Thinking Skills

BRAINSTORMING What Is It? Brainstorming is a thinking strategy that involves students in free association of concepts. Brainstorming is a way to value prior knowledge and prior experience by inviting students to associate concepts with a selected topic. How Is It Used? The teacher poses a problem or a topic for discussion and solicits ideas from students. Teachers can capitalize on the varied backgrounds of their students by engaging them in associational thinking and responding. There are four requirements that should be taught to students for a profitable brainstorming session. These requirements are sometimes referred to as the DOVE guidelines to brainstorming. D DEFER JUDGMENT! All ideas are accepted. Any remarks, both positive and negative, should not be made about other’s ideas. O OPT FOR OFFBEAT! The farther out the ideas are, the better. As a thinker, be different. Try different ways, seek a new combination. V VAST NUMBERS ARE NEEDED! The more ideas, the better. Go for quantity. From quantity comes quality. E EXPAND! Piggyback or hitchhike on others’ ideas. Don’t wait for a new idea to come; let an idea grow out of the last one given by altering that idea in some way. All students, regardless of ability level, can make a contribution to the class with minimal risk. The intended result of brainstorming is to generate a large number of ideas which will lead to a larger number of creative solutions to a given problem. After the list of ideas is finalized, students need to organize, categorize, and prioritize the ideas generated. See Webbing, Concept Mapping, and Ranking.

ESOL Strategy In the Broward County Multicultural/Foreign Language/ESOL Department’s ESOL Instructional Matrix, Brainstorming would link to B6 in the “Visuals: Graphic Organizers” section. This strategy provides LEP students with a visual picture of how words or phrases connect to a concept or a topic. The instructor builds a web-like structure by circling and connecting the words that the students offer as being associated with the central topic.

What Are The Benefits? / reveals background information and knowledge of a topic / discloses misconceptions / helps students relate existing knowledge to content / strengthens listening skills / stimulates creative thinking / allows students to express their ideas freely, without fear of criticism / provides students the opportunity to build upon each other’s ideas

Information gathered from: • Florida Curriculum Frameworks, © 1996 State of Florida, Department of State • Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida • Forte, Imogene and Sandra Schurr, Tools, Treasures, and Measures for Middle Grade Success, © 1994 Incentive Publications, Inc., Nashville, TN • Bellanca, James, The Cooperative Think Tank: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL • Wood, Karen, Practical Strategies for Improving Instruction, © 1994 National Middle School Association, Columbus, OH

Page 1

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

COMPARE AND CONTRAST The compare and contrast process is a helpful technique for clarifying and understanding concepts. Concepts may include objects, organisms, people, places, institutions, or ideas. The comparison step (how alike?) allows learners to relate a new concept to existing knowledge. The more similarities the learner can identify, the more clearly the new concept will be understood and remembered. The contrast step (how different?) allows learners to distinguish the new concept from similar concepts. This promotes clear understanding and memory by eliminating confusion with related knowledge.

COMPARE AND CONTRAST DIAGRAM 1) Write the two concepts in the blanks at the top. 2) Discuss with students the definition and significant characteristics of each concept as you record it. This discussion confirms that students have sufficient background to make the rest of the exercise meaningful. 3) Record phrases which express similarities on each HOW ALIKE line. Note that these phrases COMPARE AND CONTRAST DIAGRAM commonly begin with “both,” confirming that the CONCEPT 1 ________________ CONCEPT 2 ________________ characteristic is shared by the concepts. HOW ALIKE? 4) Record phrases which express differences on each HOW DIFFERENT line. Each difference between the two concepts should relate to the same quality, but should point out the difference between the two terms. Establish this pattern: “With regard HOW DIFFERENT? to (quality) , (concept one and its distinctions), but (concept two and its distinctions).” 5) Ask students to explain what the distinction between the two concepts means or how the concepts will be used differently.

from Book II Organizing Thinking, Graphic Organizers, Howard and Sandra Black, ©1990. Reproduced by permission of Critical Thinking Books & Software, P. O. Box 448, Pacific Grove, CA 93950, 800-458-4849. All Rights Reserved.

