Teacher’s Guide

Thinking Skills Development for Maximized Cognitive Performance

(TSD-MCP)
 Table of Contents

I. Introduction
II. Objectives of the TSD-MCP Program
III. The Purposeful Teaching of Thinking
IV. Readings
A - The TSD-MCP Program: A brief
B – Areas of Creative Thinking
C – What is Critical Thinking?
D – The TSD-MCP Lessons and Evaluation
Instruments
D.1 – Classroom Observation Checklist
E – Other Forms of Assessment of Thinking
Skills
F – General Session Guides (for use by the
teacher if the program is
to be offered as a separate subject)
G – Specific Suggestions that May Be Given to
Make Learners More
Aware of Their Thinking Operations
H – Taxonomy of Thinking Levels
I – The TSD –MCP Curriculum for First Year
Secondary
 I. INTRODUCTION
According to Judy Leibach and Joan Vydra, educators are now
faced with the awesome challenge of preparing students for what
they might encounter in the future. We cannot teach children all of
the right answers, because none of us even know the questions
they might face exactly. We can, however, provide our students
with the skills needed to tackle the many problems that they will
face.

An emphasis on creative thinking skills in the classroom

necessitates providing students with open-minded assignments
and encouragement as they search for new answer, creative
questioning ang thinking assumes that there may not be one right
answer, but many possibilities.
Students will not think creatively unless they are confronted with
challenging tasks in a supportive environment. Teachers must
recognize the importance of incorporating creative thinking into
all areas of the curriculum.

Besides creative thinking, students should also develop their

critical thinking skills (higher order thinking skills.) By and large,
these teachers’ programs tend to stress very traditional modes of
instruction which emphasizes factual knowledge.

This guide shall provide initial information to the teacher on the

teaching of thinking as well as readings on relevant topics. This
will prepare the teachers for the innovative task of effectively
integrating the different thinking skills with appropriate lessons.
 II. OBJECTIVES OF THE TSD-MCP PROGRAM
Marzano and Arredondo (1986) state very basic reasons for teaching
creative and critical thinking skills, the world is changing rapidly. Some say
as many as 80% of the jobs that will exist in the year 2000 have not yet been
clearly defined, the knowledge of the world increases 8% to 15% every year.

Since thinking skills necessary for success in the information age are not
overtly taught (students pick them up from their environment), the
education system is acting as a sorting system. As the job market becomes
ore and more polarized (e.g. high technology versus manual labor or service
hobs), this might cause great social unrest in the future. Therefore, as
individuals acquire knowledge, they also should be empowered to think
and reason.

The TSD-MCP Program is anchored on the above premises as reflected in

the following objectives expressed in general and specific terms:
 III. PURPOSEFUL TEACHING OF THINKING

Authorities say that thinking ought to be an integral part of learning.

Perhaps this is why traditionalists maintain that students learn to think
while they tackle everyday lessons.

Eduardo de Bono, Beyer and other believers in thinking development

strongly argued that thinking is/or learned concomitantly with subject area
content; that thinking is learned more effectively when it is purposefully
taught.
 BACKGROUND AND RATIONALE

Studies done in the Philippines showed that the concentration of the

teaching-learning process inside the classroom is mainly at the level of
knowledge.

The consistent low achievement and poor mastery of the higher level
thinking skill have been gnawing concerns of the DECS, Bureau of the
Secondary Education.

The TSD – MCP Program is a research and development program which

aims to introduce a direct/purposeful educational intervention designed to
enhance the creative and critical thinking skills of secondary students. The
program seeks to improve qualitatively the cognitive and eventually the
academic performance of the students.
READINGS
A - The TSD – MCP Program: A Brief

B - Areas of Creative Thinking

C - What is Critical Thinking

D - The TSD – MCP Lessons and Evaluation Instruments

D.1 – Classroom Observation Checklist

E - Other Forms of Assessment of Thinking Skills

F - General Session Guides (for use by the teacher if the
program is to be offered as separate subject)
F.1 – Time Frame and Description of each Session

G - Specific suggestions that May Be Given to Make Learners

More Aware of Their Thinking Operations

H - Taxonomy of Thinking Levels

I -The TSD – MCP Curriculum for First Year Secondary

 B. AREAS OF CREATIVE THINKING
Source: Judy Leibach and Joan Vydra. Primarily Creativity
California: Dandy Lion Publications, 1988
AWARENESS
Awareness is the start of all creative thinking.
Creativity does not occur in a vacuum. It must
build on the knowledge that the learner has
already acquired. The act of being aware
The ability to notice the necessitates paying attention to what is going on
attributes of things in the in the immediate environment and inside one’s
environment so as to self. For example, awareness is knowing the
build a knowledge base streets in your neighborhood, knowing classroom
that is the beginning of rules, and knowing how it feels to step squishy
all other forms of
Creative Thinking. mud with your bare feet. Awareness is a wide
range of experiences as well as the accumulation
of data.
Children use their awareness in a variety of ways.
For example, when children are asked to line up
in alphabetical order according to first names, the
learners must learn the order of the alphabet,
how we alphabetize, and also the correct
spellings of the name of other students in class.
When asked to find ways things are alike or
different, children are assisted in the task by
heightened awareness of attributes and
characteristics. In the affective area, student’s
social/interpersonal skills are improved by an
awareness of other people and their feelings and
an ability to read non-verbal cues.
To help learners become aware, we must provide them with
tasks that cause them to pay attention and to notice things in
their surroundings.
Questions to elicit awareness include:
1. How many _____?
2. What does _____ look like? Sound like? Taste
like? Feel like?
3. Where is _____ usually found?
4. What are the attributes of a _____?
5. What does _____ have in common with _____?
6. How are _____ and _____ alike or different?
7. When (or how often) does _____ occur?
8. What is _____?
9. What are all the things that are _____?
10.What are the parts of features?
AWARENESS TASKS
 
