
gut instincts
(How do you think felt?)
eople don't need to justify
their statements. The red hat
allows feelings to be
expressed. Once they are
stated, people can move on
a more constructive approach.

2006

Spider Map
ap (sometimes called a semantic map) is a type of graphic organiser
to investigate and enumerate various aspects of a single theme or
ent focus on the topic,
quires the student to review what they already know in order to organize that
s point out the areas where the student must investigate more (where the web is hard to fill
ut).
Stor
organiser used to help students in identifying the features of a specified text type. The grid
pted to the text type.
SWO
rough which strengths, weaknesses, opportunities and threats are identified in order to
judgements on an issue.
A Spider m
that is used
topic, helping the student to organize their thoughts.

The process of creating a spider diagram helps the stud
re
knowledge, and helps the student to monitor their growing comprehension of
the topic.

It also help
o
y Grid
A graphic
can be ada

analysis T
A framework th
make considered

Strengths

Weaknesses
Opportunities

Threats

Telephone
required to learn information to pass on to the other team members to
at the team has success at the task/game. We tend to listen more carefully when we have to
Thin
ill allows thinking time for students and teachers after a question has been asked
e is expected. It also includes thinking time for students after their response to
Thre
in which three group members interview each other on a particular
nterviews student C and
A.
Think-I -
ructure Think-Pair-Share. In Think-Ink-Pair-Share
think about an idea or question, write down their responses, and then pair
In this activity a student is
ensure th
pass something on.

or wait time k
This instructional sk
and before a respons
encourage further thinking. Research has shown that the use of Think or Wait time increases the
quality and length of the response. Somewhere between 3-10 seconds, depending on the group.

-step interview e
A cooperative learning strategy
topic. Typically ;
student A interviews student B
student B i
student C interviews student
nk Pair-Share
e co-operative learning st This is a variation of th
students use wait time to
with a partner for discussion. Individuals return to what they wrote and change or modify their first
ideas to reflect new thinking.

2006

-Pair-Share Thin
ning structure. The teacher or facilitator gives one or two minutes 'wait time' for the
ants to think about an idea or topic and then pair with a partner for discussion.
Thin
rd is a graphic organiser designed to help students think about ideas and conceptual
gs in a range of ways. The think-board encourages students to make connections and
Thin
Keys are a range of question starters developed by Tony Ryan. They are designed to
tivate students in divergent thinking activities and provide a framework for teachers
the reverse - name 10 things you cannot eat
the sun stopped shinning?
ic from A to Z
it, replace something on it
ombine all the attributes to
d 10 uses for empty plastic yoghurt containers
it to the topic
ssible to implement and then

Twenty Questions
20 questions to logically work out what an object or concept is. Discourage
encourage questions which show working down a hierarchy or a form of
Venn Diagrams
llustrate the relationships between two or more groups of
something in common. Venn diagrams do not have to
Web
.sdsu.edu
k
A co-operative lear
students or particip
After discussing with a partner ideas are shared with the whole group.

-board k
A think-boa
understandin
show what they know through mediums of pictures, stories, signs, and symbols.

ers Keys k
The Thinker's
engage and mo
when developing units of work.

The Thinkers Keys include:
the what if.? - what if
the alphabet - compile a list of words on a top
the BAR - make an item bigger, add something to
the combination - list the attributes of two dissimilar objects. C
make a single object
the disadvantages - choose an item and list all of its disadvantages
the different uses - fin
the prediction - predict what children will be like in 10 years
the picture - draw a simple diagram and students work out how to link
the ridiculous - make a ridiculous comment that would be impo
attempt to substantiate it.
Students have up to
guess questions
taxonomy.

Venn diagrams i
objects that share
overlap. However examples that fit into both categories, overlap in the
circles.

uests Q
http://eduweb
www.ash.org

2006
illiams Taxonomy
Williams Taxonomy is an important model to use when teaching thinking skills. It is used for
teaching creative thinking skills.
has eight hierarchical levels;

Originality Elaboration

ing
Wonder
o show the thinking of your class/group when working on a topic use a chart or wall space to create a
ble of three columns headed Questions, Issues and Comments. Students can use sticky notes or
on to it as they begin to wonder about their research.
W
Williams Taxonomy

Cognitive
Thinking in the brain
Fluency Flexibility
Affective
Behaviour
Risk Tak Complexity Curiosity Imagination

Wall
T
ta
write directly

Questions Issues Comments

Y Chart
A Y chart is a cooperative learning strategy for discussing a multifaceted issue. A Y is used as the
organiser for students to brainstorm what a topic ;
s like
Looks Like?
look
feels like
sounds like

Feels Like? Sounds Like?

2006
References and resource Web sites
rossing Network Boundaries Cluster Website http://www.cnboundaries.org C
A CD was produced in 2005 wit ese are available in the
nowledge Bank file of this site titled, The Tool Box.
h a summary of various TOC tools. Th
K

Tool Time: Choosing & Implementing Quality Improvement Tools.
David Langford, 2003. Available http://www.qla.com.au

Other tools available: http://edservices.aea7.k12.ia.us/lltc/mm/qualitytools/tools.html

VCAA. Vic Education VELS support site http://vels.vcaa.vic.edu.au/support/teaching

Graphic Organisers www.graphic.org/goindex.html

Gresswell Middle Years Cluster Web site www.gresswell.vic.edu.au
There is lots of great information about Thinking Tools and planning.

Mordialloc Cluster Web site www.mordialloccluster.vic.edu.au/html
An excellent compilation of Thinking tools, planning guides and a fantastic glossary.
the A-Z of Think
reative brainstorming looks at ideas like CAMPER/SCAMPER. http://www.brainstorming.co.uk

Bentleigh Cluster for sharing ir ing Tools.

C
ownload a program titled REASON!ABLE. Gives tools to use for critical thinking D
http://www.goreason.com

Online Multiple Intelligence Test www.surfaquarium.com

A-Z Thinking Tools

Uploaded by

Copyright:

Available Formats

A-Z Thinking Tools

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A-Z Thinking Tools

Uploaded by

Copyright:

Available Formats

What are some examples of thinking tools described in the document?

How can thinking tools be used in the classroom?

An A to Z of Thinking Tools

Crossing The Network Boundaries Cluster: A-Z Thinking Tools.

You might also like