E Thinking Toolkit

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E- Thinking Toolkit

• CPR Success Zone

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CONTENTS

• 1) INTRODUCTION
• 2) STRATEGIES THAT CAN BE USED
• At any time
• At the start of an activity
• During the lesson/activity
• During the review/debrief session
• 3) BACKGROUND
• a) References
• b) Thinking Skills- Information processing
• - Reasoning
• - Enquiry
• - Creative thinking
• - Evaluation

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At any time
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At any time

• Instant feedback 1- Thumbs
• - Fist to Five
• Mind Maps
• Brain Gym
• De Bonos 6 Hats Thinking Tool

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Instant Feedback

• Thumbs
• - Use as a quick check to see where students are
  with a process, activity etc.
• - Ask students to respond to a question (eg. Do
  we all agree with this decision?) with a thumbs
  up, thumbs down or wavering in the middle.
• Fist to Five (variation on Thumbs)
• - Ask students to indicate their feelings/level
  with one hand that has from 0 (fist) to 5 fingers
  raised.
• - This tool can also be used as a
  decision-making tool that demonstrates consensus.

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Mind Maps
USES Discovery Revision Organisation
Planning Note taking Creativity Progress
tracking
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BRAIN GYM Iterative Bit!

• Physical exercise to warm up your brain!
• Left Brain controls ?
• Right Brain controls ?
• Corpus Callosum links ?
• Brain Gym isMovements on either side of, or
  across, the vertical midline of the body!

Right side of the body
Left side of the body
The 2 sides of the brain
Why bother?
Change of state Increased focus and
attention More able to work collaboratively
Improved learning Better vocabulary Improved
drawing writing skills Improved reading
memory
Improves motor coordination Better balance Better
posture
Link it to the curriculum! (Eg. Fractions Shape
Time Contours)
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Doodle

• Doodle in the air in front of you with
• One hand
• The other hand
• Both hands
• Together (point index fingers)
• Separately same doodle
• Separately same doodle inwards
• Separately same doodle outwards
• Separately same doodle upwards
• Separately same doodle downwards

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Shapes

• Draw a square in the air in front of you with
• One hand
• The other hand
• Both hands
• Together (point index fingers)
• Separately inwards from the top
• Separately outwards from the bottom
• Pair up to draw mirror images of a -
• Square
• Star
• Circle
• Take turns to lead
• Draw 2 squares with both hands. Point index
  fingers on both hands- draw one square clockwise
  and one anti clockwise.

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Alphabet Edit

• Key words from lesson
• Names for team building
• Imagine the letters of the alphabet!
• Straight lines only Right arm up
• Curves only Left arm up
• Sounds like eeeee Shake left leg
• Letters with a tail Wag tail
• Letters with a curve Wave
• Letters with a tail above the line Point up
• Letters with a tail below the line- Point down
• Letters with no tail- Shake head
• Etc etc adapt the activity by making up your own
  actions.

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De Bonos 6 Hats

• Thinking tool.
• Use during decision making/problem solving
  activities.
• Encourages students to
• - consider all of the factors involved with an
  issue,
• - look at an issue from different perspectives.

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Start of the activity
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Start of the activity

• Circle Time Games- Fruit Salad
• - Fox and
  Rabbit/Lighthouse
• - Tangles
• - Meet my Friend
• - Touch Down
• - Zip, Zap, Boing!
• Odd One Out
• Quality Criteria- Looks like, sounds like, feels
  like grid
• KWL grid
• Thinking Time
• Visual Tools- Single Bubbles
• - Affinity Diagrams- Houses
• - Double Bubbles
• - Fish Bones
• Flow Diagram

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Circle Time

• Key Benefits
• Sitting in a circle promotes the idea of equal
  responsibility
• Sense of belonging to a group they can trust
• Motivates those involved to share thoughts and
  feelings
• Develops self-esteem and positive behaviour
• Establishes a forum where children can help one
  another
• Teachers and children need to agree.
• To signal if they want to speak- you could maybe
  use a specific speaking object- only the person
  holding the object may speak.
• No put-downs- accept all ideas/thoughts etc.
• No naming of anyone in a negative way- eg.
  Someone hit me at playtime.
• Children who pass in the initial round will, at
  the end of the round, be allowed to signal if
  theyd like a second chance.

