Thinking Diagrams: Processing and Connecting Experiences, Facts, and Ideas

by Mickey Kolis, Benjamin H. Kolis

Overview

Higher-order thinking questions (and their answers) are considered by many to be the holy grail of teaching. Teachers know when students “get it”, but the question remains “How do you teach students to think explicitly and intentionally?” This book uses a series of diagrams to make thinking explicit by using students’ personal experiences as the foundation for their thinking. Thinking Diagrams will help the reader move beyond understanding what metacognition is to teaching students how to understand their thinking in visual form. This book is filled with contemporary and practical insights regarding helping teachers of all levels foster classrooms rich in student thinking, creativity, and learning.

Product Details

ISBN-13:	9781475828689
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	07/11/2016
Edition description:	Reprint
Pages:	148
Product dimensions:	5.90(w) x 9.16(h) x 0.44(d)

About the Author

Mickey Kolis is the author of four books, a veteran public school teacher, and currently a university professor. Making learning relevant is his highest professional aspiration.

Benjamin Kolis is an actor, director, and theatre-maker based in Minneapolis, Minnesota.

Table of Contents

Acknowledgments vii

Introduction 1

Part I Why Thinking Questions? 5

1 Rachel's Story Questions of Dispositions 10

2 Jack's Story Questions of Knowledge 16

3 Sarah's Story Questions of Skills 22

4 Ramone's Story Questions of Relevance 26

Part II Where Thinking Questions Begin: Experience(s) 33

5 Senses 37

6 Processing 43

7 Mental Models and the Power of Emotion 49

8 Induction and the Need for Multiple Experiences 57

9 Thinking is Messy Circular Thinking and the Re-Concept 65

Part III "Past" Thinking Questions 71

10 Analysis 73

11 Analysis Continued: Same/Different 79

12 Insight 82

13 Appraisal 86

14 Summary 90

15 Evaluation 94

Part IV Future Thinking Questions 99

16 Creativity 102

17 Critical Thinking 107

18 Action-Plan and Do (Like an Expert) 112

Part V Making Art 119

19 Planning for Thinking Questions 120

20 Creating Art with Thinking Questions 129

Appendix A Answers to the Analysis Questions 131

Appendix B Meeting of the Minds 133

Appendix C Idea Evaluator 135

Appendix D Central Concepts 137

References 140

Editorial Reviews

Ideas, concepts, and philosophies about the teaching and learning experience from both pedagogical and andragogical perspectives are intricately presented in the light of personal reflection and development. With storytelling and exemplar anecdotes punctuating each chapter, Kolis weaves together contemporary and practical insights regarding helping teachers of all levels foster classrooms rich in student thinking, creativity, and learning. This book is timely, relevant, and certainly worth reading. It is a welcomed and thoughtful addition within teacher education communities.

Richard Hechter

The central ideas Dr. Kolis uses in this book expertly blend elements of discovery learning with those of direct instruction; two pedagogical approaches that are typically not found together. Using these elements, the reader is provided with a clear map of how to get students thinking like experts. This can mean conducting research like a scientist to taking on the perspective of a slave during a Civil War reenactment. Through the use of backwards planning and diagrams, it is clear how we can move our students from learning basic facts to a level of independence of thought that is crucial for an ever-changing, dynamic world. Dr. Kolis points out that, ultimately, our time with students is limited; it is up to us to teach the art of thinking so that students are able to continue to re-evaluate their learning and beliefs independently.

Karsten K. Powell

First of all I loved this book. It is one the most comprehensive and easy to understand books on thinking ever. I loved all the school-based examples. It is clear that you have done some VERY deep thinking about this topic. All I can say is, “Well done!

Eric Jensen

Teaching is complex and thinking is messy. Combining these two elements presents educators with a difficult challenge to navigate. Educators must consider a multitude of components when thinking through instruction – WHO we teach; WHAT we teach; and HOW we teach (our pedagogy). Embedded in these components, we must also consider how we are teaching students to think – about themselves, the content and the world around them. Are we adequately preparing our students to think beyond our classroom? I would argue that we aren’t.

It is obvious change is needed in our current educational model. Our world is ever-changing, and we are preparing our students for the unknown. Teaching more, at a faster pace, will not adequately prepare our students for the demands of our future society. It is apparent, particularly after reading this book, that teaching students to think should be the core of what we do as educators, as thinking will never be outdated.

This book will help educators understand the importance and relevancy of explicitly teaching thinking. It will help us move beyond understanding what metacognition is to teaching students how to understand their thinking in visual form. This approach can truly create thinkers – and that should be the core of education.

A great read! Be prepared to THINK!

Marni Napierala