1. How many consonants are in the alphabet?
2. How many days are in each month?
3. What is the exact title of your spelling book?
4. What are some of the ingredients of your favorite
cereal?
5. How many people are in your classroom?
6. Does peanut butter need to be refrigerated?
7. Does jelly need to be refrigerated?
8. Where does ham come from?
9. What is your mother’s maiden name?
10.How many windows are in your classroom?
11.What row of typewriter keyboard contains the letter
B?
CURIOSITY

Curious thinking consists of wondering about the

contemplating how or why things are, might be, or
could be. The curious thinker mentally explores the
The ability and
possibilities that start from a basic fund or
inclination to
knowledge. For example, a curious child might
wonder about
wonder what holds the sky up in the air or makes
things and
the ocean blue. That same child might wonder why
mentally
some men are bald and whether there is life on a
explore
still-unknown planet. Curious children constantly
possibilities.
ass the dimension of questioning to their search for
new knowledge. Their research may raise as many
new questions as it provides answers.
Another example if curious behavior is to wonder
what might happen if the experiment is performed in
a different way or if a given rule or principle is really
true. Students might also wonder what would have
happened if Columbus had sailed to a different
location. Curious thinking generates interesting
possibilities.
 
Teachers can help develop curiosity by asking
students to be inquisitive about their learning. For
example, in a science lesson, the teacher might ask
questions along the line of, “What will happen if I
add this to the solution?” In social studies, we might
ask the learners to generate a list of questions that
they would like to have answered.
We need students to continue to ask why and
continue to search for all possibilities all along the
way. Students who are curious thinkers travel farther
along the road toward becoming life-long learners
and problem solvers.
 
Teachers encourage children to be curious learners
when they provide strategies (not answers) for
answering questions generated by curiosity and when
they encourage students to ask questions as well as
answer questions. Teachers who value curiosity might
respond to a child’s question with a reply of, “What
an interesting question; how do you think you might
find the answer?”
Other questions that would encourage curiosity
include:
 
1. What might happen when _____?
2. What would happen if we _____?
3. Why do you suppose _____ happened?
4. Why do you suppose _____ is true?
5. Imagine what _____ it would be like?
6. What questions does this raise for you?
7. What else would you like to find out?
8. What do you wonder about?
9. What do you know? What do you not know?
CURIOSITY TASKS
 
1. If you didn’t have to go to school, what would you do?
2. Why aren’t there many mountains in the states beginning
with the letter I?
3. What makes the sky seem blue?
4. How much is a million?
5. What would it be like to live on the other side of the
world?
6. How would your life be different if you lived in Japan,
Greece, Mexico?
7. What might be some different kinds of cereal someone
who has no teeth could eat?
8. How does a camera work? How would you find out?
9. How are trees made into a paper?
10.What things would you ask the main character in the book
you are reading?
11.What things don’t you know about our state?
12.How does the term bee-line relate from the bees?
13.Where do numbers come from?
14.Where does the fog go?
15.What would it be like to be an astronaut?
16.Is there really an abominable snowman?
17.Why are there so many skyscrapers in New York?
18.Why does the Tower of Pisa lean?
19.What is the longest word in the dictionary?
20.Which utensil is used the most, knives, spoons and
forks?
21.Why don’t all people have the same color of hair and
skin?
22.What would you like to ask an alien?
23.What do you not know about Jack and Jill?
IMAGINATION

Imaginative behavior is pondering the many what if’s in life.

Students using their imaginations can consider things that are not
necessarily possible, while curious thinking is generated from
real possibilities. Imagination is speculating about things
unknown or thinking about what might be possible. For example,
an imaginative learner might ask the question, “How might
The ability to things be different if people walked on four legs like dogs?”
speculate about
things that are not The purpose of imagination is to develop the ability to visualize
necessarily based images of unknowns, to imagine about people, places, things that
in reality. might not exist or to break away from accepted answers or trains
of thought. Imagination is a creative thinking skill because it
characterizes the learner who dares to think and wonder beyond
the known or usual parameters.
 Imaginative behavior is pondering the many what if’s in life.
Students using their imaginations can consider things that are not
necessarily possible, while curious thinking is generated from real
possibilities. Imagination is speculating about things unknown or
thinking about what might be possible. For example, an
imaginative learner might ask the question, “How might things be
different if people walked on four legs like dogs?”

The purpose of imagination is to develop the ability to visualize

images of unknowns, to imagine about people, places, things that
might not exist or to break away from accepted answers or trains of
thought. Imagination is a creative thinking skill because it
characterizes the learner who dares to think and wonder beyond
the known or usual parameters.
Imagination occurs with the regular school content when
students wonder about ways things might be different. For
example, what might happen if words were spelled the way they
sound to each speller or what might happen if there were no
accepted standards for counting and measuring?

Imagination gives rise to ideas for creative writing assignments,

unique insights in to literature selections, and applications or
extensions of scientific principles. Imagination let us look at not
only what does exist or scientific principles. Imagination let us
look at not only what does exist or did happen, but also what
might have been or what might be possible.

Students with vivid imaginations disregard the usual

limitations and what really exist. The approach things with a
fresh, unrestrained outlook. This ability to imagine correlates
with the ability to produce original thoughts and products.
It is a particularly useful skill when students are able to apply
imaginative thinking to a real-life situation in order to generate
new and original perspectives, understandings and solutions.
 
A teacher encourages imaginative thinking when he or she
provides opportunities for stretching beyond our known world
and guarantees a safe environment for the kind of risk-thinking
demonstrated by the imaginative thinker.
 
