Transcript Thinking Skills in RE

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Thinking Skills in RE
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Part I: Some Theory
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what are their generic characteristics?
what are thinking skills?
what are the benefits of using thinking skills approaches in
RE?
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What are thinking skills?
They can include:
 information-processing skills
 reasoning skills
 enquiry skills
 creative thinking skills
 evaluation skills
Information-processing skills
These enable pupils to:
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locate and collect relevant information
sort, classify and sequence information
compare and contrast information
analyse relationships
Reasoning skills
These enable pupils to:
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give reasons for opinions and actions
draw inferences and make deductions
use precise language to explain what they
think
make judgements
Enquiry skills
These enable pupils to:
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ask relevant questions
pose and define problems
plan what to do and how to research
predict outcomes and anticipate
consequences
test conclusions and improve ideas
Creative thinking skills
These enable pupils to:
generate and extend ideas
 suggest hypotheses
 apply imagination
 look for alternative, imaginative outcomes
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Evaluation skills
These enable pupils to:
evaluate information
 judge the value of what they read, hear and do
 develop criteria for judging their own and
others’ work or ideas
 have confidence in their own judgements

What are their generic
characteristics?
 they
focus on engagement with the
curriculum through shared
understanding
 they encourage pupils to think about
their own learning
 they provide structured, powerful
learning environments
What are the benefits of using
thinking skills approaches in RE?
pupils are more motivated and engaged in their own learning
 pupils find the tasks challenging without feeling stressed or
frustrated about their ability to participate
 pupils are more able to articulate and discuss their ideas
 pupils negotiate understanding with their peers as well as
with the teacher
 pupils are able to make links with what they already know
 pupils transform and apply what they know to new situations

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Part II
Practical Examples
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What are the different approaches
to thinking skills in RE?
Community of Enquiry
 Detective Work
 Mystery
 Story Telling
 Odd One Out
 Hot Seating
 Thinking Hats
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Community of Enquiry
Listen to “The Mountains of Tibet” by
Mordicai Gerstein.
 On your own, write down a question you
would like to ask about the story.
 Now work with a partner and compare and
discuss your questions together.
 Select one key question to discuss more
fully!
 As a group, look at all the questions and
choose one to explore in detail!
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Detective Work
Look carefully at the picture you have been
given and note any particular details that
attract your attention.
 Who do you think is being shown in your
picture?
 What evidence do you have for this?
 How do you know that your evidence is
accurate?
 Where does your evidence come from?
 Can you draw a firm conclusion?
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Salvador Dali - “Sacrament of the Last Supper”
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Duccio di Buoninsegna - Descent to Hell
Mystery
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Look at the key question which you
have been given.
 In your group, look at all the
information you have been given.
 Use the information to construct an
answer to the question.
 Be ready to present your theory to
the whole group and to explain the
reason why you think it is a good
one!
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Odd One Out
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Look at the three items and try to
write down as much information
as you an about each one.
Your task is to decide which item
is the odd one out and is so doing,
to identify what the other two have
in common!
You can have as many turns as you
like! How many different answers
(and reasons!) can you find?
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Hot Seating
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Watch the short film clip about / Listen to
the story
Think about what questions you could put
to the different characters in the story:
• Character A
• Character B
• Character C
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Discuss those questions with a partner.
There will now be an opportunity for some
of you to take on the role of those three
characters in the ‘hot seat’ and respond to
the questions devised earlier!
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Thinking Hats I
Edward de Bono (1985) “Six Thinking Hats” Little Brown and Company
A tool for considering all the aspects of a problem or situation devised for business
management but developed and used in critical thinking areas.
Facts and Information
New Ideas
Critical Judgement
Positive Thinking
The Big Picture
Feeling and Emotions
Thinking Hats II
Facts &
Information
Feeling &
Emotion
s
Critical
Judgement
Participants make statements of fact, including identifying information that is absent
and presenting the views of people who are not present in a factual manner. In many
thinking sessions this occurs immediately after an initial blue hat, and it often an
extended action with participants presenting details about their organization and the
background to the purpose of the thinking session. The key information that
represents the inputs to the session are presented and discussed. Key absences of
information (i.e. information needs) can also be identified at this point.
Participants state their feelings, exercising their gut instincts. In many cases this is a
method for harvesting ideas - it is not a question of recording statements, but rather
getting everyone to identify their top two or three choices from a list of ideas or items
identified under another hat. This is done to help reducing lists of many options into
a few to focus on by allowing each participant to vote for the ones they prefer. It is
applied more quickly than the other hats to ensure it is a gut feeling that is recorded.
This method can use post-its to allow a quick vote and creates a clear visual cue
that creates rapid if incomplete agreement around an issue.
Participants identify barriers, hazards, risks and other negative connotations. This is
critical thinking, looking for problems and mismatches. This hat is usually natural for
people to use, the issues with it are that people will tend to use it when it is not
requested and when it is not appropriate, thus stopping the flow of others. Preventing
inappropriate use of the black hat is a common obstacle and vital step to effective
group thinking. Another difficulty faced is that some people will naturally start to look
for the solutions to raised problems - they start practicing green on black thinking
before it is requested.
Thinking Hats III
Positive
Thinking
New Ideas
The Big
Picture
Participants identify benefits associated with an idea or issue. This is the opposite of
black hat thinking and looks for the reasons in favour of something. This is still a matter
of judgment - it is an analytical process, not just blind optimism. One is looking to create
justified statements in favor of the idea or issue. It is encapsulated by the idea of
"undecided positive" (whereas the black hat would be skeptical - "undecided
negative"). he outputs may be statements of the benefits that could be created with a
given idea, or positive statements about the likelihood of achieving it, or identifying the
key supports available that will benefit this course of action
This is the hat of thinking new thoughts. It is based around the idea of provocation
and thinking for the sake of identifying new possibilities. Things are said for the sake
of seeing what they might mean, rather than to form a judgment. This is often carried
out on black hat statements in order to identify how to get past the barriers or failings
identified there (green on black thinking). Because green hat thinking covers the full
spectrum of creativity, it can take many forms.
This is the hat under which all participants discuss the thinking process. The
facilitator will generally wear it throughout and each member of the team will put it on
from time to time to think about directing their work together. This hat should be used
at the start and end of each thinking session, to set objectives, to define the route to
take to get to them, to evaluate where the group has got to, and where the thinking
process is going. Having a facilitator maintain this role throughout helps ensure that
the group remains focused on task and improves their chances of achieving their
objectives. The blue hat is also an organisation of thinking. What have we done so
far? What can we do next?
What do the pupils say?
I’ve learned to really think about stories, not just listen to
them…
 I can say what I feel and nobody will get in a mood if they
don’t agree with me…
 All sorts of different answers can be right…
 I like hearing other people’s ideas because they often come
up with things that I hadn’t even thought of…
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What do the teachers think? Over to you!
Thinking Skills in RE
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