Core Competencies: Thinking

The Thinking competency encompasses the knowledge, skills, and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into new understanding. Thinking competence requires specific thinking skills as well as habits of mind and metacognitive awareness. These are used to process information from a variety of sources, including thoughts and feelings that arise from the subconscious and unconscious mind and from embodied cognition to create new understandings.   The Thinking Core Competency has two interrelated sub-competencies:   Creative thinking involves the generation of ideas and concepts that are novel and innovative in the context in which they are generated, reflection on their value to the individual or others, and the development of chosen ideas and concepts from thought to reality.   People who think creatively are curious and open-minded, have a sense of wonder and joy in learning, demonstrate a willingness to think divergently, and are comfortable with complexity. A creative thinker reflects on existing ideas and concepts; uses imagination, inventiveness, resourcefulness, and flexibility; and is willing to take risks to go beyond existing knowledge.   Critical and reflective thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.   People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

Creative Thinking

1. NoveltyCreating and value innovating

Students get creative ideas that are both novel and have value. There are degrees of novelty—anAn idea may be new to that
the student or it may be new to their peers;peers, and it may be novel for their age group,group or it may be novel to athe larger community. It may be new into a particular context or absolutely new. The idea or product may also have value in a variety of ways and contexts—itcontexts may be fun,– it may be fun, provide a sense of accomplishment, it may solve a naturally occurring problem, it may be a form of self-expression, itprovoke mayreflection, or provide a new perspective that influences howthe way people think about something or theact. actions people take. An ideaIt can have ana positive impact on the individual student,individual, classmates, a larger group of peers, in one’sthe community, or onthe a global level.world. 

I CAN statements:

 I get ideas when I play. My ideas are fun for me and make me happy
 I can get new ideas or build on other people’s ideas, to create new things within the
constraints of a form, a problem, or materials
 I generate new ideas as I pursue my interests
 I get ideas that are new to my peers
 I can develop a body of creative work over time in an area I’m interested in or
passionate about

2. Generating ideasand incubating

Students may generate creative ideas as a result ofthrough free play, engagement with someone else’other’s ideas, or consideration of a naturally occurring problem or constraints,problem or interestconstraint, and/or passion.because of their interests and passions. New ideas and inspirations can spontaneously arise from the unconscious mind, which is why students often report that their ideas just “pop” into their heads. However,but students can also becomedevelop awarestrategies of,to andfacilitate use,the ways to help their unconscious minds generate ideas—giving their unconscious minds lotsgeneration of ideas and information to combine and recombine at random (e.g., by– learning a lot about somethingsomething, engaging in a period of interest),reflection, providing the incubation time for the unconscious to work, and quieting the filtersincubation, and censors in the conscious and subconscious minds that tend to prevent novel ideas and inspirations from rising to the conscious mind (e.g., by doing relaxing or automatic activities).

I CAN statements:

 I get ideas when I use my sensesactivities to explore
quiet Itheir buildconscious onmind. others’The capacity for creative thinking expands as individuals increase their range of ideas and addconcepts to recombine them into new ideasideas. of my own, or combine other people’s ideas
in new ways to create new things or solve straightforward problems
 I deliberately learn a lot about something (e.g. by doing research, talking to others or
practicing) so that I am able to generate newThe ideas oravailable ideasas justraw pop into my head
 I have deliberate strategiesmaterial for quietingcreative mythinking consciousdepend mindon (e.g.previous walking away for a
while, doing something relaxing, being deliberately playful) so that I can be more
creative
 I have interestsexperiences and passionslearning, thatas Iwell pursueas overstudents’ timecultural legacies.

3. DevelopingEvaluating ideasand developing

AfterStudents studentsreflect geton their creative ideas,ideas theyin evaluateorder them,to decide which ones to develop,develop. They consider whether their idea would ultimately support the well-being of self, community, and the land. They do this with a sense of place and taking into consideration unintended consequences for other living things and our planet. If they decide to develop an idea, they work individually and/or collaboratively to refine them,it and work to realize themit. in some way. This process of developing ideas may require accessing the knowledge of those who have gone before, building the necessary skills, sustaining perseverance, and using failure productively over time. time, and reflecting on process and results. It may also require generatingthe generation of additional creative ideas to come up with solutions to problems along the way.