Questions to encourage imaginative thinking would include:
1. What would you do if _____?
2. Imagine _____. What would it be like?
3. If you could _____ (do something), what would you do?
4. You have been given the power to _____. How will you use it?
5. What if _____?
6. Suppose _____. How would things be different?
7. What would happen if?
Imagination Tasks
 
1. What if ice cream cones grew on trees?
2. What if insects were as large as dogs?
3. What if the moon was really made of cheese?
4. What if people couldn’t walk, but could only run?
5. What if it snowed every year on the Fourth of July?
6. How would it feel to be a letter lost in the mail?
7. What if rabbits were ferocious?
8. What would happen if birthday cake tasted like mud?
9. What if horses could talk to humans?
10.What would happen if the Atlantic Ocean dried up?
11.What would it be like if people hibernated like bears?
12.Take a mind trip to Never, Never Land. Tell what you
saw?
13.Be a feather and describe your best adventure?
14.If you had magic powers, how could you use them to make the
world a better place?
15.If you are making the book you are reading into a movie, what
special effects would you use to make it more interesting?
16.How could a magical unicorn solve the problem of _____?
17.What if people could only smile (and not frown)?
18.Make a drawing that shows “sparkling.”
19.Be a person with special powers and tell how you would help
the characters in the book you are reading.
20.Take a Popcorn Express to the Land of Peanut Butter and Jelly.
What would you see, hear, smell and do?
21.What might a sneeg look like? What would it eat?
22.Pretend you could catch a falling star. What would you do with
it?
 FLUENCY
Fluent thinking is mental flow of ideas and thoughts. It is the
ability to produce a large quantity of creative ideas. Fluency
activities may ask the learner to generate answers to questions of
how many, what kinds, or what else. Fluent thinkers produce lots
of ideas.
 
The ability to Fluency tasks cause a search through the learner’s private
collection or storehouse of knowledge and experiences for all
produce a large possible responses. For example, brainstorming in small groups
quantity of promotes fluency, as one person’s idea triggers more responses
ideas from other members of the group. It’s important in fluent
thinking exercises to withhold all judgements of right or wrong,
appropriate or inappropriate, because the attention is placed on
quantity rather than the quality of the responses.
This allows for an interrupted flow of thoughts and ideas and
a search for all possibilities. The rationalization for
promoting fluent thinking is that the more responses that are
produced, the greater are the odds of producing an original
idea or of producing a satisfactory solution. If you have
twenty ideas to choose from, you have a greater probability of
having a quality idea within that group than if you have only
two ideas. How many _____ can you think of?
 
1. In what ways might we _____?
2. What are all the ways you could _____?
3. Make a long list of things that _____?
4. How many different examples (reasons, solutions, etc.) can
you think of?
5. How many ways can you think of to _____?
6. What are all the things that are _____?
7. What comes to mind when you think of _____?
8. How long a list can you make?
Fluency Tasks
 
Make a long list of:
 -
-Scary sounds -Metal things found in a school
-Types of hats -Things you do with a clothespin
-Things that are orange -Things to do in a haunted house
and round
- Things that are huge -Red things found in a grocery and
soft store
-Things that have to do -Uses for a single wheel
with the sun
-Things to do with magazines -Things with dots
-Round things smaller than -Round things larger than a
a basketball a basketball
-Things that are warm -Things that make crunchy sounds
-Things that can be cold -Words that make you think of fun
-Everything that comes to mind -Ways to catch an idea
when you think of 100
-Titles for a book about chocolate -Uses for an old tire
-Things that mean love -Uses for a sea shell
-Uses for a pile of cardboard -Ways to make spellings fun
-Ways to save energy -All things that sparkle
-All the things that can be _____. -Things that make a sound “hiss”
-Sounds related to water -Things that are invisible
 -Ways to lift a heavy object -Ways to be kind to
someone
-Ways to pop a balloon

Flexibility
Flexible thinking extends fluent thinking. Flexibility
results in many different kinds of ideas. It is the ability to
The ability to look look at things from different angles, see the situation from
at things from several perspectives. It is the ability to shift trains of thought
several different and produce a variety of ideas. The flexible thinker
produces original ideas by forcing associations not usually
perspectives or thought of in a given context. A student who thinks flexibly
viewpoints: to often redefines mental sets by viewing things from the other
pursue different perspectives. The flexible thinker responds well to the
angles of thinking. question, “What else is possible?”
 If asked in what ways an empty paper towel tube could be
used, a flexible response might be to use it as a measure of
spaghetti or as a tunnel for ants. When asked what one
dangling earing could be used for, the learner might suggest
using it as a chandelier in a doll house or as a fishing lure.
The flexible thinker will be able to produce a variety of ideas.
From this ability to see things from many different angles
comes the ability to produce a larger quantity of ideas
(fluency) and more unique ideas (originality).

The purpose of flexible thinking is to generate and promote

responses that deviate from the normal thought patterns.
Flexibility allows for invention and discovery of new or
untested ideas. Flexible thinkers see things in different ways
and can find uses for almost anything. This shifts in direction
and perspective comes through the breaking of mindsets, the
brave world of the flexible thinker.
 
