Thinking Skills

Thinking skills are the mental activities you use to process information, make
connections, make decisions, and create new ideas. You use your thinking skills
when you try to make sense of experiences, solve problems, make decisions, ask
questions, make plans, or organize information.

Everybody has thinking skills, but not everyone uses them effectively. Effective
thinking skills are developed over a period of time. Good thinkers see possibilities
where others see only obstacles or They are also able to develop connection
between various factors and be able to tie them together.

Thinking refers to the process of creating a logical series of connective facets

between items of information. Often times, thinking just happens automatically.
However, there are times when you consciously think. It may be about how to
solve a problem or making a decision. Thinking enables you to connect and
integrate new experiences into your existing understanding and perception of how
things are.

The simplest thinking skills are learning facts and recall, while higher order skills
include analysis, synthesis, problem solving, and evaluation.

Core Thinking Skills

Thinking skills are cognitive operations or processes that are the building blocks of
thinking. There are several core thinking skills including focusing, organizing,
analyzing, evaluating and generating.
Focusing attending to selected pieces of information while ignoring other stimuli.

Remembering storing and then retrieving information.

Gathering bringing to the conscious mind the relative information needed for
cognitive processing.
Organizing arranging information so it can be used more effectively.

Analyzing breaking down information by examining parts and relationships so that

its organizational structure may be understood.

Connecting making connections between related items or pieces of information.

Integrating connecting and combining information to better understand the
relationship between the information.
Compiling putting parts together to form a whole or building a structure or pattern
from diverse elements.
Evaluating assessing the reasonableness and quality of ideas or materials on
order to present and defend opinions.
Generating producing new information, ideas, products, or ways of viewing things.

Classifications and Types of Thinking

Convergent or Analytical Thinking: Bringing facts and data together from various
sources and then applying logic and knowledge to solve problems or to make
informed decisions.
Divergent thinking: Breaking a topic apart to explore its various components and
then generating new ideas and solutions.

Critical Thinking: Analysis and evaluation of information, beliefs, or knowledge.

Creative Thinking: Generation of new ideas breaking from established thoughts,
theories, rules, and procedures.
Metacognition

Thinking about thinking is called Metacognition. It is a higher order thinking that

enables understanding, analysis, and control of your cognitive processes. It can
involve planning, monitoring, assessing, and evaluating your use of your cognitive
skills.

Thinking Skills
In the simplest form, convergent thinking or deductive reasoning looks inward to find
a solution, while divergent or creative thinking looks outward for a solution.
Both thinking skills are essential for school and life. Both require critical thinking
skills to be effective. Both are used for solving problems, doing projects and
achieving objectives. However, much of the thinking in formal education focuses
on the convergent analytical thinking skills such as following or making a logical
argument, eliminating the incorrect paths and then figuring out the single correct
answer.
Standardized tests such as IQ tests only measure convergent thinking. Pattern
recognition, logic thought flow, and the ability to solve problems with a single
answer can all be tested and graded. Although it is an extremely valuable skill,
there are no accurate tests able to measure divergent or creative thinking skills.
Critical Thinking skills
Divergent and Convergent thinking skills are both critical thinking skills.

Critical thinking refers to the process of actively analyzing, synthesizing, and/or

evaluating and reflecting on information gathered from observation, experience, or
communication and is focused on deciding what to believe or do.
Critical thinking is considered a higher order thinking skills, such as analysis,
synthesis, and problem solving, inference, and evaluation.
The concept of higher order thinking skills became well known with the publication of
Blooms taxonomy of educational objectives. Blooms Taxonomy was primarily
created for academic education; however, it is relevant to all types of learning.

Often times when people are problem solving or decision making, he or she flips back
and forth between convergent and divergent thinking. When first looking at a
problem, people often analyze the facts and circumstances to determine the root
cause. After which, they explore new and innovative options through divergent
thinking, then switch back to convergent thinking to limit those down to one
practical option.

Teaching critical thinking

Critical thinking, as it pertains to teaching and learning,
can be considered an open-minded process of

discovery and understanding

analysis and application

synthesis and evaluation.

Teaching students to be critical thinkers presumes an environment

where learners, building upon their knowledge and experience set, strive to
understand how data and information can be used to develop, recognize, and/or
critique general patterns of knowledge. The facility to work in patterns may be
affected by the learner's "intelligence" as defined by Howard Gardner in three
groupings:

object related: visual/spatial, body motion/kinesthetic, naturalist

symbol-related: verbal/linguistic, logical/mathematical, musical

person-related: interpersonal, intrapersonal, existential

What does the application of critical thinking look like in the class or
school room?

New learning is introduced with what is already known (Ausubel 1968)

Goals and objectives, and their framework, are clear

for considering and acquiring new material

Generalization and conceptualization are integrated

into the learning process; and are frameworks for understanding what is
taught

Internalization of knowledge is a goal,

and a risk

Learning not only draws upon the teacher,

but also fellow learners and content in many media formats, and can follow
non-traditional avenues

Inquiry and questioning are teaching tools;

as is lecture

Demonstration of learning is integral to the learning process

Standards of evaluation are clear at the outset

What does a typical class period look like?

(accommodates 20 minute attention spans)

Introductory phase
Review previous day, homework assignments
Bridge new material with advanced organizers
 Lecture or content presentation
Perhaps through Socratic method of questioning

Small group discussions and tasks

Period of reflection or exercises in applying new material,

or review

Reports

Summaries/exercises/developmental/application/demonstration
activities

Helpful Techniques & Guides related to teaching critical thinking

Questioning
Strategies for using questioning in the classroom

Problem-based learning
An active learning technique

Thinking aloud
Demonstrate thinking through problems, also that answers are not always
readily available
Model the process of developing ideas, solutions, etc.

