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Teaching and learning

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The Teaching Of Thinking

Creative thinking allows children opportunities to explore, discuss and present in a wide variety of ways. Children are encouraged to think openly and without fear of an answer being right or wrong.

Current teaching of thinking at this school is based on a number of principles. Some of these are:

  • Critical/analytical and creative thinking are complementary rather than competitive kinds of thinking
  • All students benefit from the teaching of thinking
  • Thinking​ develops best in an environment characterised by the absence of stress
  • Students who are taught to think about their thinking are much more effective learners
  • There is a strong correlation between thinking and intelligence
  • Creativity is a learned skill. A student does not have to be born creative
  • Teachers and parents can develop a child’s thinking skills by:
  • Developing conversational skills – talking with children about “big” issues
  • Encouraging enquiring minds – extending thinking skills beyond recall
  • Stimulate reflection and/or self-assessment, provide challenges
  • Reading a diverse range of text to children
  • Provide possibilities and plans for future actions – planning activities and excursions to develop and enhance interests
  • Matching appropriate expectations with children’s holistic development
  • Encouraging perseverance and celebrating success
  • Accepting mistakes as a natural part of learning
  • Always taking an interest in a child’s learning – stimulate learning
  • Asking what “big questions” have you asked today.

At Kimberley Park State School, children are often involved in a wide variety of thinking activities. These include:

  • Six Hats
  • SCAMPER
  • BAR
  • Bloom’s Taxonomy of thinking
  • Polya’s SEE, PLAN, DO and CHECK model
  • Mind mapping
  • Gardiner’s Theory of Multiple Intelligences
  • Brainstorming, Webbing and Mapping
  • Top Level structure
  • Debating
  • Philosophical Inquiry
  • Creative and manipulative arts
  • Purposeful open- ended play 
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Last reviewed 20 November 2019
Last updated 20 November 2019