Taken from Quality Circle Time in the Primary
Classroom- Jenny Moseley, 2002)
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Fruit Salad
AIM To mix up the students so that they sit
next to someone different
1) Children sit in a circle facing inwards. 2)
Label each child with a name of a fruit. 3) The
teacher (or chosen child) calls out a fruit and
each child with that label changes places 4)
Fruit Salad means everyone changes
places. This could also be used as a strategy to
randomly group people, ie. all the apples sit
together, oranges form another group
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Fox and Rabbit
AIM To enhance listening skills and encourage
concentration and trust

• Children stand in a circle.
• Choose 2 children to play the fox and the
  rabbit. Both need to be blindfolded.
• The rest of the group stands in a circle- they
  are the trees. These children need to be as
  quiet as possible, so that the fox can listen
  for the footsteps revealing the rabbits
  whereabouts inside the circle so that he can
  catch it.
• If the fox or rabbit strays out to the edge
  of the circle, the trees need to guide them
  back towards the centre with a gentle touch on
  their hand.

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Tangles
AIM Warming-up game, to establish a feeling of
co-operation and encourage teamwork.

• Children stand in an inward-facing circle.
• Ask the children to close their eyes and slowly
  move towards the centre of the circle with arms
  outstretched.
• Each child needs to join hands with 2 other
  people, still with their eyes closed. (You may
  need to supervise this, as sometimes 2 people are
  holding onto 1 person etc.)
• When this is done, the children open their eyes.
• They must now try to untangle themselves so that
  they can form a circle, without letting go of
  each other.

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Meet My Friend
AIM To establish a friendly approach to
children they would not normally mix with.
This strategy also develops communication and
listening skills.

• Children sit in an inward-facing circle. (Fruit
  salad could be used to mix up the group.)
• The teacher calls children alternately A and
  B around the circle.
• Each A pairs up with the B on their
  right-hand side.
• The pairs are then given a set time to discover
  as much as possible about each other, such as
  likes, dislikes, hobbies, something theyre good
  at etc.
• At the end of this time, each member of the pair
  introduces the other to the rest of the group
  with the statement Have you met.?followed by
  3 positive statements about their partner.

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Touch Down

• Children get into pairs.
• The teacher explains that when a number is
  called, each pair must touch the floor with that
  number of points between them. They can use
  hands, feet, knees, elbows etc.
• FOR EXAMPLE
• If 3 is called, one child could stand on 2
  feet, the
• other could balance on one.
• This game may also be played with groups of 3 or
  4
• to increase the need for co-operation and
  teamwork.

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Zip! Zap! Boing!
Fun, warming-up exercise
Encourages concentration

• Children stand in an inward-facing circle.
• Each child stands with their hands together,
  pretending they have a laser.
• One child starts off by pointing the laser at the
  person to their right and says ZIP!. The zip
  action is repeated around the circle. To change
  the direction of travel, they can say BOING!,
  and return it to the person who sent it to them.
• By saying ZAP!, the laser can be aimed across
  the circle and passed to someone over there.

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ODD ONE OUT- (Reasoning)

• Why is this good?
• Can be used as a warm-up activity (how much do
  they know?) OR as a review (what have they
  learnt?)
• Easily extended/adapted
• Numbers, words or photos could be used. For
  example words could be linked by meaning OR
  structure (eg. 2 vowels etc)
• Its funbut challenging- encourages students to
  think in different ways
• Can be done quickly, although written responses
  can be recorded later

• For example
• Which is the odd one out?

