"a person's inherent qualities of mind and character." (ACARA)
The student must be WILLING otherwise the rest is a waste of time.
"the ability to do something well; expertise." (ACARA)
The student needs to be ABLE.
"a plan of action designed to achieve a long-term or overall aim." (ACARA)
The student needs to be EQUIPPED.
“Thinking dispositions form the foundation for all learning and should underpin any educational program. They are critical to learning and to the transfer of learned material.”
“Dispositions describe a person’s inclination to use particular skills when faced with problems to solve, ideas to evaluate or decisions to make.”
The student is open to new and different ideas and considers the opinions of others.
The student is able to look at problems from multiple perspectives and will change their plan when new problems arise.
The student likes to try new ways of doing things and is not afraid of making mistakes.
The student finds inventive ways to overcome difficulties and will improvise when resources are limited.
The student spends extra time developing their ideas and doesn't give up when faced with difficulties.
The student believes that thinking, learning and creating can take place anywhere, anyhow, anytime.
The student likes to evaluate their own work and will think about the thinking processes they have used.
“The common language of the seven dispositions is really powerful across the whole school. Kindergarten love Captain Disposition (although I was skeptical about the lycra at first!).”
“The acquisition of CCT dispositions is becoming more and more visible in all K-6 students and has positively impacted their approach to learning tasks.”
“It’s fantastic to hear the kids talk about how they are demonstrating a disposition or congratulate their peers for being like Captain Disposition.”
“They take ownership and are starting to use their mistakes as learning opportunities.”
“Students are becoming more open minded and adventurous in their learning and approach tasks with more flexibility. Students are developing patience and persistence with challenging tasks. I have noticed an increase in the ability to make connections during learning, and understand learning as a ubiquitous construct.”
“Good critical thinking skills require not just knowledge but practice. Persistent practice can bring about improvement.”
“You can’t be a creative thinker if you’re not stimulating your mind, just as you can’t be an Olympic athlete if you don’t train regularly.”
“Those who diligently practise creative activities learn to recruit their brain’s creative networks quicker and better.”
“Creativity can be taught. Real improvement doesn’t happen in a weekend workshop, but when applied to the everyday processes of work and school, brain function improves.”
ALTERNATIVE USES
Seek alternatives, generate numerous ideas, explore possibilities
APPLES WITH ORANGES
Compare and contrast, identify attributes, tolerate ambiguity
BACKWARDS QUIZ
Experiment with a range of options when seeking solutions, justify choices
CIRCLE OF LAUGHS
Add detail to basic ideas making them more complex and intricate
CLOUD PAINTING
Use imagination, change perspective, generate numerous possibilities
F.O.O. FIGHT!
Compare and categorise facts and opinions, identify reasoning used in choices
MOTHER OF INVENTION
Pose questions to identify and clarify issues, share thinking about possible courses of action
POSING THE QUESTION
Pose questions to identify and clarify issues, predict what might happen in a given situation, apply logic to make reasoned judgements
"QUOTE-UNQUOTE"
Pose insightful questions related to a given topic, tolerate ambiguity, apply logic to make reasoned judgements
RAINBOW SPONGE-BRAINS
Generate numerous ideas, explore possibilities, add detail to basic ideas making them more complex and intricate
RAISING THE B.A.R.
Identify situations where current approaches do not work, expand on known ideas to create new and imaginative combinations
SCISSORS, PAPER... THINK!
Seek alternatives, explore possibilities, justify choices
SKETCH YOUR IMAGINATION
Imagine possibilities and connect ideas, add detail to basic ideas making them more complex and intricate
THAT'S GOOD/THAT'S BAD
Challenge existing ideas and generate alternative solutions, tolerate ambiguity, add detail to basic ideas making them more complex and intricate
THE ADS vs THE BADS
Scrutinise ideas, identify pros and cons, apply logic to make reasoned judgements
THE PREQUEL
Use imagination, generate numerous possibilities, add detail to basic ideas making them more complex and intricate
WORD TENNIS
Generate numerous possibilities, consider reasonable criticism and adjust thinking if necessary, assess whether there is adequate reasoning to justify a claim
“I’ve started implementing the Crunches in class and my students can’t get enough of them!”
“My students have really enjoyed completing the CCT Crunches in homework.”
“I have noticed since being immersed in thinking skills and the Crunches activities my students are generating more ideas and critically evaluating
their value.”
“I have already implemented the CCT Crunches into my Year 6 class. The kids are really responding positively and they love the songs!”
Exercises which stimulate the mind to think creatively and critically
“Knowledge about thinking and the practice of using thinking strategies can increase students’ motivation for, and management of, their own learning. They become more confident and autonomous problem-solvers and thinkers.”
“By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can employ whenever they encounter problems, unfamiliar information and new ideas.”
The student can pose questions, consider perspectives, identify problems and clarify information.
The student can imagine possibilities, connect ideas and consider alternatives.
The student can apply logic and reasoning and make predictions.
The student can organise and process information, draw conclusions and design a course of action.
The student can put ideas into action and transfer knowledge into new contexts.
The student can evaluate processes, procedures and outcomes and perform metacognition.
“I love using the Coloured Thinking Caps to plan units or activities, particularly with a constructivist approach.”
“It assists students in sorting out and organising their thinking processes and to articulate their plans and ideas.”
“I think the kids like the structure and process of working through the Coloured Thinking Caps. It’s so amazing hearing the students talking about their own thinking.”
“Using the Coloured Thinking Caps has been a helpful way to design project tasks and direct student thinking in a way that will produce better outcomes.”
“My students now have a predictable scaffold around solving problems. They are beginning to use the Coloured Thinking Caps independently when faced with a problem. Rather than coming directly to me, they employ the strategies of working out the problem, brainstorming, deciding on the best option, planning, doing, thinking about what they have done. This can be on a big scale or on a small scale.”
“I have used the Coloured Thinking Caps for projects and am using them for our current unit. It clarifies the different thinking processes in a clear and logical way.”
