Thinking skills

Thinking skills are comprised of different types of cognition; information processing, inquiry, creative thinking, and reasoning.

For each skill category and cluster, IB provides skill indicators which learners can develop and demonstrate. Links to helpful resources and further ideas related to specific skill indicators are provided here.

The Author has provided links to resources and activities that support the development of Thinking Skills. Click on the blue text to go to external sites that provide support and ideas.

Skill Clusters	Early Years Skill Indicators	Primary Skill Indicators
Critical thinking Analysing and evaluating issues and ideas, and forming decisions	Analysing Observe carefully. Find unique characteristics. Consider meaning taken from materials and events. Synthesize new understandings by seeing relationships and connections. Evaluating Organize information. Evaluate evidence. Test generalizations, strategies or ideas. Forming decisions Revise understandings based on new information and evidence. Draw conclusions and generalizations. Apply rules, strategies and ideas from one context to another.	Analysing Observe carefully in order to recognize problems. Consider meaning of materials. Take knowledge or ideas apart by separating them into component parts. Use models and simulations to explore complex systems and issues. Evaluating Organize relevant information to formulate an argument. Evaluate evidence and arguments, and associated decisions. Recognize unstated assumptions and biases. Consider ideas from multiple perspectives. Synthesize new understandings by finding unique characteristics; seeing relationships and connections. Test generalizations and conclusions. Identify obstacles and challenges. Forming decisions Develop contrary or opposing arguments. Propose and evaluate a variety of solutions. Revise understandings based on new information and evidence. Draw conclusions and generalizations.
Creative thinking Generating novel ideas and considering new perspectives	Generating novel ideas Use discussion and play to generate new ideas and investigations. Make unexpected or unusual connections between objects and/or ideas. Engage in “visible thinking” routines (Harvard Project Zero 2016). Considering new perspectives Seek information. Consider alternative solutions, including those that might be unlikely or impossible, in play and other situations. Ask “what if” questions. Engage in “visible thinking” routines (Harvard Project Zero 2016)	Generating novel ideas Use discussions and diagrams to generate new ideas and inquiries. Practise “visible thinking” strategies and techniques. Make unexpected or unusual connections between objects and/or ideas. Design improvements to existing products, processes, media and technologies. Considering new perspectives Ask “what if” questions and generate testable hypotheses. Apply existing knowledge to design new products, processes, media and technologies. Consider multiple alternatives, including those that might be unlikely or impossible. Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments. Practise “visible thinking” strategies and techniques. Generate metaphors and analogies.
Information transfer Using skills and knowledge in multiple contexts	Using skills and knowledge in multiple contexts Apply skills and knowledge in unfamiliar situations or outside of school. Make connections between units of inquiry.	Use memory techniques to develop long-term memory. Inquire in different contexts to gain different perspectives. Make connections between units of inquiry and between subjects. Transfer conceptual understandings across transdisciplinary themes and subjects. Combine knowledge, conceptual understandings and skills to create products or solutions. Apply skills and knowledge in unfamiliar situations or outside of school. Help others develop conceptual understandings and skills.
Reflection and metacognition Using thinking skills to reflect on the process of learning	Using thinking skills to reflect on the process of learning Identify strengths and areas for improvement Reflect on their learning by asking questions such as the following. What did I learn today? What can I already do? What will I learn next?	Identify strengths and areas for improvement. Consider new skills, techniques and strategies for effective learning. Record thinking and reflection processes. Reflect on their learning by asking questions such as: What did I learn today? What don’t I yet understand? What questions do I have now? What can I already do? What will I work on next? What can I do to become a more effective learner? What factors are important for helping me learn well? Have I been a principled and balanced thinker? (for example, considering ethical, cultural and environmental implications).