Key Features:
There are 20 thinking keys. 10 purple keys and 10 orange keys.
Purple keys represent critical thinking and orange represents creative thinking.
Each key is a specific thinking process.
They are a range of question or task starters.
They are twenty different activities that introduce different ways of higher-order thinking.
They are individual tasks.
Three important points behind the keys:
1. Thinking is not an optional extra skill it is a core skill.
2. Teaching of thinking skills must be delivered in context.
3. Place the keys in sequences.
The twenty different keys are:
1. The REVERSE -
Challenges Children to think of the never, cannot
Students are too often required to regurgitate endless lists of facts. Moving in the opposite direction still requires a sound knowledge base, but it forces students to think.
2. The WHAT IF
A what if question, come up with solutions
Great for introducing an area of study, and for tapping into the students’ knowledge base. It also generates loads of innovative ideas.
3. The DISADVANTAGES
List disadvantages and Improvements
We often accept the inadequacies of many products, without really considering how they can be improved. Practise this key and you will be amazed at the number of everyday products which can be further developed.
4. The COMBINATION
List attributes of both, then combine
List the attributes of 2 dissimilar objects (one within your area of study, one outside), then combine the attributes into a single object.
5. The BAR
The B A R- Bigger, Add, Replace acronym. Come up with a solution for each.
A practical step-by-step strategy for developing innovative and highly unusual products. This type of strategy is often used in today’s hightech product development laboratories to create new products for the market.
The following acronym, or ladder of words, can be used by different age groups (ranging from Yr 1 to adults) to reinvent or redesign everyday objects.
The ladder is:
B - igger
A - dd
R - eplace
It is very important that SILLY and INNOVATIVE ideas are encouraged. Very few new ideas emerge from predictable and tedious efforts.
6. The ALPHABET
Come up with something for each letter of the Alphabet
Using the alphabetical format clarifies students’ thinking. It is a sorting process which is made easier by considering one aspect at a time.
Choose an object or general category of objects which features in the area of study and compile a list of words from A to Z which have some relevance to the object/s. Then try to expand on some ideas which link with each of the words.
A little bit like scatergories.
7. The VARIATIONS
How many ways can you…
Another one for expanding your thinking. Some very practical ideas often result from usage of this key.
This key employs a special group of words. Start each question with “How many ways can you..?"
8. The PICTURE
Draw a picture/diagram
The teacher draws a simple diagram which has no relevance to the area of study and the students then try to work out ways in which it could be linked with that area. As an interesting imaginative writing exercise, ask the students to compile a list of 10 things that the diagram could represent.
Research strongly indicates that the development of visualization capacities will enhance learning in virtually all fields of study.
9. The PREDICTION
Make a prediction
Ask for a series of predictions in regard to a particular situation, product or set of circumstances.
Attempting to predict the future is not the time waster that some would lead us to believe. The journey is always easier if you know where you are going.
10. The DIFFERENT USES
Find 10 different uses for…
Put your imagination to work and list some widely different uses for a chosen object from your area of study.
The concept of recycling is an important one here. This key is worth applying to many of our everyday (and often disposable) products.
11. The RIDICULOUS
Try to justify a ridiculous statement
Make a ridiculous statement that would be virtually impossible to implement, and then attempt to actually substantiate it.
The expressions ‘It’s not possible’ and ‘That’s ridiculous’ often prevent the development of many excellent ideas. Learn to break through them.
12. The COMMONALITY
Find common points between…
Decide upon 2 objects which would generally have nothing in common, and try to outline some points of commonality between them.
Another mind stretcher. Great for creative ideas as well as the development of unusual concepts.
13. The QUESTION
Come up with 5 questions for…
Start with the answer, and try to list 5 questions which could be linked with that answer only.
An excellent break from the pattern of the teacher asking all of the questions. Students still need to demonstrate a solid knowledge base.
14. The BRAINSTORMING
Brainstorm solutions for…
State a problem which needs to be solved and brainstorm a list of solutions. Start the brainstorm statement with the words ‘How to ....’.
Great for solutions to everyday problems. Make sure that the freedom offered within the rules is available to all participants.
15. The INVENTIONS
Design a …
Encourage students to develop inventions which are constructed in an unusual manner. The first step would be to outline the product on paper, which would then lead into possible construction.
Kids (and grownups too) love to invent things if given the opportunity. Tragically, the opportunities in today’s society seem to be growing fewer and fewer.
16. The BRICK WALL
Consider alternatives to…
Make a statement which could not generally be questioned or disputed, and then try to break down the wall by outlining other ways of dealing with the situation.
We often give in too quickly when we question many of the world’s present situations. Practise the development of alternative strategies.
17. The CONSTRUCTION
Construct a… Materials…
Set up a wide variety of construction problem-solving tasks and use lots of readily available materials.
Here’s an example of really practical creative thinking. It goes hand in hand with outright fun. Try to encourage the development of the ’See/Plan/Do/Check‘ problem- solving strategy.
18. The FORCED RELATIONSHIPS
Come up with a solution to a problem involving two dissimilar objects
The dimensions of problem-solving are expanded dramatically with this key. Never underestimate the importance of constantly developing alternative strategies.
Develop a solution to a problem by employing a number of dissimilar objects. The older the children are the more objects they will be given to problem solve with.
19. The ALTERNATIVE
Work out 3 ways to…
List ways in which to complete a task without using the normal tools or implements.
20. The INTERPRETATION
Give 3 possible explanations for…
Describe an unusual situation and then think of some different explanations for the existence of that situation.
Another innovative thinking exercise. Develops the ability to consider a wide range of consequences
Thinking keys can easily be included by being apart of extension work, homework, quick starter for English and as part of Bloom's taxonomy and multiple intelligence approach to teaching and learning.