Category: Teachers/Educators

Edward de Bono created CoRT thinking! He’s the smart guy (a doctor from Malta) who invented it. He made the CoRT program (which stands for Cognitive Research Trust) to help people — especially kids in school — learn better ways to think. He also invented “lateral thinking” (thinking in creative, sideways ways instead of straight lines). CoRT is like his big toolbox of thinking lessons that schools still use today. He passed away in 2021, but his ideas are used all around the world!

CoRT thinking is like a toolbox for your brain! Imagine your brain is a super cool workshop. Instead of just hammers and screwdrivers, it has special “thinking tools” invented by a smart guy named Edward de Bono. CoRT stands for Cognitive Research Trust (that’s a fancy way of saying “brain research group”). These tools help you think better, smarter, and in different ways — not just guessing or feeling mad or happy about something.

Why do we need it? Your brain already knows how to think (like deciding what snack to eat). But CoRT gives you special tools so you can think even better — like a detective, an explorer, or a good friend. It helps with school, friends, problems, and big decisions. Here are some easy tools:

• PMI (Plus, Minus, Interesting):
  Before you decide if something is good or bad, make three lists.
  • Plus = What’s good about it?
  • Minus = What’s bad?
  • Interesting = What’s cool or weird?
    Example: Thinking about getting a pet dog. Plus: Fun to play! Minus: Have to walk it every day. Interesting: It might learn tricks!
• CAF (Consider All Factors):
  Look at everything that matters. Don’t miss stuff! Like checking all the ingredients before baking cookies.
• OPV (Other People’s Views):
  Think about how your mom, your teacher, your best friend, or even your little brother might see the same problem. It helps you understand others.
• C&S (Consequences and Sequels):
  What happens next? And after that? Like thinking: “If I eat all the candy now, I’ll feel sick later… and then I won’t want dinner.”

There are more tools, but they all work like magic buttons that help your brain slow down and look at things from different sides.

The big idea:

Thinking is a skill you can practice and get better at — just like kicking a soccer ball or playing piano. CoRT makes thinking fun and organized so you don’t get stuck or fight with friends as much.It’s used in schools all over the world because it helps kids (and grown-ups!) become better thinkers, problem-solvers, and idea-makers. So next time you have a tough choice or a big idea, grab your CoRT tools and say: “Time to think like a pro!”

To supplement this, Lateral Thinking is like being a brain ninja or a clever detective who thinks in surprising ways! Edward de Bono (the same guy who made CoRT thinking) invented it. Straight Thinking vs. Lateral Thinking

• Straight Thinking (normal way):
  You go straight ahead like a train on tracks.
  Example: “I need a ladder to reach the cookie jar on the top shelf.”
• Lateral Thinking (creative way):
  You jump sideways, turn around, or find a totally different path.
  You look for silly, weird, or unexpected ideas that most people miss.

Super Simple Example:The Problem: A man is stuck in a room with no windows. How does he get out?

• Straight thinking: Break the door, call for help, etc.
• Lateral thinking answer: He stops trying to get out… and realizes the room is already unlocked — he just needs to open the door! (Or he could think: “What if I make the room bigger instead?”)

Fun Kid Examples:

1. The Broken Vase
   You drop your mom’s favorite vase and it breaks.
   • Normal thinking: “I’m in big trouble!”
   • Lateral thinking: “What if I turn the broken pieces into a cool mosaic art project for her?”
2. Too Many Chores
   You have to clean your messy room.
   • Normal: Start picking up toys one by one.
   • Lateral: Make it a game — set a timer and pretend you’re a robot cleaning up the planet!

Lateral thinking means asking silly questions like:

• “What if we do the opposite?”
• “What if we use something in a totally different way?”
• “How would a superhero, a pirate, or an alien solve this?”

It helps you solve problems in school, invent new games, or come up with funny jokes. It makes your brain more creative and flexible!The Big Idea:
Sometimes the best answer isn’t the obvious one — it’s the surprising sideways one!

A great way to practice this is come up with riddles and jokes where the punch line is unexpected, or write a story with a plot twist. The main idea of a story doesn’t need to be a problem and solution in the story.