Children become flexible thinkers whenever a teacher asks:
 
1. Can you think of a different way to _____?
2. What else might be happening?
3. What other things are possible?
4. What are all of the possibilities?
5. What are some different ways to look at this?
6. How would _____ look at this?
7. What are some different reasons for _____?
8. What if _____?
9. What ideas can you get about _____ by thinking about
_____?
10._____ is to _____ as _____ is to _____ (analogy)
11.What else could you use ____ for?
12.In what ways are _____ and _____ alike?
13.What relationship can you think of between _____ and
_____?
FLEXIBILITY TOOLS
 
1. How could you find the width or length of your classroom
without using a ruler or yardstick?
2. How could you cook dinner without a stove, oven, or
microwave?
3. Think of one way to use blanket other than as a cover.
4. Think one way to open a car door without touching it.
5. Think of at least five ways to use an empty box (besides the
idea of holding something)
6. Find three ways that these words are alike:
little giant light
7. Write five sentences using the word “read” in different ways.
8. Write four different sentences that show anger.
9. Draw three things you can do with an old gym shoe.
10.Think of two sentences you could write without using any
words.
Example: ICAB
11.Think of new uses for pencils other than writing.
12.Make a shape that is strong.
13.Find several different ways to show the idea of confusion.
14.What is the color of love? The smell of fun? The sound of soft?
15.How might these people view playground balk differently:
children, the custodian, the principal, the neighbors?
16.How can you catch a flying insect without using a net?
17.What might be some reasons for not wearing shoes?
18.If you were an ant
19.Which is softer, yellow or a feather?
20.How many different words fit into this sentence?
Money is the _____ of _____.
Music is _____ to _____.
21.How could you use the idea of a pizza to solve the problem of
noisy classroom?
22.How is a pencil like a plant?
23.In what ways is magic like a feather?
24.How is the teacup like a telephone?
25.Describe a _____ as seen by a _____.
26.If you were a ball, what would recess mean to you?
27.Describe your mood as a weather forecast.
 ORIGINALITY
Originality is the creative thinking behavior that produces new
or novel responses. Originality is often the by-product of other
creative thinking behaviors. For example, when working through
a fluency exercise, some learners will produce ideas not thought
by anyone else. The more ideas that are produced (fluency), the
better are the chances that there will be original responses. In a
flexibility exercise, some learners will produce novel ideas as a
result of thinking in different ways from other learners. These
The ability to unique responses are examples of originality.
produce new,
novel, unique The most original idea can be the first generated or it can be the
ideas one that comes when learners are pushed for one or more
response. Original responses might come in a tandem with fluent
thinking, elaboration, flexibility, or perseverance; or possibly in a
combination with several creative thinking processes. The more
teachers stress creativity and divergent
thinking, the greater the likelihood of original responses.
Students will learn to value original thinking when teachers
provide activities that facilitate original responses and also accept
and recognize original thinking. Since original ideas may be
distinct departures from the norms, the instructor must blend a
tolerance and open-mindedness with the ability to evaluate
whether the idea not only stands out from the ordinary, but also
meets the stated criteria.

A teacher can encourage students to be original by asking, “What

else, or what more?” These questions, designed to promote fluent
thinking, let students know what we want them to stretch their
minds even more. Originality will happen in most classrooms
where teachers provide daily experiences in fluent and flexible
thinking.
 Other questions and statements to elicit original thinking include;

1. What is new, original way to _____?

2. How could you make it different?
3. What can you think of that no one else will think of?
4. Can you invent a new _____?
5. How can you change _____ to make _____?
6. How can you combine _____ and _____ to make something
new?
7. How can you use _____ and to solve the problem of _____?
8. Devise a new way to _____.
9. Create an ideal _____ for a _____.

ORIGINALITY TASKS
 

1.Design a puzzle or a maze for a friend to solve.

2. Design your own secret code.
3. Create new words for a song you know.
4. Paint a picture of something from your imagination.
5. Create a new holiday to celebrate something special.
6. Describe a new animal that might become a household
pet.
7. Create a conversation between sweet and sour.
8. Create an original smile for “as easy as…”
9. Invent a new game using two tennis rackets, a nerf ball
and a handball court.
10. Write a poem about ­_____.
ELABORATION TASKS
 
1. Illustrate an idiom like “It’s raining cats and dogs.”
2. Paste a picture in the middle of a piece of paper. Use other art media to add
details. Describe the result.
3. Pick a letter with a tail. Make the tail longer and create an interesting design
with the letter.
4. Take a small piece of scrap paper and add details to make it something
interesting.
5. Make a thumbprint of your thumb using an ink pad. Add details to make into
something else.
6. Add words to sentences to make them more interesting.
7. Print your surname first, then your name and middle initial last. Add details to
make them into an interesting design.
8. Make a thought web about _____. Write down everything that is related to
_____.
9. Finish the story that begins…
10.Create a game using a tennis racket, a jump rope and a sock.
 PERSEVERANCE
Perseverance is the creative thinking behavior of seeing a task
through to the end, or at least to some satisfactory conclusion. It is
avoiding the use of the word “can’t” and replacing it with a
sentence like “I haven’t solved this yet, but I will do it.”
Perseverance addresses the task commitment of a learner, the
willingness to try other possibilities, and the need for goal
completion without giving up or setting for less than the learner’s
The ability to keep best effort. Perseverance encourages a positive attitude toward
trying to find an problem solving. When one attempt fails, the persevering student
answer, to see a tries another, and another, and another.
task through to Teachers deal with the perseverance issue when students ask if a
completion. product is good enough or how long the story needs be. The
teacher can help nurture perseverance by turning responsibility
over to the learner. This might be done by answering queries with
questions like:
“Are you satisfied with it?”
“What else can you do to make it better?”
“Would you change it in any way?”

Perseverance will come into play at different times for different

learners. What requires perseverance for completion for one
student might be easily solved by another student. Perseverance
should not be busy work. Perseverance means quality time and
effort needed for worthwhile task completion.

Teachers help develop perseverance whenever they encourage

individual effort and provide responses like “I knew you could do
it!” at the successful completion of a difficult task. Questions and
statements that spur perseverance include:
1. How will you know when you are done?
2. What else can you do?
3. How else can you solve the problem?
4. How can you do it with just a little more effort?
 PERSEVERANCE TASKS
 
1. Solving a difficult jigsaw puzzle.
2. Unscrambling list of words.
3. Solving difficult math problems.
4. Finding answers to riddles.
5. Finding facts not in the textbook.
6. Going back and writing a new ending to a story.
7. Working through a complicated maze.
8. Solving logic problems.

