WELLESLEY COLLEGE THINKING SKILLS POLICY

APRIL 2004

Rationale

To enable every student to develop thinking strategies which will enable them to maximise their intellectual potential, equip them for a rapidly changing world, acquire essential learning skills, become life long learners and to participate effectively in New Zealand Society.

Purpose

The purpose of this policy is to provide the direction for the thinking skills programme at Wellesley College and to ensure that the programme supports the essential skills as set out in the curriculum framework.

To do this we will:

· encourage students to extend and practise thinking skills, and employ these skills in day to day situations.

· promote the thinking skills programme as something which will benefit adults and children and which is integrated into all parts of school life.

· introduce children to the workings of the human brain, including how it functions, how memory and concentration work, and how the creative thinking process operates.

· encourage student enquiry through asking thoughtful, open ended questions

· provide opportunities for students to practise and develop their questioning skills

Broad Guidelines

1. Thinking is a skill that can be learned, developed, practised and enhanced.

2. Higher-level thinking skills such as critical thinking, strategic problem solving, evaluation and analysis and creativity are essential basic skills required in the 21 st

century.

3. The classroom teacher will be primarily responsible for incorporating the thinking skills programme into the curriculum. There are three key aspects to this -

a) Teaching the thinking tools to help children approach new situations

and problems from various creative perspectives

b) Looking for ways of upgrading the curriculum so higher order thinking can

be meaningfully integrated.

c) The enquiry model of learning forms the basis of our approach.

4. The programme will have been successful if it encourages children to make the most of their intellectual potential through practise and enhancement of their thinking skills.

5. Children need to gain an insight into the workings of the human brain. This insight will give children a better understanding of why we do certain things within our teaching.

6. The Learning Support Budget will make adequate provision for the supply of resources for the thinking skills programme.

Implementation Guidelines

Important aspects of the Thinking Skills Programme at Wellesley

Six Thinking Hats	De Bono programme introducing six techniques for thinking.	Year 0 to Year 8	Classroom based
Bloom's Taxonomy	Benjamin Bloom's levels of intellectual behaviour incorporated into planning.	Year 0 to Year 8	Classroom based
Mathematics Problem Solving (includes computer programmes such as Logo)	Approach for thinking about mathematics in real life situations.	Year 0 to Year 8	Classroom based
Philosophy for Kids	An excellent way to sharpen students' critical thinking skills.	Year 5 to Year 8	Pull out groups
Future Problem Solving	Six step method of solving problems combining the Creative Problem Solving (CPS) model and futuristic thinking – one of the top “gifted” programmes worldwide.	Y7 and Y8	Pull out groups based on ability to cope with the programme. Classroom based in Y7/8T
CoRT	De Bono programme that covers thinking techniques.	Year 6 – CoRT 1 Year 7 – CoRT 4 Year 8 – CoRT 3	Classroom based
Creative Problem Solving	CPS engages students in the higher order thinking skills of analytical, critical and creative thinking through a six-step process.	Year 6	Classroom based
Graphic Organisers	Seven “Graphic Organisers” to improve retention and recall of information.	Year 5	Classroom Based
Thinker's Keys	Eight keys to help promote thinking	Year 4	Classroom based
Extended Brainstorming	An exploration of the four key elements of Brainstorming.	Year 3	Classroom Based.
Special Abilities Programme	For those students identified as being talented and able learners.	Year 0 to Year 8	Classroom and “Pull Out” groups.

SUCCESS INDICATORS

· Children are using the thinking strategies in their school work and day to day lives.

· Teachers are incorporating the thinking strategies and questioning skills into their planning.

· Children are using maths problem solving strategies to solve problems.

Confirmed: Board ___________________________

Principal ___________________________

Date ____________________________

Review: April 2008