The purpose

To develop learners who value both the rigorous and creative aspects of quality thinking.

To develop learners who have the capacity to generate and evaluate ideas and solutions.

This means

Learners knowing themselves profoundly as learners and thinkers.

Learners using a wide range of thinking modes.

Learners utilising thinking from a range of times and cultures.

Learners developing and employing enterprising attributes.

Learners developing enterprising and creative solutions for contemporary issues.

Quality thinking (Bloomís Taxonomy)

Taxonomy level (Bloomís)

Focus questions

Remember (Factual answers, recall and recognition)

Can you describe the facts of the situation?

Understand (Translating, interpreting, showing understanding)

Can you show that you understand the situation?

Apply (Using information gained in a different and a familiar situation)

Can you apply this information to another situation?

Analyse (Break into parts to examine more closely)

Can you break this information into parts so that you may understand the structure?

Evaluate (Judge, use criteria, rank, substantiate)

Can you form an opinion or make a judgment and give reasons for it?

Create (Combine information and new situations to create new products, ideas, etc.)

Can you create some fresh ideas or new solutions?

Knowing oneself as a thinker and learner - metacognition

Teaching ABOUT thinking metacognition

Thinking mode divergent thinking

Divergent Thinking Model

The Divergent Thinking Model provides a concise and unifying approach to integrating important elements of thinking in both the cognitive and the affective domain. The model presents seven different question types that educators may use in structuring teaching and learning activities for children and students. The question types include:

Quantity questions such as

List .... How many .... Give many examples of ....

which will stimulate flexibility of thinking

Change questions such as

What is the short term and long term significance of .... What would happen if ....

which will stimulate creative thinking

Prediction questions such as

Suppose that .... Tell the outcome of ....

which will stimulate critical thinking

Point of View questions such as

Justify .... Give your opinion ....

which will stimulate affective thinking

Personal involvement Questions such as

What if you were .... Imagine yourself as ....

which will stimulate affective thinking

Comparative association questions such as

Compare .... Find similarities between ....

which will stimulate analytical thinking

Valuing questions such as

Do you agree that .... How do you feel about ....

which will stimulate affective thinking


Enterprise attributes