...now think for a little longer and see how it
could be a different item. In fact, it could be
any one of them.
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Why is A different?
A
Why are A C the same?
Why are A B the same?
What do A, B C have in common?
C
B
Why are B C the same?
Why is B different?
Why is C different?
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KWL Grid
When starting an activity, it is helpful to work
out what you already know about the topic and
what you still need to learn about it. The grid
below helps students to do this.
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Thinking Time

• This tool can be used to reflect on what happened
  in the last lesson/activity.
• Ask the students what they learnt or did in the
  last lesson.
• Give them 1 minute to think about it and/or talk
  to someone sitting next to them about it.
• When the time is up, students can then feedback
  to the rest of the group what they remembered.
• This tool could also be used during the debrief
  session.

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Single Bubble ( cluster)
Can be used to Record ideas generated during
thought-showering activities Identify main
points from a story, for example
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Affinity Diagrams (Houses!)

• Use after the single bubble has been completed
  to- categorise ideas,
  - group similar ideas,
• - see differences.
• Take 1 idea from the single bubble and put it in
  a room.
• Pick another idea. Is it the same as the first
  one?- Put it in the same room.
• Is it different to the first one?- Put it in a
  different room.
• Repeat, until all the ideas have been
  transferred. The house can be extended- extra
  rooms, attics, cellars, garages can be added eg.
• Look at the ideas/words in each room and give it
  an appropriate name/title.

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Double Bubbles

- Use during compare and contrast activities
Double Bubble with Similarities Differences
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Fish Bones
Main reasons
Key Points

• This tool can be used to organise and structure
  thinking and ideas for completing a task.
• For example an essay. The key question or essay
  title goes in the fish head. At the end of
  each of the main fish bones (blue), write one
  category/factor. On each of the smaller fish
  bones (red), record ideas which fit into these
  main categories.

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Flow Diagram

• Used to plan the sequence of events in a task
• Helps students to see the Big Picture and to
  prioritise tasks

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During the activity
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During the activity
These tools can be used to generate ideas and
encourage creativity Fortune Lines Thought
Showers using R.A.N.T rules Outs and Ins
thinking tool Funnel Questioning QuAD note
taking Coaching tools- Ask three, then me
- Request for lecture forms
- Question on the board
- Turning questions back
- Timeout - Snapshot
Creative thinking activities
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Fortune Lines
Encourages emotional intelligence

• Children read a story/have a story read to them.
  (Stories with a range of strong characters are
  best eg. Little Red Riding Hood.)
• Children plot, on a graph, each characters
  emotions throughout the story.
• In groups, they could look at various points on
  the graph and discuss what happened in the story
  to cause that particular emotion.

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Thought showers

• Students record their ideas using these rules.
• EXTENSION
• Decide on a set of categories
• Write each category-heading on a large piece of
  paper
• Arrange students into small groups (eg. whole
  group divided by number of categories)
• Each group generates ideas for their category for
  a set time limit
• When the time is up the groups rotate, adding
  their ideas to those of the previous groups.

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Outs and Ins Thinking Tool
Creative thinking tool Can be used to generate
lots of ideas
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Funnel Questions
1. Opening question - Introduction
2. Follow up question - Theory
3. Question about specific information - Practice
4. Notes
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An example of Funnel Questioning

• Whats your favourite TV programme?
• What do you like about the programme?
• Give me an example of a good scene/episode
• So you think that (listener repeats back to
  speaker what they have just said).

