2. * Give an understanding of how we are developing Promoting Independent Thinking at Manor Junior School * Explain of some of the strategies used for PIT * Give an overview of De Bono’s ‘Thinking Hats’ * Promote a shared understanding of what thinking and good thinking is * Dispel myths a) that good thinking is necessarily a solitary pursuit; * Recognise the importance of the social aspect of thinking * Consider how we can build pupils’ thinking behaviours to make them more independent/self-sufficient.

3. * We want to encourage children to become more independent. By that, we mean more self-sufficient so that they take greater responsibility for their own learning, thinking and actions. * We aim to empower children with qualities such as perseverance, resilience and flexibility alongside thinking skills, such as the ability to make informed decisions; reason; critically evaluate information and think creatively. * We want a manageable framework explicitly teaches thinking skills in a systematic way throughout the school and increasingly develops higher order thinking skills.

4. Thinking is a concept that is difficult to clearly define; it is often seen as something that goes on “in our heads”, hidden from view. This leads to ‘thinking’ being rather vague, ambiguous and mysterious. Consequently, asking pupils to think about something often means they have no clear understanding what this involves. Thinking is risky and engaging in high level thinking skills is dangerous because you are giving/ revealing part of yourself. Classroom conditions conducive to good thinking: * Safe and supportive * Pupils are listened to * Pupils feel valued * Opinions are considered without prejudice * There is encouragement of thinking * Respectful challenging of ideas * Time allowed to formulate responses

5. When we are given a topic to think about, far too often we only think in one or two ways. This means that perhaps the topic has not been properly thought through and we may miss important aspects which could lead to an unbalanced view/decision. De Bono’s Thinking Hats allow us to consider the issue from different approaches.

6. FACT FINDER/INFORMATION This is the FACT FINDER/INFORMATION hat. When you wear this hat you try to have all the information at your fingertips before giving an answer. You also think about the information that you have not been told and ask questions. * What information do I have? * What are the facts? * What information do I need? * What do I want to know?

7. EMOTIONAL This is the EMOTIONAL hat. When you wear this hat you try to think with your heart and feelings. You think about how the topic will affect yourself and others. * How do I feel about this? * What do I like about this? * What don’t I like about this? * What are my likes, dislikes, worries, concerns etc?

8. STRENGTHS This is the STRENGTHS hat. When you wear this hat you try to think about the advantages and benefits that the topic will bring. You always look on the bright side of things. * What are the good points? * Why can this be done? * Why is this a good thing? * What are the strengths/ benefits?

9. CONCERNS/CAUTION This is the CONCERNS/CAUTION hat. If you wear this hat you try to think about all the difficulties, problems and weaknesses that come with a topic. It is the hat of caution. * Caution, concerns * What is wrong with this? * Will this work? * Is it safe? * Can it be done ?

10. CREATIVE/ IMAGINATIVE /NEW IDEAS This is the CREATIVE/ IMAGINATIVE /NEW IDEAS hat. When you wear this hat you try to think creatively and try to find alternative solutions to problems. * What new ideas are possible? * What is my creative suggestion? * What imaginative approach/ solution can I produce? * Can I create something new? * What are the weaknesses?

11. BLUE The BLUE hat is the one that you wear to think about the thinking that is need to come to a decision or a solution. It might be needed part way through a task to consider if there are areas of thinking not explored yet. It is often worn at the end of all your thinking, once you have thought using the other five hats. It is the rational hat which makes the decision. * What thinking is needed? * Where are we now? * What is the next step? * How far have we come?

12. Thunks are statements or questions that we ask children to consider from a range of angles. In order to encourage deeper thinking. E.g. i-Pads should replace exercise books in Primary Schools What have you learnt today? Did you achieve the success criteria? How do you feel about your work? What went well? What could you have done better? What do you need to think about next?? Plenaries Thunks.

13. Year 3 working with white and red hats in curriculum week. What are the facts about this painting? Step into the picture. How do you feel now you are in the picture?

14. * Develops learners as independent thinkers. * Raises attainment. * Improves behaviour * Builds a positive sense of self-esteem. * Develops self evaluation * Improved standards of work across the curriculum

15. ‘Perhaps the most important benefit from teaching thinking is the increase in self-esteem and self- confidence of those taught. A youngster taught thinking feels in control of his or her life-instead of feeling like a cork carried along by a stream of life and controlled by the currents.’ Edward de Bono.