Six Profiles

PROFILE	DESCRIPTION
Profile One	I get ideas when I play.   I CANget statements:ideas when I use my senses to explore. My play ideas are fun for me and make me happy. I make my ideas work or I change what I am doing doing.
Profile Two	I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.   I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, and or materials if I keep playing with them.
Profile Three	I can get new ideas in areas in which I have an interest and build my skills to make them  work.   I generate new ideas as I pursue my interests. I deliberately learn a lot about something by doing research, talking to others, or practicing, so that I can generate new ideas about it; the ideas often seem to just pop into my head. I build the skills I need to make my ideas work, and I usually succeed, even if it takes a  few tries tries.
Profile Four	I can get new ideas or reinterpret others’ ideas in novel ways.   I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work work.
Profile Five	I can think “outside the box” to get innovative ideas and persevere to develop them.   I can get new ideas that are innovative, may not have been seen before, and have an impact on my peers or in my community. I have interests and passions that I pursue over time. I look for new perspectives, new problems, or new approaches. I am willing to take significant risks in my thinking in order to generate lots of ideas. I am willing to accept ambiguity, setbacks, and failure, and I use them to advance the development of my ideas.
Profile Six	I can develop a body of creative work over time in an area of interest or passion.   I can get ideas that are groundbreaking or disruptive and can develop them to form a body of work over time that has an impact in my community or beyond. I challenge assumptions as a matter of course and have deliberate strategies (e.g., free writing or sketching, meditation, thinking in metaphors and analogies) for getting new ideas intuitively. I have a strong commitment to a personal aesthetic and values, and the inner motivation to persevere over years if necessary to develop my ideas. I expect ambiguity, failure, and setbacks, and use them to advance my thinking

Critical and Reflective Thinking

1. AnalyzeAnalyzing and Critiquecritiquing

Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose,purpose focusand onperspectives, pinpoint evidence, and use criteria (explicit or implicit)implicit to draw conclusions andcriteria, make defensible judgments judgments or assessments.assessments, Theyand considerdraw aconclusions. varietyStudents of perspectives. Somehave opportunities for analysis and critique arethrough engagement in formal tasks;tasks, othersinformal are informal,tasks, and ongoing activities (e.g., assessing a plan they are developing to solve a problem). Students often analyze and critique their own work as a key part of their learning.activities.

I CAN statements:

 I can show if I like something or not
 I can identify criteria that I can use to analyze evidence
 I can analyze evidence from different perspectives
 I can reflect on and evaluate my thinking, products, and actions
 I can analyze my own assumptions and beliefs and consider views that do not fit with
them

2. QuestionQuestioning and Investigateinvestigating

Students learn to engage in an inquiry and investigation wherewhen they identify and exploreinvestigate questionsquestions, or challenges related tochallenges, key issuesissues, or problematic situations in their studies, their lives, theirand communities,communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Some criticalCritical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve amore complex inquiry intorequiring aextensive local or global issue.

I CAN statements:

 I can explore materialsthought and actions
 I can ask open-ended questions and gather information
 I can consider more than one way to proceed an investigation
 I can evaluate the credibility of sources of information
 I can tell the difference between facts and interpretations, opinions, and judgmentsreflection.

3. DevelopDesigning and Designdeveloping

Students applythink critical thinkingcritically to createdevelop ideas. Their ideas may lead to the designing of products or transformmethods products,or methods,the performances,development of performances and representations in response to to problems, events, issues, and needs. They work with clear purpose and consider the potential usersuses or audienceaudiences of their work.  They explore possibilities, develop and refinereflect plans,on processes, monitor their progress, and adjust their procedures in the light of criteria criteria and feedback.

4. Reflecting and assessing

Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They canreflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals.goals and can set new ones.

Six profiles

PROFILE	DESCRIPTION
Profile One	I can explore.   I CANcan statements: explore materials and actions. I can experimentshow whether I like something or not.
Profile Two	I can use evidence to make simple judgments.   I can ask questions, make predictions, and use my senses to gather information. I can explore with differenta wayspurpose ofin doingmind things and use what I learn. I can tell or show others something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others about something I learned.
Profile Three	I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.   I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.
Profile Four	I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.   I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop criteriaor foradapt evaluatingcriteria, designcheck options information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.
Profile Five	I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can monitor my progressexamine and adjust my actionsthinking. to   make I surecan ask questions and offer judgments, conclusions, and interpretations supported by evidence I achieveor whatothers have gathered. I want am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.
Profile Six	I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.   I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work, and goals.