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QuADS
- Can be used to record information gained using
the funnel technique - Allows information to be
stored clearly and logically
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Coaching Tools

• 1. ASK THREE THEN ME
• Students should ask 3 people if they can answer
  their
• question, before they ask the teacher.
• 2. REQUEST FOR LECTURE FORMS
• Students use the form to request a master class
  on a
• specific subject, when they feel they need the
  information.
• 3. QUESTION ON THE BOARD
• Post a key question, which you want the group to
  consider, on
• the board.
• Non-confrontational/silent intervention- can be
  used when
• students are engaged in a task
• Helps students with self-assessment
• Students still feel in control of their
  learning

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Coaching Tools

• 4. TURNING QUESTIONS BACK
• Turn questions back to the student and place the
• responsibility for finding the answer on them.
• Eg. Good question. Where do you think you could
  read about that?
• Encourages students to be self-directed
  learners and increases ownership
• 5. TIME OUT
• Stop the activity when it is apparent that the
  group is having
• a problem that needs immediate attention.
  Discuss.
• Alternatively, individual students could be
  pulled out of the
• group and asked to observe either their group, or
  another
• group. This tool could also be used when
  students are
• working on their own, for example a student who
  is stuck
• could go and speak to a student who isnt and ask
  them for
• help/watch them to see how they are doing the
  task.

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Creative Thinking Activities
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Activities which encourage creative thinking

• Thinking is
• Getting out of the box
• Squares
• I wonder why?
• New animals
• Task starters using creative thinking skills (see
  handout)
• Open ended problems
• Can you help?

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Thinking is
Prepare a handout with a simple line drawing of a
head (divided into the 2 parts), viewed from
above. Ask the children to draw what they think
is happening in their brain while they are
thinking.
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Getting out of the box

• In 3 minutes, list as many ways as possible
• you could use a..
• Brick
• Paperclip
• Teaspoon
• Cup, etc
• The children should be encouraged to
• think of ways of using the object which
• are different to the usual use. All ideas
• should be recorded, however wacky!

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Squares

• In five minutes, draw as many things as you
• can, using the squares (see photocopy worksheet).

2) Show this to someone else and mark each others
out of 10.
Try to decide which is the most creative
or unusual use of the squares.
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I wonder why?

• Organise the children into pairs.
• The whole group is then given an I
• wonder why? question to consider. For
• example
• 3) Ask the pairs to discuss the question. If
• they think of more than 1 explanation, ask them
• to decide which is the most/least likely.
• 4) The whole group can then discuss their ideas
  and, if
• necessary, offer justifications for their
  answers.
• EXTENSION Have a regular slot for I wonder
  why?
• questions. Children could post their own into a
  box in the
• classroom.

I wonder why polar bears are white?
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New animals
Looking for alternative outcomes

• Organise the class into small groups.
• Each group will need to select pictures of 3
  animals.
• Select 1 feature from each of these animals, and
  put them together to create a new animal. Think
  carefully about the features selected and explain
  how they will assist in the life of the new
  animal.
• Consider where the new animal might like to live,
  depending on its features.
• Draw the new animal in as much detail as
  possible.
• A presentation, of some kind, could then be made
  to the whole class. Each child could show the
  picture of their animal and explain about its
  features, habitat, eating habits etc.

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Task starters using creative thinking skills

• See worksheet

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Open ended problems

• Suppose you were born 100 years from
• now. How would life be different?
• You walk into the kitchen and flip the
• light switch to the on position. Nothing
  happens. (The
• light doesnt go on. The light bulb doesnt
  flash and
• then go off. You dont smell anything burning.)
  What
• might be wrong?
• Traffic accidents result in great losses of
  life and
• property every year. Suppose you were a dictator
  with
• complete power. What would you do to decrease
  the
• number of traffic accidents?

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Can you help?
Develops enquiry skills -posing and defining
problems.
Speaking listening. Problem solving Team work.

• A family of 2 parents and 3 children decide to
  get a pet.
• Theyve never owned a pet before, what questions
  do
• they need to ask themselves?
• You are going to live in the desert/North Pole/on
  Mars,
• and you will have to build a home. What
  questions do
• you need to ask? What do you need to find out?
  Where
• can you get the information?

