Thinking Vocabulary – Language for Questions and Answers in essay writing

1. Thinking Vocabulary – Language for Questions and Answers in essay writing Handout 1: Untrain the Parrot

2. “lets compare and contrast these two texts/characters.” What do you predict will happen when…?” “How can this text be classified?” “let’s consider the possibilities that this could lead to.” “what do you consider might have if …” “what do you infer must/might have happened to lead to this?” What conclusions can you draw about this text?” “What alternative ideas do you have about an aspect of life or society as a result of considering the themes in this text?” “What generalisations might you make about the characters, human nature, an issue or aspect of society?” “What assumptions can we safely make about the author’s perceptions, beliefs, point-of-view, world view, logic bubble or paradigm. “How are you going to evaluate or investigate these possibilities or alternatives?” “What will your essay accomplish?” “What is the goal of your essay?” “What are some of the consequences that you predict will happen if this idea was put into place/adopted by society or a section of society?” “What criteria will you apply to evaluate the outcomes?” “What evidence do you have to support that?” “What inferences might these examples/illustrations/portrayals suggest?” “Is what the character says/does supported by the reasons he/she gives?” “What does your point-of-view, statement or argument explain/ demonstrate about society or a section of society?” Thinking Vocabulary – Language for Questions and Answers in essay writing *Many of these questions have been adapted from Chapter 3: “Direct Instruction and the Teaching of Skillful Thinking” of Thinking-Based Learning: Activating Students’ Potential, pg 85.

3. Plus Minus Interesting (De Bono) • Tell students that they are doing a PMI. • Giving their thought direction a name gives them permission to look in directions they might otherwise feel uncomfortable about – especially in front of their peers. • Look at a character’s decisions or actions. • What are the Pluses, Minuses and Interesting aspects of the characters decisions or actions.

4. Consequences and Sequels (De Bono) • Put “harvested” ideas or possibilities through a time machine. • Before they get a chance to get thrown out because they don’t feel emotionally comfortable. • Think about the what may happen in the space of a year. • What might have happened in 5-20 years? • What would your ideas bring to the character, the situation, society or a section of society if they were adopted or took place after 10 - 20 years?

5. Consider all factors (De Bono) • This is a useful one to come back to after an Examine Both Sides, an Other Peoples’ Views or Reframing the Problem. • In science and geo Consider All Factors would be a good starting point. But our subject lends itself to themes arising out of being in a human mind. EBS and OPV’s fit well with the ideas we have to examine and write about. • History could start with EBS and OPV as part of a CAF. Then do a retrospective look at Consequences and Sequels as the outcome, and finish with a Reframing of the Problem.

6. Listing dominant factors and identifying crucial factors “tethers” – De Bono • Have students list the dominant factors. • It’s not important for them to list them in order of importance but they can if they want. It’s just that their minds are directed to them. • Then have them list the “sticking points” or tethering posts. These are the crucial factors that always seem to remain and are usually emotional and connected to values.

7. Exploring ideas freed from emotional tethers. • Have students “pretend that the crucial factors have been put in a cupboard for a while”. • Now let them revisit their ideas.

8. Examine Both Sides – (De Bono) • This is a very useful tool for finding out the areas of agreement or disagreement. • It starts off with examining the argument on both sides of the issue. • Then often areas or factors that are both agreed upon come to light. • They can sometimes be more numerous than the areas of disagreement and provide a base for compromise. • The first time you use this tool have the students think that they are going to have to present a particular side. Then after 5 – 10 mins tell them they are now in fact having to present the other side of the issue. • It is hard for students to automatically be interested in looking at both sides to an issue. It’s not something that they would do if they had the choice. It requires effort to crank up the brain to start thinking about an issue from the other side. Switching them to presenting the information to the second side of the issue to the class, after they have nearly already prepared the first, will hopefully appeal to their need to perform well in front of their peers. Or could just take a chocolate bar for the best presentation as an incentive!