C. WHAT IS CRITICAL THINKING?

 

Critical thinking as defined in the compilation done by Dr.

Ophelia P. Viniegas (SEAMEO-INNOTECH 1999) entitled:
Developing Thinking Skills Across the Curriculum, “is a set of
mental operations used to determine the worth or accuracy of
something as well as a set of dispositions that guide their use and
execution.”

The following are highlights from research on critical thinking

(Module 5, Developing Thinking Skills, prepared by Dr. Ophelia
P. Viniegas SEAMEO-INNOTECH) which are important
considerations when testing for critical thinking.

Critical Thinking is a complex of many considerations. - It

requires individuals to assess their own and others’ views to seek
alternatives, make inferences, and to have the disposition to think
critically.
Critical Thinking is an educational ideal. - It is not an
educational option. Students have a moral right to be taught to
think critically.
 
Critical Thinking ability is not widespread. – Most students do
not score well on tests that measure ability to recognize
assumptions, evaluate arguments, and appraise inferences.
Adults, as well, frequently make simple judgmental errors on
simple problems.
 
Critical Thinking is sensitive to context. – Student’s background
knowledge and assumptions can strongly affect their ability to
make correct inferences. Inferences are most likely to be correct
when the context related to the individual’s
personal experience and when performance is not associated with
threats or promises.

Teachers should look for the reasoning behind students’

conclusions. – Coming up with a correct answer may not be the
result of critical thinking. Essay tests are more likely to reveal the
student’s thought process than are objective tests. And the tests
themselves must be evaluated critically to make sure they require
critical thinking skills.
 
Simple errors may signal errors in thinking at a deeper level. –
In trying to solve complex problems, for example, students may
err not just by making a miscalculation, but by using an incorrect
approach to the problem. They should be encouraged to take time
before solving a problem to decide how to go  
about finding the solution.

Having a critical spirit is as important as thinking critically. –

The critical spirit requires one to think critically about all aspects
of life, to think critically about one’s own thinking, and to act on
the basis of what one has considered when using critical thinking
skills.
 
To think critically, one must have knowledge. – Critical thinking
cannot occur in a vacuum; it requires individuals to apply what
they know about the subject matter as well as their common sense
and experience.
D. THE TSD – MCP LESSONS AND EVALUATION
INSTRUMENTS
 
The 30 TSD – MCP lessons were originally meant to be used by
students. As such, they should be considered more of teacher-
aided rather than self-instructional materials. The lessons are
written in English; however, in order to show the applicability of
the thinking tools in many subject areas, some exercise lifted from
the different first year textbooks are in Filipino. The lessons have a
unique characteristic in terms of their presentation. This is so
because their main goal is to make the students understand and
make use of the seventeen thinking tools as vehicles to facilitate
learning of the lessons. Hence instructions, the processes, and the
steps and principles seem repetitive in nature. However, this is
intentionally done to ensure mastery of the lessons.
 Some thinking tools/skill which are considered quite difficult
have two lessons. The first lesson is introduced during the first
months of the school year, while a second lesson which aims to
reinforce the learnings gained from the first lesson is taken up
towards the middle or second half of the school year to ensure
mastery of the skill.
 
The 17 thinking tools are based on the six cognitive levels of
Bloom’s taxonomy of educational objectives. It would be noted
that the lessons under knowledge and comprehension levels are
interchanged. In as much as the lesson would not be used by the
students, no principle of andradogy is violated.

1. PAC – This is a strategy which is useful in understanding

information. It pertains to verbal summaries of things read.
 PAC stands for Paraphrase and Comprehend.
Understanding requires the establishment of meaningful
links between related concepts rather than separate,
isolated, “bits of information.” Students should be able to
repeat the meaning of an idea in their own words. This
strategy helps students link related concepts for
meaningful learning or understanding.

PAC has two lesson.

 
2. FAW – This is a thinking tool that teaches students the use of
MNEMONICS in order to recall in a more systematic way. FAW
means Form a Word. The word formed out of the first letters of
the things to be remembered is called acronym. One effective
way to do this is by guiding the students to
 take note of the first letters of the words and form an
acronym.
 
FAW has a single lesson.

3. FAS – This thinking tool is directly connected with the previous

one (FAW). It is also based on mnemonics. FAS is another form of
mnemonics which makes use of acrostics. Acrostics are done by
forming a word out of every single letter of the acronyms into a
funny or meaningful sentence. Acronyms and acrostics are both
memory aids. The most important thing to remember regarding
their use is: after arranging the first letters of the words/names to
remember and the first letters are almost equally divided into
vowels and consonants. Acronyms can be easily formed however,
if there are more consonants than the vowels it would be hard
 or impossible to form acronym. This is the cue that will
determine the use of acrostics.
 
FAS has single lesson.
 
4. Mnemonics – Is a thinking tool which brings together the use
of acronyms and acrostics depending on the presence or
absence or sufficiency in the number of consonants/vowels in
the first letters of the words to be remembered.

5. SAG – Means Sketch Appropriate Graphics. Understanding of

information can be improved if we first sketch or draw our
own ideas about the information read or heard. A student who
has learned to draw sketches out of the information read or
heard or is able to complete an appropriate graphic organizer
 is more likely to be able to form and store accurate mental
pictures in the brain for later recall.
 
SAG has two thinking tool.
 
6. P-Solve – This is a Problem-Solving Strategy. The third level in
Bloom’s taxonomy us application. Problem-solving is a skill which
involves the application of laws, principles, rules and theories to
new situations.
 
P-Solve has two lessons.

7. PASS-TEST – The PASS-TEST strategy improve student

performance in classroom tests. It particularly useful for low-
achieving students. It is particularly useful for low-achieving
students because:
 They often have difficulty passing required courses; Low
achievers tend to be passive
when faced with taking a test; and they often show apathetic or
fearful attitudes to
wards the entire PASS-TEST process.
 