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Review and Debrief
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Review and debrief

• Huddle
• Peer observations
• Snapshot
• PMI
• The following techniques, previously mentioned,
• can also be used during the debrief stage.
• Instant feedback techniques (Thumbs, Fist to
  Five)
• Mind Maps
• Odd One Out

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Huddle

• - Can be used for informal feedback
• purposes (especially if the students are
  exhibiting
• their learning/work in some way)
• After each group has presented their work, tell
• them they have 1 minute, for example, to decide
  on
• 3 things they liked about the other presentations
• When the group is more confident/comfortable
• with each other, they could be asked to provide
• positive criticisms by feeding back 1 thing that
  could
• be improved

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Peer Observations

• Builds on the Huddle idea for feedback
• Give students a feedback framework relevant to
  the skill/task which is being assessed or
  developed
• Students can then make focused/purposeful
  observations of their peers
• Students could also observe another group during
  the activity and comment on how well they are
  working together, communicating etc
• Furthermore, students could be set the task of
  designing their own assessment tools

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Snapshot

• Useful tool to encourage and support the
  development of skills and attitudes
• Ask students to FREEZE whenever they are
• skilfully performing in some area. Get them to
  look
• around and take note of the characteristics and
• quality of what they are doing.
• You could also take a photo of the moment.
  This
• could be used during the debrief session, when
• the group is discussing their performance during
  the
• task.

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PMI
A simple, but effective, evaluation tool
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Background
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Background

• Quality Circle Time
• Philosophy for Children
• Accelerated learning cycle
• Multiple Intelligences
• D2A- Dare to Achieve challenge framework

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Quality Circle Time

• Teachers and children need to
• agree.
• To signal if they want to speak- you could maybe
  use a specific speaking object- only the person
  holding the object may speak.
• No put-downs- accept all ideas/thoughts etc.
• No naming of anyone in a negative way- eg.
  Someone hit me at playtime.
• Children who pass in the initial round will, at
  the end of the round, be allowed to signal if
  theyd like a second chance
• Not to interrupt when someone else is speaking.

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Quality Circle Time
Ground Rules for Teachers

• Accept any contribution, however off beat.
• Give thanks when possible
• Value all opinions equally
• Do not interrupt if a child is using the speaking
  object to talk. If you do need to talk, make
  sure you have the speaking object first
• Dont automatically think that you have all the
  best answers. For example, if a child requests
  help during Open Forum, you should raise your
  hand and wait to be chosen just like any other
  team member.

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Philosophy for Children

• Can be used during circle time
• Pupils dont need a high level of discussion
  skills
• Can even be used with young children
• No special equipment or resources needed
• Encourages children to
• - listen to each other with respect (see rules
  below)
• - build on other peoples ideas
• - challenge one another to supply reasons and
  justifications
• - draw inferences

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Philosophy for Children cont.

• RULES
• All children in the group need to be aware of
  these and understand
• their importance.
• The teacher doesnt dominate..s/he steers with
  comments and questions that establish
• CLARIFICATION- Are you saying that I
  think youre saying Can anyone else say what
  they think X is saying?
• IMPLICATION- So you mean that X would
  happen next? If what you say is true, is the
  reverse also true? Does that work if?
• Everyone responds to the speaker- even if its
  only in your head
• People take turns
• Everyone needs to listen to the speaker
• When someone agrees or disagrees with someone,
  they always say why.

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Philosophy for Children

• Possible stimuli for discussion
• Odd One Out (thinking tool included in previous
  PowerPoint)
• Fun but challenging- encourages pupils to play
  around with their thoughts, looking for other
  potential solutions, and then articulating these
  with supporting reasons.

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Philosophy for Children

• Possible stimuli for discussion cont.
• Photographs- can be used to generate questions
  and discussions
• a) Abstract photos or unusual photos of the local
  environment.
• b) Extending photographs- provide a number of
  different photos
• and ask the group to choose 1 which they think is
  particularly
• interesting. Place it in the middle of a blank
  A3 sheet of
• paper and ask the pupils to extend the photo
  realistically or
• using their imagination.
• c) Photos can be uncovered gradually or covered
  with cut-out
• windows. Pupils are asked to comment on what they
  see, what they
• think will come next, ask questions about what
  they see. (Photos
• which include lots of people or different
  activities are particularly
• useful for this.)