9. Other Peoples’ Views – exploring Logic Bubbles • This is a deeper and wider Examine Both Sides. • It explains the framework of thinking (perception, logic) that creates the stand point that the EBS explored. • People roll around in separate and differing logic bubbles created by upbringing, environment and experience. They operate from the values that have linked to this upbringing, environment and experience. • De Bono writes in his Thinking Course • If someone does not agree with you he’s not stupid, bloody-minded or obstinate. They may be highly intelligent and acting from their own “bubble”. • Separate bubbles can’t sell their logic to each other unless there are areas of agreement which can be built on. These are discovered in an Examine Both Sides.

10. Reframing Problems • This is an interesting thinking skill for Formal Writing and considering themes in English texts. • Problems can be looked at from an opposite point-of-view. For example • The problem of children getting separated from their parents in large crowds could be the problem of careless parents in crowds. • In The Giver the problem of gaining human knowledge and memories could be the problem of losing innocence. • In “Remember the Titans” the problem of having to share a football side with members of another race could be the problem caused by fear of the loss of power to an unknown outcome as white team members are forced to include black players in their side. • In Looking for Alibrandi the problem of hating an Australian-Italian family background and all the tradition that goes with it could become the problem of not being able to identify fully with either culture and feeling insecure as a result of this. • In Tomorrow, When the War Began the problem of Australia being threatened with invasion for its wealth of resources could become the problem of Australia’s failure to share its wealth to help support poorer nations in the neighbouring Pacific to keep the region secure.

11. Ideas or concepts generated by a theme or idea in the text. Thinking skill Text Thinking skill Possibilities/ Ideas generated Projections Judgements conclusions Perceptive Comment

12. Possibilities becomeProjections - Conclusions, Judgements Perceptive Comment Themes/ideas demonstrated by decisions, actions or dialogue within a texts. Plus Minus Interesting Consider All Factors Examine Both Sides Other Peoples’ Views. Listing dominant factors and identifying crucial factors “tethering posts” – usually emotional. Reframing the Problem Consequences and Sequels Exploring ideas freed from emotional tethers After 1 year In 5 to 20 years 20 plus years Projections Conclusions Judgements = Perceptive Comment

13. Applying these to Bloom’s Taxonomy of Thinking Skills What’s happening Competence Skills Useful Question in essay writing verbs stems List, identify, tell, define, label, name, collect knowledge Memorise remember recognise recall Who..? What? When? Where? Describe what happened How many? Remembering examples with quotes from texts Summarise explain paraphrase illustrate estimate distinguish predict Interpret organise and select translate from one medium to another identify Can you retell the story Can you provide an example of ..? Can you predict..? Estimate how many… comprehension The organisation of information and examples into sentences within in essay paragraphs with correct punctuation.

14. Applying these to Bloom’s Taxonomy of Thinking Skills What’s happening Competence Skills Useful Question in essay writing verbs stems Use information solve problems using required skills or knowledge use methods or concepts or theories in new situations Apply demonstrate discover modify classify calculate complete solve experiment Application Can you apply this to…? What questions would you ask of …? Could this have happen in….? Knowing what information and examples apply to a particular essay question. What examples are relevant and will help to prove my point or make my case? Connect select analyse compare arrange divide categorise order What was the turning point? Why do you think? Which comments are true? Can you distinguish between? seeing patterns organisation of parts recognitions of hidden meanings identification of components identify facts and fallacies Analysis of what is learned from the examples. Springboard for possibilities and new learning Analysis

15. Applying these to Bloom’s Taxonomy of Thinking Skills What’s happening Competence Skills Useful Question in essay writing verbs stems Assess recommend modify rewrite create compose construct invent predict argue forecast design Synthesis Use old ideas to create new Predict and draw conclusions Relate knowledge from several areas Generalise from given facts. Can you compose a new…? What would happen if…? How many ways can you …? Taking the analysis to use De Bono’s lateral thinking tools to generate new concepts, ideas, points-of-view. To delay the judgement process To find possibilities Evaluation of the results of what came out of the use of the thinking skills. What ifs: what new learning have we stumbled across? What “tether” have we freed ourselves from? Has there been a paradigm shift? compare and discriminate between ideas assess the value of ideas Evaluation Judge select choose recommend prioritise conclude How effective are …? Can you prioritise and conclude ? What criteria…?