Hey kiddo! Imagine that being “smart” isn’t just one thing, like getting all the answers right on a spelling test or a math quiz. A smart guy named Howard Gardner says there are lots of different ways to be smart — like having different superpowers in your brain! Here’s how he explains it, super simple: The 8 Kinds of Smart:

1. Word Smart (Linguistic)
   You’re really good with words. You love reading, writing stories, telling jokes, or learning new words. Future writers, speakers, or lawyers!
2. Number Smart (Logical-Mathematical)
   You love math, puzzles, patterns, and figuring things out with logic. You might enjoy science experiments or solving riddles. Future scientists or inventors!
3. Picture Smart (Visual-Spatial)
   You’re great at imagining pictures in your head, drawing, building with blocks, or reading maps. You think in images. Future artists, architects, or game designers!
4. Body Smart (Bodily-Kinesthetic)
   You learn best by moving. You’re good at sports, dancing, building things with your hands, or acting things out. Future athletes, dancers, or builders!
5. Music Smart (Musical)
   You love music, singing, playing instruments, or keeping a beat. You might remember things better when they’re in a song. Future musicians or singers!
6. People Smart (Interpersonal)
   You’re awesome at understanding other kids’ feelings, making friends, and working in a group. You’re a good leader or helper. Future teachers, friends, or team captains!
7. Self Smart (Intrapersonal)
   You understand your own feelings really well. You like thinking quietly by yourself, setting goals, and knowing what makes you happy or upset. Future writers or wise decision-makers!
8. Nature Smart (Naturalistic)
   You love animals, plants, rocks, and being outside. You notice differences in nature and like taking care of living things. Future scientists, farmers, or animal experts!

The Big Idea: You don’t have to be great at everything.
Some kids are super Word Smart but not as Number Smart, and that’s totally okay! You might be Body Smart and Music Smart, but not as Picture Smart. Everyone has a mix of these smarts — some are stronger than others, and you can get better at all of them with practice.

Just like in a superhero team, every kind of smart is useful and important. Your job is to find what you’re really good at and enjoy, and keep learning and growing! Also, practice to get better at topics you’re not as comfortable with. So next time someone says “Are you smart?”, you can say, “Yeah! I’m really good at _____!” What kind of smart do you think you have?

Here’s a bonus question. Have you ever known someone who was good at one sport but not at other? Is there really Sport Intelligence in general?

I’ve been outlining some instructional strategies that effective teachers use to encourage student learning. Mind Maps and Concept Maps are good because we are mostly visual learners.

Mind Maps are a fun, creative way to organize ideas around one main topic. They start with a central idea in the middle and branch out like a tree or spider web with words, colors, and pictures. They help with brainstorming, remembering things, and showing how ideas connect loosely. They’re not super strict — you can make them colorful and doodle-y!

Concept Maps are a bit more organized. They show concepts (ideas) and how they are connected with lines and short linking words (like “needs” or “makes”). They help explain relationships clearly, often in a top-to-bottom or web style. They’re great for school topics like science or history.

Grade 4 Mind Map Example: “My Favorite Season – Summer”

Imagine a big circle in the middle saying SUMMER with a smiling sun.

Branches coming out:

• Activities → swimming, biking, ice cream
• Weather → hot, sunny, beach
• Places → park, pool, vacation
• Foods → watermelon, popsicles

It would look bubbly and colorful with little drawings. Here’s a generated simple version:

Grade 4 Concept Map Example: “Plants”

Start with Plants at the top.
Arrows/lines connect to:

• Plants need → sunlight, water, soil, air
• Plants make → oxygen and food (for animals)
• Plants have → roots, stem, leaves, flowers
• Plants grow into → bigger plants or trees

Linking words on the lines make the relationships clear.Here’s a generated simple version:

Both tools help you study and think better! Mind maps are more free and creative, while concept maps focus on clear connections. Try making your own on paper with crayons or colored pencils.

The 6+1 Traits of Writing is a popular framework used in schools (especially in the U.S. and Canada) to teach and assess good writing. It breaks writing down into seven key qualities.

The 6+1 Traits:

1. Ideas – The content and main message. Are the ideas clear, focused, and interesting? Is there enough detail?
2. Organization – The structure. Does the writing have a clear beginning, middle, and end? Are ideas presented in a logical order?
3. Voice – The writer’s personality and tone. Does it sound like a real person? Is it engaging and appropriate for the audience?
4. Word Choice – The vocabulary. Are the words precise, vivid, and interesting rather than dull or repetitive?
5. Sentence Fluency – How the sentences flow. Are they varied in length and structure? Does it read smoothly when spoken aloud?
6. Conventions – Grammar, spelling, punctuation, and capitalization. Are the mechanics correct?
7. Presentation (+1) – The final look. Is the writing neat, easy to read, and properly formatted (handwriting, fonts, spacing, titles, etc.)?

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Grade 4 Example Writing Prompt: Write about your favorite season and why you like it.