PASS-TEST has single lesson.
 
Analysis is the fourth level of Bloom’s taxonomy of educational
objectives. This means that the kind of questions asked by the
teachers have a direct bearing on the kind or level of answers
elicited from the students. Teachers therefore, should not stop at
recall questions only but instead probe deeper into the answer of
the students through higher order questions like “Why?” or
“How?”
 The following are three strategies or thinking tools that can be
used by the students which are designed to encourage them to
broaden their thinking:
 
8. PIN – stands for Point out the Positive. It enables student to
experience deliberate examination of an idea for positive,
interesting or negative points.

9. LAF – means List of all Factor. Students will look as widely as

possible at all the factors involved in a situation instead of only
the immediate one.

10.FOR – stands for Formulate Rules.

 Synthesis is the fifth level of Bloom’s taxonomy. It is the
composition or combination of parts or elements so as to form a
whole. There are three thinking tools that students can use to be
able to put together bits of information and experiences to be able
to arrive at a logical or correct conclusion. These are TAC, SIP and
MAP.

11.TAC – Stands for Think About Consequences. The immediate,

short and long-term consequences of an action should be
considered before one gives a conclusion or makes a judgment
in order to ensure that a sound conclusion/judgment is made.

12.SIP – means State your Intentions or Purpose. Enables students

to pick out and define their objectives before deciding or doing
something. Students develop the virtue of being considerate
and understanding of other’s need before taking action or making
a decision.
 
13.MAP – is an acronym for Make a Plan. Students have to
develop the ability to plan their move as they consider their
own and other’s need before deciding on what to do or say.
 
Evaluation is the highest level in Bloom’s taxonomy. If the
students are able to weigh the pros and cons of an issue/problem
before they give judgment or a conclusion, they can be certain that
their judgment is logical or correct.
 
14.TOP – means Think of your Priorities. Students only have to
learn how to put priorities in order, so that they can act in
accordance with what they consider as most important.
15.LAP – is the acronym for List Alternatives and Possibilities.
Students should be convinced that they can generate new
alternatives and choices instead of feeling confined to the
obvious ones. They should exert more effort in thinking for
some more alternatives and choices beyond those which are
obviously available. This exercise requires a lot of practice to
attain mastery.
 
16.LOV – means Look at Others Viewpoints. When students learn
to value and consider other’s concern/welfare before they make
a move, not only will they make a rational decision, but they
also become morally upright.
 
17.MAD – stands for Make a Decision. This thinking tool brings
together four important thinking strategies, the combined
 positive effects of their use have been proven by relevant
researchers. Impulsiveness therefore has no room for critical
judgment.

D.1 CLASSROOM OBSERVATION CHECKLIST

(For use by Head Teachers and Supervisors)
 
Dear Observer,
 
The Thinking Skills Development for Maximized Cognitive
Performance (TSD-MCP) Program is an innovative intervention
initiated by the Bureau of Secondary Education, DECS, to enhance
the cognitive performance of secondary school students. It further
aims to make secondary school students effective thinkers and
problem-solvers, innovators and proactive citizens of the country.
This Observation Checklist may provide one of the bases for
evaluating the effectiveness of the TSD-MCP Program.
 
Part I of the instrument aims to measure the performance of the
teacher in terms of content, standards, communication standards,
information-processing standards, and collaborative-cooperative
standards as he/she facilitates learning the lesson using the
principle involved in developing higher order thinking skills.
 
On the other hand, part II will measure the performance of the
students as they use the different thinking tools in their lessons. It
is possible that several behaviors/skills indicating the operation of
different thinking process may be observed in the particular
subject. This happens when a thinking tool is used in
combination with other thinking tools in learning a lesson.
 
Kindly tick the appropriate space where the behavior is
observed or not observed and write your remarks in the space/s
provided for.
 
General Information
 
Teacher Observed: ______________________________________ Date observed: ___________________
School: _________________________________________________ Time Started: ___________
Division: _____________________________________ Region: _____ Time Finished: _________
Subject Area: ______________________________ Attendance: Boys __________ Girls _________
 
Total: _____________
 
Part I – Expected teacher thinking
behaviors in terms of:
PART II – Skills/behaviors manifested by the majority of
students as they learn their lessons using the different
thinking tools.
E. OTHER FORMS OF ASSESSMENT OF THINKING
SKILLS
 
Student performance is assessed under challenging conditions that
demand strategies, insight, perseverance and craftsmanship to resolve
the problems.
 
There are certain behavioral indicators which must be closely
observed in the students because authorities believe that these are
manifestations of intellectual growth. These supplement the traditional
norm-referenced, multiple choice and standard achievement tests.

1. Persistence
 
Students who use their thinking skills show ability to look for
alternative strategies to solve a problem. They show patience in
trying other ways if the first one does not prove helpful. They use
systematic ways and structured steps to be able to solve a
problem.
 
2. Discreet Judgment
 
When students start thinking and become less impulsive, we
notice that there are less erasures in their written work. They start
asking questions before starting to comply with work
assignments.
 
3. Resilience
 
As students become more flexible, they are able to consider other’s
point of view and are able to appreciate the fact that others have
better points of view which are worthwhile considering.

4. Metacognition
 
We can determine that students are becoming more aware of their
mental processes as they are able to describe what goes on in their
minds when they process information. They are able to say and
describe how they arrive at answers to problems.
 
5. Thorough Work
 
When students take time to review their work, we know that they
value accuracy in their own work. They review the rules or criteria
against their work, hence they come up with quality output.
6. Ability to Ask Questions/Problems
 
One indication of students’ intellectual growth is when they start
asking questions like, what evidence do you have? What do you
think would happen if…? If it is true then,…? Why do you think it
happened?
 