16. Applying these to Bloom’s Taxonomy of Thinking Skills What’s happening Competence Skills Useful Question in essay writing verbs stems Discussion of the possible meaning for the world, society or a section of society if an idea was applied, adopted or an idea dropped. Final comment or judgement/non judgement. Open doorway to future/conjecture…. Determine debate, assess, verify justify, evaluate Competence Develop opinions and judgements make choices based on reasoned argument What would you use to assess? can you justify your decision? Adapted from: Able, Gifted and Talented by Janet Bates and Sarah Munday

17. Examples Text issue/theme thinking already thinking skill new ideas… That Baba is a hypocrite because he claimed that he considers theft a sin, but stole the right that Hassan had to know that he was Baba’s son. So there is internal conflict in the character of Baba which then reflects externally in his harsh treatment of Amir – resulting from the guilt and disappointment in himself first, and then Amir’s weakened personality. Amir then steals the truth from Hassan. Other Peoples’ Views to investigate the Logic Bubbles of perspective belonging to Baba and Ali to discover what would actually have happened if the truth had been told. The new ideas would be retrospective. Explaining at how the two perspectives were shaped by their upbringing, culture and status in Afghan society. There would be discussion on areas where they were in agreement if the truth had always been known. There would be a comment on the pressure to conform to society – that exists in every culture. That these cultural barriers can be broken down by next generations as immigrants into a new society. Theft of the truth and its fallout. Baba does not tell Hassan that he is his father. Baba has not told Amir that he has a brother, Hassan. Baba has not admitted to Ali that he had sex with his wife and was the father of his only child. The Kite Runner Consider All Factors Consequences and Sequels. Investigation of areas of agreement and disagreement

18. Examples Text issue/theme thinking already thinking skill new ideas… That Kevin and Robyn have different/ conflicting views on the invaders and Australia’s role in the invasion. The student can quote examples from the text to back this conflict over “morality of war”. Examine Both Sides. The morality of War: In the novel the logic bubbles or perspective bubbles of Kevin and Robyn are reflected by their responses to their country’s invaders. The invaders are a poorer nation “somewhere in the Pacific”. The new ideas would be along the lines of projections for the future. Possibilities for world peace, society or sections of society. There would be what ifs? And if only. Listing dominant factors and identifying crucial factors “tethers” Exploring ideas freed from emotional tethers. Tomorrow, When the War Began Reframing the problem Consider all Factors Consequences and Sequels

19. Examples Text issue/theme thinking already thinking skill new ideas… That Kevin and Robyn have different/ conflicting views on the invaders and Australia’s role in the invasion. The student can quote examples from the text to back this conflict over “morality of war”. Other Peoples’ Views The morality of War: In the novel the logic bubbles or perspective bubbles of Kevin and Robyn are reflected by their responses to their country’s invaders. The invaders are a poorer nation “somewhere in the Pacific”. The new ideas would be retrospective. Explaining at how the two perspectives were shaped by their upbringing and outlook. There would be discussion on areas where they were in agreement after all. Consider All Factors Listing dominant factors and identifying crucial factors “tethers” Tomorrow, When the War Began Noting and commenting on the areas of agreement and disagreement. There may be more common ground than originally noticed Comment on society ….

20. References • Thinking-Based Learning: Activating Students’ Potential, Robert J. Swartz, Arthur L Costa, Barry K Beyer, Rebecca Reagan, Bena Kallick. • Teaching Complex Thinking: Session 2 Critical & Creative Thinking, Presented by Michael Pohl • Brofenbrenner’s Ecological Systems Theory, Dede Paquette and John Ryan. http://pt3.nl.edu/paquetteryanwebquest.pdf • Lateral thinking, Edward De Bono • Thinking Course: Powerful Tools to Transform your Thinking, Edward De Bono. • Able, Gifted and Talented, Janet Bates and Sarah Munday. • Untrain Your Parrot and other no-nonsense instructions on the Path of Zen, Elizabeth Hamilton. • Gifts From a Course in Miracles, edited by Frances Vaughan and Roger Walsh. • Buddhism for Mother with Lingering Questions, Sarah Napthali