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Please work through the four questions to the right and discuss them as a group. Record your thinking as a post under the correct column by clicking the round "+" button.

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We want learners to problem solve and to think in own critical way and to have the time to do this.

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Critical thinking: imaginative thinking - thinking outside the box. Action and agency comes in here. Balance -supporting them as opposed to directing.

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Not just repeating what the teacher has said. They are applying knowledge to come up with a unique thought or transfer of knowledge.

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Problem solving: different ways to solve the problem -different perspectives and open to different ways you could solve this. The skills could we used across the curriculum not just in one subject area.

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Thinking is at the foundation of all the other AtLs. They would express their thinking in some way. Some student's can't express their thinking verbally or in writing but there is evidence in some form.

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I can receive information and apply my own knowledge and work with that information to come up with a new idea.  I can extrapolate ideas and apply them to other ideas. I can not just repeat but make connections to come up with something original.

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Evaluating yourself - what you are saying before expecting answer from teacher.

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Metacognition: students know how they are thinking about what they are thinking...

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Reflecting on the journey rather than just the destination.

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A school wide definition of thinking may be hard to define.  For example, EL to grade 12 may not have the same idea about what "thinking" means. Explaining to parents that their child is a "developing thinker" doesn't really tell them anything. This was a good discussion. "Thinking" may be subject and grade specific. For example, measuring "thinking" in ToK is different than how to measure "thinking" in another subject.

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Concept of risk taking- thinking takes you in new directions- being confident enough to try it/suggest. Be ok to get things wrong - what's next...growth mindset.

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Reflecting on our thinking.

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I can think and explain in my own way.

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I can express my reasoning.

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I can understand feedback given and offer constructive feedback to others.

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Consider consequences of events.
It goes both ways...

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I can think critically about my own opinion and the opinion of others. (open minded)

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I can see a big problem and break into smaller pieces in order to analyse them but also to solve them.

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I can ask questions to support my learning.

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I know who I am as learner- I know where I want to go and how to get there.

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-thinking routines
-using analogies
-storytelling
-interdisciplinary thinking
-self-talk
-translanguaging
-giving think time

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Other published thinking processes that we can tap into...

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Standards... EL-G12   If kids arrive in G8 new to school, what skills do they need to develop. A continuum of the ATLS all the way through the school. If we come up with statements- it fits who we are now, it should be a working document - as this will change over time.

eg. At end of grade 2 -students should be able to do this...

The question is how specific should we go... with developing scope and sequences for whole school- should ATLs be part of this development? OR are we loosing flexibility for what it looks like for each learner.

If it is too complex and specific teachers, may not use them!

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Share strategies - how teachers develop ATLs - how do they make the learning visual? Inspire.

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Time
Transference
Creativity
Discussion
Planning
Using a personalised approach
Analogy
Independence
Answer complex questions
articulate complex ideas
use of key words
problem solving
inference
seeing different perspectives
synthesising new ideas
making a coherent argument
trying new ideas
experimenting with new ideas
debating
interdisciplinary thinking
being assertive
using different languages - translanguaging
using mother tongue to understand concepts
self talk
using digital tools

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I can reflect on my learning/thinking
I can transfer what I have learned to another situation
I can make inferences
I can use the key words for the discipline
I know there are different perspectives and I can see the benefits of each of them

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You can take time
Your can transfer knowledge
You can explain and articulate ideas
You can make a plan
You can think about logical steps to take
You can draw on your different languages

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Yes I think critical thinking is important and having the ability to question things with confidence. Accepting what they don't know and asking more questions. Maybe using the Socratic Method.

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Asking questions for clarification to ensure one understands the task at hand. Questioning a teachers view points in a positive, curious, inquisitive way. Probing for evidence.

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ask effective questions, ask questions to authority with confidence, seek evidence to formulate my own opinion or perspective

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I would also add that our we should be divergent thinkers, able to explore all possible solutions to a problem.

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While I would not want to implement common core standards at our school, I do appreciate their clarity of student thinking
proficiencies.

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There is a student in G9 who does this particularly well: summarising what I say in his own words, sometimes with his own examples and then asking questions based on what he has/hasn't understood.

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When a student steps into the workshop - he/she start thinking and behaving as a product design student: Passing tools with the handle first, giving space to people using machines, being aware of other that are focused on their practical work and supporting them... General a student should be able to recognize the different roles that they are going through during the day and be able to switch to the appropriate role - which is a choice we make - either consciously (thinking) or not.

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judge realistically the skills I have when working practically and ask for support when I'm on unfamiliar ground - to make sure I stay save and learn further skills.

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Creative thinking is different in G6 compared to G10 (hopefully), I like the different key terms Logan added above, how would that look like for the different grade levels?

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I think (no pun intended) that it is a very hard one to demonstrate that thinking is occurring. There are clues that someone is thinking hard, but it is not always obvious. We can more easily see the outcomes of thinking, these could include reflecting on work and improving it, or rephrasing information, or application of information in new domains.

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Really like her definition in the first post of this column.

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A thinking student will make connections among different concepts and subjects. A thinking student will be able to discover new solutions to unfamiliar problems by connecting different ideas.

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I can work through simple as well as complicated, multi-faceted problems. I can judge the reasonableness of my answers.

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I can apply knowledge and skills from one subject to topics in another subject, even without a teacher explicitly pointing it out

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I can apply knowledge and skills from one subject to topics in another subject, even without a teacher explicitly pointing it out

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Successful "thinkers" understand the process that they used to solve a problem/or make a claim. An effective thinker likes to engage in analysing and explaining their reasoning.

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The reason we use "thinking" as an ATL is because we want to make the process visible. Students work to explain, justify, and "show" how they reach conclusions. They don't just make claims, or give answers. Rather, they examine the steps that got them there.

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I can consider other perspectives as opposed to the ones I normally fall back on

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They would be willing to question positions that are typically taken by the majority

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Asking thoughtful and relevant questions

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If student doesn’t know how to solve particular problem, successful ‘thinking student' will try to make connections with knowing information from the problem and different concepts and subject and every link, new step (discover new solution) will lead him to final solution.  ‘Thinkers’ show understanding, not only knowledge.

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I can try 'my way' being open mind and using common sense and... it could work.

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Clearly defining a problem is key to solving a problem. Thinking about a problem as a need, and understanding what is needed, who needs it, and why they need it is how we use thinking to begin the problem solving process.

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I can solve problems by understanding what is needed, who needs it, and why they need it.

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... remember what I learnt before and use this to solve new problems.
... work things out for myself.
... learn from my mistakes.

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I like the summary Chris has done above, very clear.