believe most teachers have fairly extensive and detailed maps of
curriculum areas in their heads.
These conceptual maps allow them to
look at individual children (or cohorts of children), evaluate strengths
and weaknesses, and determine needs and next learning steps.
Many teachers however would struggle
to do this in the area of thinking.
This is not meant to be a derogatory
statement; rather it is a simple function of a new and changing focus on
Most of our teachers have limited
and sparse conceptual maps of thinking. They are in fact moving into new
and relatively unexplored territory.
If we are going to effectively
target the deliberate facilitation of thinking as a corporate exercise
then our schools really need to develop commonly held maps of thinking.
We need to do some serious
reflection and discussion about thinking to help us develop and flesh
out our conceptual maps of thinking.
Edward De Bono has said that
“Questions are the engine house of thinking” and that all effective
thinking is driven by questions. I believe that there are a number of
useful questions that we must develop answers to so we can build sound
conceptual maps of thinking.
12 questions about
What is thinking?
What is The relationship Between Thinking
What is an effective thinker?
What attitudes does an effective thinker
What skills does an effective thinker
What are the basic, foundational or core
skills of thinking?
What is the reasoning process?
What is the relationship between critical
and creative thinking?
What stimulates thinking?
What is the difference between
thinking tools and thinking skills?
How do we determine which tools to use
in our classrooms?
What is the best way to facilitate