7. Use of Past Knowledge and Experiences
 
Students who think, are able to draw solutions to present
problems which are similar to those they experienced or learned
in the past.
 
8. Application Beyond the Learning Situation
 
When parents report more curiosity and frequent questioning
from their children, increased interests in school and better
arrangement in their bathrooms, table, etc., then students are
thinking. When students apply lessons learned in Science to some
other subject areas, then students are transferring knowledge
learned.
 
9. Accurate / Appropriate Language
 
Students often use vague or unclear language for lack of proper
words to use. When students use the precise words to describe
what they mean, then they show intellectual growth.
Joy in Solving Problems
 
Some students avoid problems. They see thinking as difficult
work. Students who show a positive attitude towards problem-
solving are developed thinkers.
 
F. GENERAL SESSION GUIDES FOR THE DIFFERENT
TSD-MCP LESSONS
 
SESSION NO.1 (THINK)
 
I. Objective/s:

 In this session, the learners are expected to be able to:

• Define the thinking tool;
• Outline the steps and principles of the thinking tool;
• Explain the principle involved in the use of the thinking tool;
• Give examples of situations/exercises where the thinking tool
can be appropriately applied; and
• Express their thoughts about the importance of the thinking
tool.
 
II. Strategies:
• Choral, group and individual recitation
• Class interaction
• Team work or games

III.Procedure:
• Let students discuss everything they know about the thinking
too.
• Let students outline the steps and principle involved in the use
of the thinking tool.
• Elicit situations/experiences where the thinking tool can be
appropriately applied.
Note: Responses should be fast-paced and animated.
 
Talk About the Thinking Tool
• Motivate the students to arouse their interest regarding the
particular use of the following tool.
• Introduce the thinking tool. Its meaning and possible uses to
students and to other persons.
• Ask probing questions regarding the thinking tool in order to
clarify possible gray areas.
• Go through the illustrated exercise/s with the students and
unlock difficult terms along the way.
Heighten Your Awareness of and interest in the tool.
• Emphasize the use/s of the thinking tool
• Underscore the importance of the thinking tool
• Ask “what if” questions regarding the use or non-use of the
thinking tool.
• Illustrate the use of the thinking tool through relevant exercises.
 
Identify the Procedures
• Focus on the steps by discussing the meaning of the acronym
(the name of the thinking tool) one at a time.
• Call on students to recite the steps involved.
• By the class;
• By group, and
• Individually
• Clarify / explain each step through sample illustrated exercises.
Narrow Down on Underlying Principles
• Discuss the principles one at a time.
• Elicit the meaning of each principle
• Enrich the students’ understanding of each principle.
• Illustrate the meaning of each principle by giving examples.

Keep Focused on the skill

• Summarize the session by asking the students:
• The definition of the thinking tool;
• The different steps involved in the thinking tool
• The principles on which the thinking tool is based; and
• Examples of situation/s where or when the thinking tool can be
used;
• The importance of the thinking tool to them as students and as
individual persons.
SESSION NO. 2 – APPLY
 
I. Objective/s:
In this session, the learners are expected to-
 
• Recall the steps involved in the use of the thinking tool;
• Explain the meaning of each step and principle involved;
• Apply the steps to appropriate situations; and
• Discuss how they were able to perform the exercises.
 
II. Strategies:
 
• Review of steps and principles learned in the first session.
• Class, team and individual work.
• Class discussion / interaction.
III.Procedures:
 
Let the students read the Mental Upper. Elicit even out-of-this-world
ideas on the Mental Upper first read.
Trigger the students’ curiosity by asking them relevant questions
regarding the Mental Upper.
 
Anticipate Procedures to Follow
 
Let students recall the steps involved in the thinking tool.
Have the students explain the meaning of each step.
Ask probing questions to assess the level of comprehension of the
students on the steps involved.

Prepare for the Task

 
• Prepare mindset,
• Introduce the exercise/s; give preparatory reminders,
• Jog the students’ memory by asking them what should they do
first? Then second? Then third? To be able to perform the
exercise/s.

Perform the Required Task

• Provide necessary reminders for the students to start their work
re: the steps to be followed.
=step 1
=step 2
=step 3 and so forth
 
• Provide guidance as the students perform the exercise/s.
• Give positive comments re: students’ work performance where
applicable.
Look at Your Own Thinking Process
 
• Call on several students to explain each step involved in the
thinking tool.
• Make students recall how they were able to perform the
exercises. What did they do first? Then second? Then third?
Then finally?

Yearn for More Challenges

 
• Refer to the student’s text for the exercises provided.
• Provide reminders on how to perform the exercise/s focusing on
the steps.
• Once more, guide the students in performing said exercise.
SESSION NO. 3 – TRANSFER
 
I. OBJECTIVE/S:
 
In this session, the learners are expected to –
 
• Recall the use of thinking tool.
• Discuss further the principles and steps in the use of the thinking tool
• Apply the thinking tool to varied situations in and out of the classroom;
and
• Give the importance of the thinking tool in facilitating learning.
 
II. STRATEGIES:
 
• Motivate the students preparatory to the introduction of the Mental Upper.
• Introduce the Mental Upper and call on 2 or 3 students to give their
answers which should be fast-paced.
• Refer to the student’s text for the exercises provided.
• Group and team work (use clock partners).
• Class discussion and interaction.
 
III.PROCEDURE
 
• Motivate the students re: The Mental Upper.
• Present the Mental Upper and call on the students to answer.
 
Talk about Skill Transfer

• Have the students recall the uses of the thinking tool.

• Reinforce the idea that the skill/s involved in the thinking tool
can be transferred and used in other subject areas and also in
actual life situations.
• Illustrate the usefulness of the thinking tool by going through
the guided exercises in the student’s text.
• Emphasize how the use of the appropriate thinking tool
facilitates learning.
 
