A selection of thinking skillsANALYSE DESCRIBE GROUP RESPONDANTICIPATE DETERMINE HYPOTHESI SEQUENCEAPPLY DISCUSS SE SIMPLIFYCAUSAL- ELABORATE IDENTIFY SHOW HOWLINK ESTIMATE INFER SOLVECHOOSE EVALUATE INTERPRET SORTCLASSIFY EXEMPLIFY ORGANISE SUMMARISECOMPARE EXPLORE PARAPHRA SUPPORTCONNECT SE GENERALISE TESTCONTRAST PREDICT GIVE VERIFYDECIDE EXAMPLES QUESTION VISUALISEDEFINE GIVE RANK REASONS REPRESEN T
Eureka moments come from challenge Clarity 1. Concept 2. Conflict 1 3. Construct Confusion 3 2
inspired Funnelling learningClosed Who is 42 x ..? Whatbecame4king in 1066 ..?Explain How did you work it King..? he become out ..?Explore Do you think this was fair ..? Could you have done it any(opinion) other way ..?
Challenge Assumptions What assumptions have you made ...? “But what if …”
Cognitive Conflict But then whyI know it’s was Robin Hood wrong to a hero? steal
Challenge Assumptions How are these two the same, and how are they different...? A reason and an excuse
What’s the difference?Truth and OpinionMusic and NoiseHero and Villain “But what about…”Happy and ContentSport and War Worked examplesDecision and Order at www.p4c.comChild and YouthLies and Make-believeToys and BooksKarma and Revenge
Praise that can put children off going in the pit … Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
The effects of different types of praiseMueller andDweck, 1998In six studies, 7thgrade studentswere given aseries ofnonverbal IQtests.
Mueller and Dweck, 1998Intelligence praise“Wow, that’s a really good score. You must be smart at this.”Process praise“Wow, that’s a really good score. You must have tried reallyhard.”Control-group praise“Wow, that’s a really good score.”