3 simple steps
3 simple steps
"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.
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.
Seek alternatives, generate numerous ideas, explore possibilities
APPLES WITH ORANGES
Compare and contrast, identify attributes, tolerate ambiguity
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
Use imagination, change perspective, generate numerous possibilities
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
Pose insightful questions related to a given topic, tolerate ambiguity, apply logic to make reasoned judgements
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
Use imagination, generate numerous possibilities, add detail to basic ideas making them more complex and intricate
Generate numerous possibilities, consider reasonable criticism and adjust thinking if necessary, assess whether there is adequate reasoning to justify a claim
Exercises which stimulate the mind to think creatively and critically
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.