Saturday’s ticketed session on developing a thinking toolkit caught my attention for several reasons. First the presenter, Graham Watts, was an educator from London. I was interested in finding how the current state of education across the pond compared to issues facing us in the US. My interest was also peaked by the reference to Art Costa’s Habits of Mind which is one of the cornerstones I use to develop thinking in my classroom. So I was very interested in how Watts went about integrating HOM into his practice. Finally I wanted to gauge the audience to see where their level of familiarity was with the practices of explicitly teaching thinking and of implementing Habits of Mind.
What I observed as Watts worked through the hour using an interactive lecture format was both affirming and startling. Affirming in that I could see a similarity between his use of HOM and mine; startling in that so many in the audience were not acquainted with this powerful tool.
Of interest was his concept of a Student Thinker’s Toolkit in which students gather a series of strategies that they can use to build their capacity to think. The strategies in the toolkit are classified into the four categories of questioning, critical thinking, creative thinking, and metacognition.
Most interesting was Mr. Watts’s inclusion of an approach called 3 C Thinking that functions as a blueprint of how these elements are connected. Simply stated the center of all thinking is inquiry (questioning) about the three Cs of Critical, Creative, and Caring thought. All three components were given equal weight in the visual that accompanied Watts’s description. The role of metacognition encompassed all four of these components as a means to develop within student thinkers the capacity to understand how they created a thinking response. Finally the HOM encircled the entire process. They serve as a tool student thinkers pull out of their toolkit when they run into roadblocks in the thinking process. Here is a visual of this process. The job of the student is to decide which tool to use to shape their learning (literacy,thinking, tech).
As persuasive as this approach is I was surprised to learn that it might become the victim of a reform movement in England. This is so often the case in education. The concern with standards supersedes creativity while the race to high standardized test scores often results in the gutting of higher level thinking. Time to teach students how to think no longer is a priority. One participant gave voice to this concern as she worried about the time needed to teach students what basic thinking patterns like analyze or compare look like (metacognition). She believed that she did not have time to waste on this type of activity. The irony is the lower level thinking involved in a “death march curriculum” is the true waste of time. As educators we must commit to build our students’ thinking toolkits with higher level activities. Only then will content be mastered.
Learn more about Graham Watts at