Problem solving

Decision making

Critical thinking

Logical reasoning

Creative thinking

Evaluation studies are inconclusive, some link successful outcomes with teaching thinking skills but it is difficult to control for the influence of other variables

Brains are portrayed as under-used and, therefore, capable of further development by stimulation

Learning is seen as requiring active participation

To build the necessary conceptual schemata, teachers must gradually extend the learning challenges and provide appropriate feedback to support learners

Learners learn best in a social environment in which they give meaning to their own experiences

Teacher development opportunities and support are required if classroom practices are to change

The problems of bridging and transferring must be addressed
 

Dr. De Bono’s Six Hat Thinking Method helps children develop their understanding of different types of thinking and enables them to tackle problems from different perspectives

Mind mapping.   A way of making and taking radiant notes reflecting the way the brain works based on making associations.

Brain gym.   A series of simple and enjoyable activities to enhance the whole brain learning. Break-states and brain gym are effective ways of changing the physical and mental state of the learners. It involves physical and mental activity

Thinking Frames enhance the learners ability to learn and think, enabling them to become independent, effective learners by developing their own strategies

Cognitive Acceleration through Science Education (CASE) a structured programme which encourages children to move from concrete examples to abstract generalisations promoting ’bridging’ across other subject areas

Cognitive Research Trust (CoRT) - de Bono.    A programme consisting of lessons that encourage learners to stop and consider the views of other people involved in the situation.
 

Encourage questioning, especially the use of open-ended questions

Encourage thinking aloud to help monitor reasoning and express opinions

Strategies for making group discussion purposeful and promoting a range of speaking and listening e.g. pair talk,    listening triads, envoys, snowball, circle time, rainbow groups, jigsaws etc

Independent and collaborative learning activities, which are linked to improving pupils' self-esteem, allows them to  share and discuss strategies

When teachers pose oral questions ’Thinking Time’ could be increased

Information and communication technologies provide logical frameworks for enhancing children’s thinking, either through individual interactions with computers and multimedia or opportunities for collaborative learning through networks.

A strategy in which every teacher asks 3-5 questions for pupils to answer at the beginning of every lesson to remind them of what they learned yesterday, last week 3-4 months ago or even a year ago

Incorporate thinking skills into Personal and Social Education course from S1-S4; to ensure success staff should volunteer for the role and be interested in the approach

Mathematics teaching which focus on the skills required to solve mathematical problems rather than the answers, per se and encourage ’situated learning’ i.e. the use of maths in a real context

Collecting evidence, problem solving, analysis and interpretation are thinking skills well embedded in the teaching of History

Social Studies encourage concept development, the development of children’s vocabulary for talking about thinking

Using talks and group work for generating and evaluating alternative solutions encourages thinking skills in Geography.