Review the Principles Learned
 
• Review the steps and principle involved in the thinking tool
and illustrate these by way of examples coming from the
students.
• Reinforce the meaning of the principles and steps and give
some more examples.
• Call on groups and individual students to discuss further the
principles and steps involved in the use of the thinking tool.
Apply the Thinking Tool to A Situation
 
• Once more refer to the student’s text for the exercise/s provided.
• What are the students supposed to do first? Second? Third?
• Give other necessary reminders before making the students
perform the exercises given in their text.
 
Name Similar Situations in the Content Areas
 
• Refer to the student’s text for the exercises to be done.
• Remind the students that the exercises that they will now tackle
come from textbooks as compared to the exercises presented in
Sessions 1 & 2 which are content-free or from actual life
situations.
Specify What Need to be Done
 
• Ask relevant questions regarding the exercise presented.
• Provide guides to facilitate the student’s performance of the
work.
• Encourage comparison between and among students’ work.
 
Focus on Key Attributes and Steps
 
• Review the steps involved in the thinking tool.
= by group
= individually
• Elicit some important uses of the thinking tool.
• Ask “what if” questions where applicable about the use or non-
use of the thinking tool.
Experience More Exercises
• Refer to the student’s text for more exercises.
• Ask relevant questions to introduce the exercise/s
• Call on one or two students to read the exercise.
• Ask them what they are supposed to do first, then second, then
third, and so forth.
• Add more related situations. Elicit ideas/situations from the
students.
 
Reflect on Your Experiences
• Elicit as many students’ views as possible on the exercises they
performed.
• Guide the students in generalizing their experiences regarding
the thinking tool.
• Motivate the students to share experiences with their partners,
 then with the class.
• Ask students to answer the questions given in their text. Elicit as
many answers as possible.

SESSION NO. 4 – PRACTICE

 
I. Objective/s:
In this session, the learners are expected to:

• Recall the uses/importance of the thinking tool;

• Discuss the learnings gained in the use of the tool;
• Perform the exercises using the steps and principle involved in the
thinking tool;
• Interact with their classmates by comparing their answers;
• Asses how one fared by doing the exercises using the thinking tool.
II. Strategies:
• Pair work, class discussion
 
III.Procedure:
• Motivate the students by asking relevant questions regarding the
Mental Upper.
• Present the Mental Upper and ask 2 to 3 students to answer,
otherwise give it as an assignment for the following day.
 
Preview the Lesson
• Let students recall the uses of the thinking tool.
• Review learnings gained in the previous sessions.
• Discuss what students are expected to do in this session.
• Ask them how the thinking tool can help them in their classroom
work? In handling other situations that they encounter in their
lives?
Rehearse the Use of the Thinking Tool
• Ask students to enumerate and explain the uses of the thinking
tool.
• Make students recall the steps involved in the application of the
thinking tool.
• Provide students with additional exercises to firm up the skills
gained.
 
Apply Tool in the Next Exercise
• Encourage the students to ask their classmates how they did the
exercises.
• Give assistance to groups or individual students who have not
yet mastered the use of the thinking tool.
• Unlock difficult terms which might hinder the correct
performance of the students.
• Remind the students that this is now pair work for them.
• Emphasize the importance of following the steps involved very
closely in order to obtain good results.
Center on the Following Cues
• Cue the students when the thinking tool really becomes useful.
• Elicit ideas from the students regarding the usefulness of the
thinking tool.
• Let the students recall and explain the steps involved in the
thinking tool.
• Encourage the students to work in pairs preparatory to
individual work that will be done in session 5.

Try these Exercises

• Refer to the student’s text for the exercises provided.
• Oral reading by at least 2 students. Silent reading follows for better
comprehension.
• Let students work as pairs.
• Remind them to follow the steps properly.
 
Interact with Your Classmates
• Discuss the process of interaction between students.
• Instruct the students to compare their work with one another.
• Let the students discover any similarity or differences in the way they
answered or performed the exercises.

Check Your Answers

• Let the students enumerate the similar answers first. How many similar
answers did the class give?
• Elicit the differences in the students’ answers. How many different
answers were given?
• What could have caused the differences or similarities in the answers
given by the class?
Express Your Feelings
• Guide the students as they answer the questions given in their
text.
• In case of any difficulty in any of the steps, help the students
resolve these difficulties.
• Elicit reflective questions on the use of the thinking tool.

Session No. 5 - USE

Objective/s:
In this session, the learners are expected to:
 
• Recall the steps and principle involved in the use of the tool;
• Apply individually the thinking tool to situations/exercises
provided; and
• Asses how well each one fared in processing the situations using the
steps and principles involved in the tool.

I. Strategies:
• Individual work and evaluation, individual project
 
II. Procedure:
• Motivate the students re: the mental upper.
• Present the Mental Upper and call on 2 or 3 students to answer it.
• Remind students to work on the exercises individually.
Use the Thinking Tool on Your Own
• Make students recall what they did in the preceding 2 sessions.
• Introduce the exercises presented in this session and encourage the
students to work individually.
• Ask volunteer/s to show their answer on the board for discussion.
• Elicit from the students what steps they used to perform the
exercise.

Select a Task to Do
• Remind the students to carefully read the texts with extra
concentration before they choose one, for best results.
• Remind the students to consider the steps involved as they work on
the exercises.
• Encourage volunteers to discuss their work with the class.
• Ask thought-provoking questions regarding the work of the
students.

Evaluate Your Performance

• Enumerate and explain the steps and principles to your thinking
tool.
• How did you apply these steps and principles to your experience?
• How applicable is the thinking tool to the exercises/situations
from your different textbooks?
• Are you now able to do the exercises with your group? With
your partner? By yourself?

The End!