Why? Why do so many of us, as educators, believe that learners can become great thinkers without the explicit teaching of thinking tools, strategies and example? When we want learners to develop as readers, writers, mathematicians or scientists, we explicitly teach the skills associated with those disciplines; we provide learners with appropriate strategies, tools, and of course, opportunity. When we want learners to develop as thinkers, we invite them to 'go back to their desks and think about it' or to 'put on their thinking caps'. We hold unrealistic expectations that learners will develop their ability to think through invitation or opportunity alone. Experience has shown that this is clearly not the case. What if we could provide learners with the tools, and strategies associated with different levels of thinking? What if our learners could know and understand the skills, tools and strategies associated with thinking and could evaluate their own thinking, direct their thinking, extend their thinking? This is the purpose and power of thinkbox/thinktower™.

What? The ‘thinkbox™’ and ‘thinktower™’ thinking frameworks, identify levels of thinking, and the skills, tools and strategies associated with each level. Both frameworks perform the same function; to assist learners in planning, assessing and evaluating their thinking and learning experiences. By design, the nature of the thinkbox™ best suits thinkers with strong linguistic preferences; while the thinktower™, although consistent in purpose and method of use to the thinkbox™, has been designed with visual or pre reading learners in mind. Teachers demonstrate and use both models in order to meet individual learner preferences.

Developmentally, the frameworks are first used by the teacher, then collaboratively by both teacher and learners and ultimately, the learners use the framework independently, as they take control of their learning. Use of these frameworks ensures that thinking skills, tools and frameworks are explicit to the learner throughout the thinking and learning experiences. In turn, greater ownership of the thinking processes will evolve and learners will come to learn how to think for themselves.


thinkbox

durable classroom model
approx. 1 m x 1.5 m
full colour
first generation print
fully encapsulated in laminate - write on / wipe off
includes one black and white master student copy