Active listening

Prepare with a positive, engaged attitude

Focus your attention on the subject

Stop all non-relevant activities beforehand to orient yourself
to the speaker or the topic

Review mentally what you already know about the subject

Organize in advance relevant material in order to develop it further
(previous lectures, TV programs, newspaper articles, web sites, prior real life
experience, etc.)

Avoid distractions
Seat yourself appropriately close to the speaker
Avoid distractions (a window, a talkative neighbor, noise, etc.)

Acknowledge any emotional state

Suspend emotions until later, or
Passively participate unless you can control your emotions

Set aside your prejudices, your opinions

You are present to learn what the speaker has to say,
not the other way around
Actively listen

Be other-directed; focus on the person communicating

Follow and understand the speaker as if you were walking in their shoes
Listen with your ears but also with your eyes and other senses

Be aware: non-verbally acknowledge points in the speech

Let the argument or presentation run its course
Don't agree or disagree, but encourage the train of thought

Be involved:
Actively respond to questions and directions
Use your body position (e.g. lean forward) and attention to encourage the
speaker and signal your interest

Cooperative conflict resolution

Concept mapping
As an alternative to outlining or environment for brainstorming

Learning portfolios/records of progress

Develop opportunities for individuals and groups to develop documents
that reflect learning progress over time (minutes/journals; blogs/media
productions; speeches/presentations)

Classroom space accommodates interaction

between small and larger groups of students as well as the teacher

Seize the moment/Gestalt/ah ha

Intentionally attack a current controversy or issue
Strive to develop mutual understanding of the issues on both sides
as well as the alternative processes of arriving at resolution(s)

Illustrate concepts
with examples out of the students' own experiences to correlate concepts and
applications

Provide feedback to the learner; considerations:

Were the objectives and standards understood?
What external events influenced behavior/outcome?
What will feedback contribute to the learner's self-understanding and
development?
Is feedback based upon the results/answers/etc. or how they were developed
(process)?

Problem-based learning

Problem-based learning (PBL) is an exciting alternative

to traditional classroom learning.

With PBL, teacher presents a problem, not lectures or assignments or exercises.

Since "contents" are not handed, learning becomes active in the sense that
students discover and work with content that is necessary to solve the problem.
In PBL, your teacher acts as facilitator and mentor,
rather than a source of "solutions."

Problem based learning will provide opportunities to

examine and try out what you know

discover what you need to learn

develop your people skills for achieving higher performance in teams

improve your communications skills

state and defend positions with evidence and sound argument

become more flexible in processing information and meeting obligations

practice skills that you will need after your education

A Summary of Problem-Based Learning:

This is a simplified model--more detailed models are referenced below.
The steps can be repeated and recycled.
Steps two through five may be repeated and reviewed as new information
becomes available and redefines the problem.
Step six may occur more than once--especially when teachers place emphasis on
going beyond "the first draft."

1. Explore the issues:

Your teacher introduces an "ill-structured" problem to you.
Discuss the problem statement and list its significant parts.
You may feel that you don't know enough to solve the problem but that is the
challenge!
You will have to gather information and learn new concepts, principles, or skills as
you engage in the problem-solving process.
2. List "What do we know?"
What do you know to solve the problem?
This includes both what you actually know and what strengths and capabilities
each team member has.
Consider or note everyone's input, no matter how strange it may appear: it could
hold a possibility!
3. Develop, and write out, the problem statement in your own words:
A problem statement should come from your/the group's analysis of what you
know, and what you will need to know to solve it. You will need:
a written statement
the agreement of your group on the statement
feedback on this statement from your instructor. (This may be optional, but is
a good idea)

Note: The problem statement is often revisited and edited as new information is
discovered, or "old" information is discarded.

4. List out possible solutions

List them all, then order them from strongest to weakest
Choose the best one, or most likely to succeed
5. List actions to be taken with a timeline
What do we have to know and do to solve the problem?
How do we rank these possibilities?
 How do these relate to our list of solutions?
Do we agree?

6. List "What do we need to know?"

Research the knowledge and data that will support your solution
You will need to information to fill in missing gaps.
Discuss possible resources
Experts, books, web sites, etc.
Assign and schedule research tasks, especially deadlines

If your research supports your solution,

and if there is general agreement, go to (7). If not, go to (4)
7. Write up your solution with its supporting documentation, and submit it.
You may need to present your findings and/or recommendations to a group or
your classmates.

This should include the problem statement, questions, data gathered, analysis of
data, and support for solutions or recommendations based on the data analysis: in
short, the process and outcome.
Presenting and defending your conclusions:
The goal is to present not only your conclusions,
but the foundation upon which they rest. Prepare to
State clearly both the problem and your conclusion
Summarize the process you used, options considered, and difficulties
encountered
Convince, not overpower
Bring others to your side, or to consider without prejudice your supporting
documentation and reason
Help others learn, as you have learned
If challenged
and you have an answer, present it clearly
and you don't have an answer, acknowledge it and refer it for more
consideration
Sharing your findings with teachers and students is an opportunity in demonstrating
that you have learned. If you know your subject well, this will be evident. If a
challenge arises that you cannot respond to, accept it as an opportunity to be
explored. However, take pride in your attention to quality when you present.
8. Review your performance
This debriefing exercise applies both to individuals and the group.
Take pride in what you have done well; learn from what you have not done well.
Thomas Edison took pride in unsuccessful experiments as part of his journey to
successful outcomes!

9. Celebrate your work!