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Philosophy for Children
How can you know whether something is true or not?
Whats the difference between pretending and
lying?

• SOMETHING TO THINK ABOUT

Is there a difference between your mind and your
brain?
If you could only have one, which would you
choose chairs or tables?
Is it right to eat animals?
Is it fair to lock animals in cages?
Is there a last number?
Do you think in words?
How do you know when you know something?
How do you know youre not dreaming at the
moment?
What is Space?
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Stage 1 Pre Planning Belonging Aspirations Safet
y Identity Success
Stage 2 Setting the Scene Link back Big
Picture Outcomes Link forward
Stage 5 Review Demonstrate new learning Recall
for memory Reflect Repetition Link forward
Stage 3 Input Visual Auditory Kinesthetic Chunke
d Chronological Age plus 2
Stage 4 Activity See, hear, say do Multiple
intelligences Differentiation Flexibility Choice
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We remember.

• 20 of what we READ
• 30 of what we HEAR
• 40 of what we SEE
• 50 of what we SAY
• 60 of what we DO
• 90 of what we SEE, HEAR, SAY AND DO

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Multiple Intelligences
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Linguistic Intelligence
It is likely that a person with a well developed
linguistic intelligence will
Learn through writing,reading and discussing
Enjoy using the written and spoken word to
persuade, amuse, convey information,construct
meaning and to entertain Imitate or mimic the
idiosyncrasies of others Be a better than
average communicator in written and spoken modes
and be an attentive listener Have a
predominately auditory representational system
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Linguistic Intelligence
Learning tips Use words mnemonics, make up
rhymes and raps Use flashcards make them with
words on one side and explanations on the
other Make a tape of yourself reading the
things you need to learn and listen to it on your
Personal stereo
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Interpersonal Intelligence
A person with a strong interpersonal intelligence
is able to express this through an ability to
See issues from diverse perspectives. Form
and build on a variety of social relationships
with others. Know and understand the thoughts,
feelings, attitudes and behaviours of others.
Work well in teams and contribute to their
positive dynamic. Communicate effectively
verbally and non verbally. Listen, acknowledge
and respond to the views of others. Influence
other people.
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Interpersonal Intelligence
Learning tips Work with a friend Both learn
something and then spend time explaining it to
someone else. Make revision a social thing where
you share the fun/agony (!)
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Intrapersonal Intelligence
A person with a well developed intrapersonal
intelligence will
Be aware of their own thoughts and feelings,
and seek explanations for them. Attempt to find
solutions to philosophical questions. Have an
accurate picture of themselves. Be consistent
in applying a set of personal values and
beliefs. Value personal growth and
development. Be self motivated. Enjoy quiet
reflection time. Keep a journal or diary.
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Intrapersonal Intelligence
Learning tips Have conversations in your head
about what you are trying to learn. Set
yourself memory tests, run through what you have
learned in your head be honest with yourself.
Set yourself targets. Understand how your brain
learns and work in the best ways to suit your
style of learning.
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Musical Intelligence
A learner with musical intelligence will show
some ability to
Discern patterns in sounds and enjoy
experimenting with them. Show sensitivity to
mood changes in sounds and be able to pick out
individual instruments. Be susceptible to
changes in their own mood as a result of
listening to music. Enjoy improvising and
playing with sounds of different sorts. Have a
good sense of rhythm. Show an interest in and
some ability to play a musical instrument. Be
curious about music and seek to develop their own
categories and preferences.
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Musical Intelligence
Learning tips Use music to help you
concentrate/relax. Use rhymes with rhythms,
make up songs or raps. Put the key ideas you
need to remember to the tune of a favourite
song. Make your own active concert tapes,
(music in the background/your voice explaining a
topic)
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Visual Spatial Intelligence
A learner with visual spatial intelligence will
Be able to visualise and imagine scenes
easily. Have a good sense of direction and be
able to move easily through space. Be able to
visualise and construct three dimensional objects
or imagine their unfolded construction. Know
the effect that the movement of gears and pulleys
have on other things around them. Learn through
seeing and observing and be able to memory map.
Anticipate the movement of an object through
space. Have a talent for interpreting and
constructing graphs, maps or other visual forms
of information.
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Visual Spatial Intelligence
Learning tips Use pictures and memory maps to
help you remember things. Put pictures and key
words around your bedroom or house. Attach a
picture to every key idea you need to remember.
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Logical-Mathematical Intelligence
A learner who has a well developed
logical-mathematical intelligence will
Be able to work with abstract symbols to
represent concrete objects and
concepts. Be familiar with the concepts of
time, space, quantity, number and cause and
effect. Be good at solving logical puzzles and
working out sequences. Be able to discern the
pattern in relationships. Be capable of
mathematical thinking, develop and test
mathematical models to find solutions to
problems. Seek to find harmony and order in
their environment.
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Logical-Mathematical Intelligence
Learning tips Use diagrams and lists. Use
memory maps and spider diagrams. Write
everything you need to know about a topic on one
sheet of paper. Ask your teacher to summarise a
topic in a single paragraph or list.
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Kinesthetic Intelligence
A developed kinesthetic intelligence is exhibited
by
Exploring through touch, movement, manipulation
and physical experience. Learning through
doing. Enjoyment of field trips, model
building, role play, video production and
collections. Good co-ordination, sense of
timing and balance, dexterity and grace.
Creativity through movement and expression.
Often restless.
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Kinesthetic Intelligence
Learning tips Make things to help you learn,
such as charts pictures and games. Move around
when you are learning, recite things to yourself
like an actor. Use flash cards to test yourself
and be tested. Do things with the information
you are trying to learn, rather than just sitting
there.
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Dare to Achieve (D2A) Challenge Framework