Information gathered from: • Florida Curriculum Frameworks, © 1996 State of Florida, Department of State • Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida • Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1998 Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA

Page 2

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

COMPARE AND CONTRAST VENN DIAGRAM The Venn Diagram is another graphic organizer strategy, derived from mathematics, that is used to create a visual analysis of information representing the similarities and differences among, for example, concepts, events, styles of performance, interpretations of existing works, and individual creative efforts. To use the Venn Diagram, students draw two overlapping circles. Students list unique characteristics of two concepts, artifacts, or performances (one in the outside part of the left circle and on in the outside part of the right circle). In the middle section, students list shared characteristics. More than two circles can be used for a more complex process.

Benefits of using the Venn Diagram or the Compare and Contrast Diagram: • helps students organize knowledge and ideas • helps students develop a plan for writing • develops the ability to draw conclusions and synthesize • stimulates higher cognitive thinking skills

ESOL Strategy In the Broward County Multicultural/Foreign Language/ESOL Department’s ESOL Instructional Matrix, Venn Diagram is listed as B8 in the “Visuals: Graphic Organizers” section. The Venn Diagram is used to create a visual analysis of information that represents similarities and differences among concepts, peoples, and things. As students complete the Venn Diagram and discuss the content, both language and content are being reinforced.

Information gathered from: • Florida Curriculum Frameworks, © 1996 State of Florida, Department of State • Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida • Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1998, Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA

Page 3

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

CONSEQUENCE DIAGRAMS and DECISION TREES What Are They? Consequence Diagrams and Decision Trees are graphic organizer strategies in which students use diagrams or decision trees to illustrate real or possible outcomes of different actions. These graphic organizers enable students to structure the decision-making process. How Do You Use Them? Students visually depict outcomes for a given problem by charting various decisions and their possible consequences. To provide practice for students, describe hypothetical real-life situations that are age appropriate. Students identify possible solutions, advantages, and disadvantages for each solution. What are the Benefits? / helps in transferring learning to application / aids in predicting with accuracy / develops the ability to identify the causes and effects of decisions / fosters evaluative thinking

Problem

Possible Solution Advantages

Disadvantages

Possible Solution Advantages

Disadvantages

Possible Solution Advantages

Disadvantages

Information gathered from: • Florida Curriculum Frameworks, © 1996 State of Florida, Department of State • Bellanca, James, The Cooperative Think Tank II: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL

Page 4

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

DIVERGENT—CONVERGENT TREE What Is It? The Divergent—Convergent Tree is a graphic organizer that students use to create new ideas by forcing familiar words, ideas or things together in different ways. This organizer helps students see common things in new ways.

How Do You Use It? 1. In Box 1, write a word, idea, or concept. 2. In Box A and B, write two words that come to mind when thinking of the word in Box 1. 3. In Box 2A and 3A, write two words that come to mind when thinking of the word in Box A. In Box 2B and 3B, write two words that come to mind when thinking of the word in Box B. 4. In Box 4A, write the word that comes to mind when thinking of the words in Boxes 2A and 3A. In Box 4B, write the word that comes to mind when thinking of the words in Boxes 2B and 3B. 5. In Box 5, write the word that comes to mind when thinking of the words in Boxes 4A an 4B.

1

A

2A

B

3A

2B

4A

3B

4B

5

After the tree is complete, ask students to complete the following statements: Association 1: Word #1 is like Word #5 because both . Association 2: Word #1

is like Word #5

because both .

Association 3: Word #1

is like Word #5

because both .

Ask students to share their thoughts on this process. Ask students, “Were new thoughts or ideas generated as a result of forcing your minds down different paths?” “How could this process be used to generate new ideas?”

What Are The Benefits? / helps students find relationships between unrelated ideas / provides students opportunities to combine common items or ideas in new and creative ways / allows students to use creative and critical thinking skills

See Right Angle for information about another graphic organizer that helps students connect ideas and apply the ideas to their personal lives.

Information gathered from: • Bellanca, James and Robin Fogarty, Blueprints For Thinking in the Cooperative Classroom, © 1991 Skylight Publishing, Inc., Palatine, IL • Blueprint: Organizing for Results, Project GATES:POST, Florida Challenge Grant for the Gifted, © 1995 State of Florida, Department of State

Page 5

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

FLOW CHART What Is It? A flowchart is a graphic organizer strategy used to depict a sequence of events, actions, roles, or decisions. Flow charts help students sequence a series of actions or tasks chronologically. How Do You Use It? Students structure a sequential flow of events, actions, roles, or decisions graphically on paper. Once a topic or problem has been identified, students brainstorm events about the topic or steps that lead to the solution of the problem. Next, students arrange the events or steps in a logical sequence on the flowchart. What Are The Benefits? / fosters logical and sequential thinking / focuses on connections / develops the ability to identify details and specific points / develops organizational skills / aids in planning / provides an outline for writing

Question

Y

Action

Action

N Y Action

Question

Action

N

Action

Flow Charts Can Be Used To: ª sequence events ª write instructions ª depict cycles ª plan a course of action ª solve mathematics and scientific problems ª depict the consequence of decisions For more information on sequencing, see TIMELINES AND SEQUENCE CHARTS.

