William's Thinking & Feeling Concept (Behavior set)
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Pupil behaviors (source)
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Cognitive (intellectual)
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Fluent thinking (To think of the most ...)
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Flexible thinking (To take different approaches ...)
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Original thinking (To think of unusual ways ...)
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Elaborate thinking (To add on to ...)
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Affective (feeling)
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Curiosity (To be willing to ... )
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Risk taking (To have courage to ...)
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Complexity (To be challenged to ...)
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Imagination (To have the power to ...)
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Teacher behaviors (source)
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Paradoxes: at first glance this is something that appears to be counter-intuitive. Paradoxes can be used to evaluate ideas and challenge students to reason and find proof.
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Attributes: this involves the skill of analysis. Students can be asked to list the attributes of or list the properties of something.
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Analogies: students find the similarities between things and compare one thing to another.
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Discrepancies: refers to the exploration of deficiencies in a person's understanding. Students should be challenged to discuss what is not known or understood.
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Provocative questions: these are questions that require thoughtful consideration to clarify meaning or develop new knowledge.
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Examples of change: demonstrate the dynamic nature of things, make modifications or alterations.
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Examples of habit: teach about rigidity, fixations and habit.
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Organized random search: given a situation or body of knowledge possibly from an historical context, ask students to search for other information to answer questions such as, what would you do or what would you have done?
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Skills of search: involves searching for ways that something has been done before or searching for the current status of something.
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Tolerance for ambiguity: an observation could mean one thing or it could mean something else. Pose open-ended questions, provide situations that puzzle.
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Intuitive expression: being sensitive to inward hunches or nudges.
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Adjustment to development: learn from mistakes and failures. Show how failure, mistakes and accidents have led to the discovery of worthwhile things.
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Study creative people and process: analyse the traits and characteristics of eminently creative people through biographies.
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Evaluate situations: evaluate solutions and answers in terms of their consequences and implications - pose the question What if?
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Creative reading skill: students generate as many ideas as possible after reading a text - this can stimulate a student to develop new ideas.
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Creative listening skill: this is the skill of generating ideas by listening.
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Creative writing skill: this is the skill of generating and communicating ideas through writing.
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Visualization skill: provide opportunities for students to perceive or visualize themselves in many contexts.
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