2. Getting students to think “Discuss” won’t always do A more structured task – What kind of thinking? Analysis – similarities, differences, patterns, comparisons, parts and wholes Evaluation – pros and cons, weighing the evidence/arguments, examining the reliability of evidence Making decisions – what are the options, pros and cons, More creative – open-minded, generating ideas, combining ideas

3. Comparing and Contrasting Analytical thinking How are they similar? How are they different? What patterns do you see emerging? What interpretation or conclusions are suggested? Directed Questioning

4. What are the similarities ? What are the patterns? What do they mean? What can I conclude? What is my interpretation ? What is my purpose? What are the differences? © 1994 The Critical Thinking Co ™ www.criticalthinking.com

5. Similarities Differences In relation to …………………………. In relation to …………………………. In relation to …………………………. What do you notice about the most important differences and similarities? What conclusions can you draw? AB After Swartz and Parks (1994). In relation to …………………………………

6. Comparing and contrasting Venn Diagrams

7. ……………….. & ………………. Possible sentence starters They both… They also… As well as… In addition… Likewise… Similarly… However… On the other hand In contrast… Unlike… Yet… Conversely… Possible endings In conclusion… Finally… Therefore… Having looked at.. Compare and contrast

8. Why is the decision necessary? What are my options? Can I think of any more? What are the likely consequences of THIS option? What are the pros and cons? Weigh up the pros and cons? Is it a good decision to make? Is it a good choice?

9. Argument Analysis

10. Comparing and Contrasting Analytical thinking How are they similar? How are they different? What patterns do you see emerging? What interpretation or conclusions are suggested? Problem Solving A combination Why is there a problem? What is the problem? What are the possible solutions to the problem? What would be the consequences if one of these solutions were adopted? What is the best solution to the problem based on the information we have? Evaluation Critical thinking What are the options/alternatives/perspectives? What are the pros and cons for each? How can I weigh them up? What arguments can I put forward? What conclusions can I reach? Directed Questioning Generative thinking Creative thinking What possibilities can you think of? What are some other types of possibilities? Can you combine some of these to produce unusual or novel possibilities? Can you make any of these real – what are the constraints?

11. From Swartz and Parks (1994)

12. Thinking frames Place the focus on the thinking process Give teachers a tool to teach directly for thinking Give pupils a scaffold to guide their thinking – one step at a time Slow down thinking Make it visible Provide an external record, for evaluation & reflection Imaging learning to dance when the dancers around us are all invisible.

13. THINK – PUZZLE – EXPLORE What do you think you know about this? What puzzles you about this? What does it make you want to explore? CONNECT – EXTEND – CHALLENGE What do you see (read) that connects to something you have already learned? What new ideas do you have? What is still challenging or confusing? Invitational Questioning

14. Metacognition

15. Helping pupils recognise the kind of thinking they are engaged in Asking them to describe their strategy before beginning a task and to review it when completed Comparing different approaches to the same task Getting them to evaluate their plans & thinking skills and suggest improvements M cog Thinking about Thinking

16. & Managing Information Working with Others Self-Management Thinking, Problem-Solving & Decision-Making Being Creative www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/