Action

ESOL Strategy In the Broward County Multicultural/Foreign Language/ESOL Department’s ESOL Instructional Matrix, Flow Charts are listed as B1 in the “Visuals: Graphic Organizers” section. This graphic organizer strategy assists students in representing position, role and order relationships among group elements. Students draw a representation of a sequential flow of events, actions, character roles, and/or decisions. Based on the situation, the graphic frame for the flowchart can be student and/or teacher generated.

Information gathered from: • Florida Curriculum Frameworks, © 1996 State of Florida, Department of State • Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida • Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1990 Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA

Page 6

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

RANKING What Is It? Ranking is a specialized form of sequencing. Ranking involves sequencing items or actions by quantity and/or by quality. Ranking may be relative to a specific property or it can be based on combining multiple criteria. Prioritizing is a form of ranking in which the highest ranked item is the most important. How Do You Use It? When ranking items, students must first clarify the purpose for ranking. Once the purpose has been determined, the criteria for ranking, must be established. This criteria delineates the standards or reasons by which the students rank the items. Students place the items in the organizer in the appropriate position, lowest to highest, according to the criteria. Ranking is often based on individual values and judgments about the relative importance of the criteria used in determining the rank of specific items. Therefore, it is important for students to give reasons for the rank orders they have selected. Verbalizing their rankings helps students think about their thinking and clarify their choices.

What Are the Benefits? / helps students prioritize items based on specific criteria / provides students opportunities to use evaluative thinking skills / helps students see relationships between items being ranked

ESOL Strategy In the Broward County Multicultural/Foreign Language/ESOL Department’s ESOL Instructional Matrix, Charts is listed as B3 in the “Visuals: Graphic Organizers” section. The use of charts or other visual aids allow teachers to demonstrate relationships between words and concepts. Teachers should use visual displays in lessons and assignments to support the oral or written message. The provision of additional contextual information in the form of a visual should make the comprehension task easier.

Information gathered from: • Bellanca, James, The Cooperative Think Tank: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL • Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1990 Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA • Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida • Swartz, Robert J. and Sandra Parks, Infusing the Teaching of Critical and Creative Thinking into Content Instruction, Elementary Grades, © 1994 Critical Thinking Books & Software, Pacific Grove, CA

Page 7

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

RIGHT ANGLE What Is It? The Right Angle is a graphic organizer designed to help students explore the implications of ideas and apply those ideas to their personal lives. How Do You Use It? To complete a Right Angle graphic organizer, students: • Write the title in Section 1. • Identify key ideas about the topic and write them in Section 2. • Select one of the key ideas and expand on it, adding more ideas and details. Write these ideas in Section 3. • Apply the detailed concept to their individual lives. Students explain the importance or relationship of the concept to their own lives in Section 4.

1 2 3

4

If students are researching different vocations, a Right Angle organizer could be used to record the results of their research. In Section 1, students write the name of the profession. In Section 2, students write the key points of the profession: job responsibilities, education or training required, job outlook, salary, etc. In Section 3, students select one of the key topics from Section 2 and expand on it, providing additional information and supporting details. Finally, in Section 4, students connect the topic to their individual life and describe how it relates to them personally. What Are The Benefits? / helps students make connections and build relationships among ideas / helps students associate ideas that were seemingly unrelated / helps students “capture” extraneous ideas or thoughts that naturally occur while focusing on something quite different For information about a graphic organizer that involves divergent and convergent thinking, see Divergent— Convergent Tree. By using this graphic organizer, students force their thoughts down unusual paths and make connections between ideas that at first seem unrelated.

Information gathered from: • Bellanca, James, The Cooperative Think Tank: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL • Bellanca, James and Robin Fogarty, Blueprints For Thinking in the Cooperative Classroom, © 1991 Skylight Publishing, Inc., Palatine, IL

Page 8

Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000