Strong Grade 4 Example (using the 6+1 traits well):

My Favorite Season

My favorite season is summer. Summer is special because I get to do so many fun things outside. The warm sun shines brightly, and the sky is usually a bright blue with fluffy white clouds.

In summer, I go swimming at the lake almost every weekend. The cool water feels refreshing on hot days. I also ride my bike with my friends and we have races down the big hill. At night, we catch fireflies in jars and tell spooky stories around a campfire. The best part is eating juicy watermelon and sweet strawberries that my mom buys at the farmer’s market.

Summer makes me feel happy and free. I don’t have to wear heavy jackets or boots, and I can stay outside until it gets dark. Even though I miss my school friends, summer break is the best time of the year!

Why this example shows the traits well (Grade 4 level):

• Ideas: Clear main idea with specific details and examples.
• Organization: Strong beginning (introduces topic), middle (details and examples), and ending (wraps up feelings).
• Voice: Sounds like a real 4th grader — enthusiastic and personal.
• Word Choice: Uses good words like refreshing, juicy, fluffy, spooky instead of just “nice” or “fun.”
• Sentence Fluency: Mix of short and longer sentences; reads smoothly.
• Conventions: Correct spelling, grammar, and punctuation.
• Presentation: Would be neatly written or typed with a title and paragraphs.

This piece would likely score high (4 or 5 out of 5) on a 6+1 traits rubric for fourth grade.

Bloom’s Taxonomy is a framework used by teachers to classify different levels of learning objectives and thinking skills. It helps educators design lessons, activities, and assessments that move students from basic knowledge to higher-order thinking. The most commonly used version today is the revised Bloom’s Taxonomy (2001):

1. Remembering – Recalling facts and basic concepts (e.g., define, list, memorize).
2. Understanding – Explaining ideas or concepts (e.g., describe, explain, summarize).
3. Applying – Using information in new situations (e.g., demonstrate, solve, use).
4. Analyzing – Breaking information into parts and seeing relationships (e.g., compare, differentiate, examine).
5. Evaluating – Making judgments based on criteria (e.g., judge, critique, defend).
6. Creating – Producing new or original work (e.g., design, construct, invent).

Fourth-Grade Example: Topic – “The Water Cycle”

Imagine a 4th-grade science unit on the water cycle. Here’s how a teacher might use Bloom’s Taxonomy to create activities at each level:

• Remembering: List the four main stages of the water cycle (evaporation, condensation, precipitation, collection).
• Understanding: Explain in your own words what happens during condensation and why clouds form.
• Applying: Draw and label a diagram showing how the water cycle works in your own neighborhood (e.g., a local lake or backyard).
• Analyzing: Compare and contrast evaporation and transpiration. How are they similar and different?
• Evaluating: Which stage of the water cycle do you think is most important for plants and animals? Defend your choice with reasons.
• Creating: Design and build a simple terrarium (in a plastic bottle) that demonstrates the water cycle in action. Write instructions for how to maintain it.

This progression helps students start with basic facts and gradually build toward deeper thinking and creativity. Teachers often aim to include activities from several levels rather than staying only at “remembering.”

De Bono’s Six Thinking Hats is a simple method created by Edward de Bono to help people think more clearly and solve problems better. Instead of everyone arguing or thinking in a jumbled way, the group “puts on” a different colored hat one at a time. Each hat stands for a different kind of thinking. This keeps the discussion organized and makes sure all sides of a problem are considered.The Six Hats and What They Mean

• Blue Hat: The “organizer” hat. You wear this to plan how you’ll think, set the agenda, and decide what to do next. It’s like being the teacher or referee who runs the meeting.
• White Hat: The “facts” hat. You look for information, data, and true facts. No opinions—just what you know or need to find out. Like a detective collecting clues.
• Red Hat: The “feelings” hat. You share emotions, gut feelings, and instincts without needing to explain why. “I feel excited!” or “This scares me.”
• Black Hat: The “caution” hat. You point out risks, problems, and why something might not work. This is careful, critical thinking (but not mean).
• Yellow Hat: The “optimism” hat. You look for benefits, good points, and reasons why it could work. Positive thinking.
• Green Hat: The “creativity” hat. You brainstorm new ideas, possibilities, and wild suggestions. No idea is too silly here.

You usually start and end with the Blue Hat to keep things organized.

Fourth-Grade Example:

Deciding on a Class Field Trip

Imagine a 4th-grade class trying to decide where to go on a field trip. The teacher says, “Let’s use our Thinking Hats!”Blue Hat (Start): “Okay everyone, we’re going to use the six hats to make a good decision. First, we’ll gather facts, then feelings, and so on.”White Hat (Facts):
Students say:

• The zoo costs $12 per person.
• The science museum is 45 minutes away by bus.
• We have 2 hours available.
• Last year the aquarium had long lines.

