• the mental processes involved when problem-solving
• a complex range of mental processes.

• collect information
• sort it
• analyse it
• brainstorm to determine alternative explanations
• reflect on the process.

Thinking skills help learners

• consider issues from other people's points of views
• value other people's opinions
• respect others
• recognise differences
• be motivated to learn and enjoy learning
• raise their confidence/self-esteem
• liberate their thinking from the constraints of always looking for correct answers to problems
• recognise the importance of teamwork
• be more aware of how they prefer to learn
• prepare for life after school and for citizenship.

• helping them to recognise different learning styles and reflect more on teaching and learning
• increasing their own motivation
• making teaching more exciting and engaging
• cutting down on discipline problems because children enjoy the activities
• raising teachers' esteem because it is obvious pupils are enjoying learning.

• distinguish between teaching thinking skills and learning thinking skills. Participants believed that although they could teach thinking skills there was inadequate evidence to show that children had actually learnt them.
• bear in mind individual learning techniques when determining teaching approaches, even for thinking skills.
• remember that using computers which may provide initial support for teaching thinking skills, should be accompanied by opportunities for pupils to apply the techniques learnt and demonstrate their transference to other areas.

• Mind mapping was a recurring theme, which some suggested was both a thinking skill and a possible 'starting point for beginners'. Some Education Authorities had arranged in-service training on this method.
• Brain gym, an exercise-based programme, which some teachers had used as a way of stimulating children's thinking at the beginning of each school day.
• Circle Time which provided opportunities for children to discuss issues freely and reflect on attitudes and values.
• Independent and collaborative learning which were linked to attempts to improve pupils' self esteem.
• A 10-week after-school study-support programme at P7 which included mind mapping and Brain Gym linked to improving pupils' self confidence.
• The creation of a structured activities room which was dedicated to encouraging problem solving and collaborative learning.
• A strategy in which every teacher asked 3-5 questions for pupils to answer at the beginning of every lesson to remind them of what they had learned yesterday, last week, 3-4 months or even a year ago.
• 'Thinking time' when teachers posed oral questions was increased.
• Thinking skills incorporated into the Personal and Social Education (PSE) course from S1-S4: to ensure its success, it was staffed by teachers, who volunteered for the role and were interested in the approach.
• Use of prepared packages, eg the Learning File, developed by MatthewBoyle, and Cognitive Acceleration through Science Education (CASE).
• A cluster group strategy to promote a continuity of teaching thinking skills between primary and secondary school.
• 'Focus Days' which were developed for each year group, during which time conventional classes were abandoned and smaller discussion groups with a focus on thinking skills were introduced. Help from outside agencies was utilised. The purpose was to create a context-free situation in which pupils and teachers were freed from curricula constraints. Experience indicated that pupils either liked it or hated it, but most reacted positively.

• feedback time between teachers and pupils within classes and through a pupil council
• teachers sharing the results of small-scale action research with colleagues
• teachers informing parents of the teaching methods being used
• cluster groups working together to share practical experiences and information from in-service events
• workshops to promote staff development
• networking, via email and the National Grid for Learning, to provide open and accessible information
• regular national conferences and meetings.

• the introduction of teaching thinking skills into initial teacher education
• creation of thinking skills working groups within schools
• time for teachers to reflect on their practices
• the creation of a support network for teachers
• funding to purchase temporary cover to enable teachers to undertake research, evaluation and development of resources
• continuous staff development at all levels
• a recognition and valuing of current practice and progress already achieved in this area
• the creation of an electronic website - a Scottish On-line Forum - for discussion and conferencing with money allocated to maintain the network
• more pilot programmes to identify which resources are most appropriate and offer the best value for money
• production of written reviews of packages/ resources currently in use
• good quality research to identify the impact teaching thinking skills has on pupils' ability
• development of standardised measures by professional researchers to facilitate action research by teachers.

• There is lots of activity in this area, and many examples of good practice in teaching thinking skills were cited throughout the day. Lots of enthusiasm and expertise have been demonstrated. This accumulated experience, which teachers have built up, must now be shared.
• The key question to be addressed is 'how can children be taught to think more effectively?' Teachers must be more explicit about what they are doing and why, if children are to develop in a climate of enquiry.
• Two enormous challenges facing the integration of thinking skills in schools are: pressures of the curriculum; and teachers' attitudes towards new ways of working. Both need to be addressed.

• Thinking skills cannot be disassociated from the curriculum or how teachers deliver the curriculum. It should be an 'intrinsic and untouchable' part of the curriculum and not presented as another initiative to be implemented.
• The perception that children have fixed IQ, which cannot be developed, must be challenged. Individuals can and do blossom after leaving school.
• Teaching children to think effectively will impact on everything they do and helps them develop self-esteem and confidence.
• How to assess the impact of teaching thinking skills remains an outstanding problem. There was concern that too much assessment/evaluation could stifle children's interest in thinking skills. Many felt that the only evaluation they needed was that the pupils enjoyed it.
• A possible conflict was identified between raising attainment and teaching thinking skills. Some argued that in their experience academic achievement rose when teachers utilised thinking skills.
• The management of the introduction of new approaches is crucial. Some cautioned against a 'top-down' approach during a period of extensive change accompanied by teacher exhaustion. The mandatory use of commercially produced packages should be avoided.
• It was considered to be crucial that links are made to what teachers are already doing. Developing thinking skills allows teachers to reflect on their practice and deliver the curriculum in a more focused way.
• It should be remembered that pupils respond to teachers, who respond to their needs and make explicit what they expect. Teachers cannot expect pupils to know what words such as 'describe' and 'explain' mean. These should be broken down and explained more.

Action points

(1) Publicising the idea

• All teachers should be persuaded that teaching thinking skills is not just 'a passing phase, nor that anyone who doesn't come on board is a dinosaur'. Many teachers have been implicitly including the concepts within their teaching already but need now to make the approaches explicit.

(2) Basic approach

• Implementation of thinking skills initiatives should be gradual and proceed in a critical/reflective way. 'Start small' is the key concept.
• The approach should be driven from the ground up, not a top down directive.
• Thinking skills must not be perceived as a discrete area. The whole curriculum is the context for teaching thinking skills - an interactive approach to thinking skills across the subject range is recommended.
• Thinking skills should be viewed as one way of raising achievement, but not the only way which all schools must adopt.
• Teaching thinking skills should be inter-linked with the concept of multiple intelligences, accelerated learning and the development of self-esteem.

(3) Practical implementation

• Within each school, a core group of committed/trained teachers should be identified who could affect change more readily than having 'one-off' presentations from brought in experts.
• Thinking skills should be included in whole school policies for Learning and Teaching, and then spread to policies for each curricular subject.
• A steering group of interested/experienced teachers should be formed to develop practical guidelines for use by teachers, but a complete revision of the curriculum guidelines by the Scottish Executive is not required.
• Research needs to identify how many of the specific thinking skills are common across the curriculum and transferable.