• What is it?
• 1) EXPERIENTIAL LEARNING- Creates an environment
  in which
• learning is practical, realistic and effective.
• 2) COLLABORATIVE LEARNING ENVIRONMENT in which
  students
• and teachers support one another in achieving
  clearly articulated
• goals. Students are encouraged to be responsible
  for their own
• learning and for setting their own targets.
• 3) PROBLEM-BASED LEARNING- creating a situation
  where pupils
• seek knowledge and information when they need to
  know it.
• 4) Provides a FRAMEWORK which integrates new
  information about
• the brain, as well as the corresponding
  initiatives.

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D2A Challenge Framework cont.
1) Select a skill/attitude, from the list below,
which you would like the group/individual to
develop. 2) Ask them to use a grid,
similar to this one, to record what they
think you would see, hear and feel if you were
exhibiting that skill/attitude successfully. It
can also be used when thinking about what makes a
quality product. (Its important that the
students create their own checklist to encourage
ownership and responsibility for their own
behaviour. It can also be used self assessment
purposes.)
Use for setting Quality Criteria
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Appendix
Just for fun!...

• Visual illusions

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Is the centre on the left bigger?
No, theyre both the same size
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If you concentrate on the red lines, you will see
that the circles arent actually moving!
Strange! Taken from Amos Storkeys Visual
Illusions website www.anc.ed.ac.uk
93
How many colours does the flag below have?
Answer Most people say four. The reality? Three!
Explanation The coloured squares that are next
to each other are contrasted differently to those
surrounded by empty space. How we interpret the
brightness of things depends greatly on what they
are contrasted against.
94
Stop
and think
When the stick man lets go of the wooden brick,
in which direction will it go?
95
Stop
and think

• The direction of the wooden brick will depend on
  where the stick man is standing..

(In space)