Red Hat (Feelings):

• “I feel happy about the zoo because I love animals!”
• “The planetarium makes me feel excited and a little scared in the dark.”
• “I’m nervous about the bus ride—it might make me carsick.”

Black Hat (Caution):

• “What if it rains at the zoo? The animals might hide.”
• “The science museum might be too crowded and noisy.”
• “We don’t have enough money for everyone to buy snacks.”

Yellow Hat (Benefits):

• “The zoo would be really fun and we could learn about habitats!”
• “The museum has a cool robot exhibit that could help us with our science project.”
• “Any trip gets us out of the classroom and we all get fresh air.”

Green Hat (New Ideas):

• “What if we do a half-day at the zoo and half at a park for a picnic?”
• “We could invite a zookeeper to visit our class instead of going there.”
• “Let’s make a voting app on the classroom iPad!”

Blue Hat (Wrap-up):
“Let’s summarize what we learned and vote on the best choice.”This method helps kids listen to each other, stay calm, and come up with better decisions because they explore the topic from every angle instead of just shouting out their first idea. Teachers often use it for group projects, behavior problems, or story discussions too—it’s fun and makes thinking feel like a game!

S.C.A.M.P.E.R. is a fun brainstorming tool that helps you come up with new ideas by changing an existing object, toy, or idea in different ways.It stands for:

• Substitute
• Combine
• Adapt
• Modify (or Magnify/Minify)
• Put to another use
• Eliminate
• Reverse (or Rearrange)

You pick something ordinary and ask questions from each letter to invent something new and creative.

4th Grade Example: Improving a Pencil

Start with a regular pencil. Now let’s use SCAMPER to make it better or turn it into something new:

• Substitute: What if we substitute the wooden body with a squishy foam grip?
• Combine: What if we combine the pencil with an eraser and a ruler on the side?
• Adapt: What if we adapt it like a space pen so it can write upside down or underwater?
• Modify/Magnify: What if we make the pencil giant (magnify) so it’s also a back scratcher? Or tiny (minify) so it fits on a keychain?
• Put to another use: What if we use the pencil as a plant stake in the garden?
• Eliminate: What if we eliminate the need to sharpen it by making it a mechanical pencil with click lead?
• Reverse/Rearrange: What if we reverse it and make the eraser at the bottom and the point at the top (silly but fun)? Or rearrange the parts so the eraser is in the middle like a spinning top?

One full new invention from SCAMPER:

A “Glow Pencil” that lights up when you write (Combine with a tiny LED light + Adapt from glow sticks + Modify by adding a button). It would be perfect for writing in the car at night or for kids who like cool gadgets!

SCAMPER makes creativity easy because you don’t have to start from nothing — you just tweak what already exists. Try it with a toy, a snack, or a game next time!

Jesus Fish Symbol This is the Jesus fish! Christians use it as a special sign for their faith in Jesus.

Darwin Fish Symbol. This is the Darwin fish! It is a silly twist on the Jesus fish that people use to show they like science ideas about evolution.

What are symbols?Hey there, 4th grader! A symbol is a special picture or sign that stands for a big idea. It’s like a shortcut! You don’t have to write a whole sentence — the picture does the talking for you. Examples you already know:

• A red heart means “love.”
• A thumbs-up means “great job!”
• A smiley face means “I’m happy.”

Symbols can be about religion, science, sports, or anything people care about. They help us share ideas quickly and easily.

Comparing the two fish symbolsBoth symbols look a lot alike because they are both shaped like a fish!

• They have the same basic fish outline (oval body + fins + tail).
• People draw them to share what they believe in.

But they are also very different!

• The Jesus fish stands for Christian faith. It reminds people of stories in the Bible about Jesus. It is about believing God made the world and loves us.
• The Darwin fish stands for science and evolution. It has legs because it shows the idea that fish changed over millions of years into animals that walk on land. Life was not created all at once as the bible thinks but “evolved” over long periods of time. It is named after scientist Charles Darwin and is about how living things slowly change and adapt.

One is about faith and God, and the other is about science and nature changing. They are like two friends who look similar but have totally different ideas — that’s why people sometimes joke about them or put them on their cars to show what they believe! Cool, right? Symbols are everywhere once you start looking!

Brainstorm ideas why or why not the 10 Commandments should be in schools

An Activist tries to improve things in society or prevent them from getting worse. Look at this secularism activist lobbying against churches that want to change the rules:

What can you do to make a better world?