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    CoRT1 Introduction Section

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    palash222
    CoRT 1 Breadth Tools is the Complete learning, planning, and Teaching Guide for teachers, administrators, and home schoolers. The purchase of this book entitles an individual teacher or home schooling parent to reproduce designated student work cards for use in the classroom. The material may not be reproduced in any form or by any electronic or mechanical means, without permission in writing from the publisher.

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    CoRT1 Introduction Section

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    palash222
    330 views9 pages
    CoRT 1 Breadth Tools is the Complete learning, planning, and Teaching Guide for teachers, administrators, and home schoolers. The purchase of this book entitles an individual teacher or home schooling parent to reproduce designated student work cards for use in the classroom. The material may not be reproduced in any form or by any electronic or mechanical means, without permission in writing from the publisher.

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    CoRT 1 Breadth Tools is the Complete learning, planning, and Teaching Guide for teachers, administrators, and home schoolers. The purchase of this book entitles an individual teacher or home schooling parent to reproduce designated student work cards for use in the classroom. The material may not be reproduced in any form or by any electronic or mechanical means, without permission in writing from the publisher.

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    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    330 views9 pages

    CoRT1 Introduction Section

    Uploaded by

    palash222
    CoRT 1 Breadth Tools is the Complete learning, planning, and Teaching Guide for teachers, administrators, and home schoolers. The purchase of this book entitles an individual teacher or home schooling parent to reproduce designated student work cards for use in the classroom. The material may not be reproduced in any form or by any electronic or mechanical means, without permission in writing from the publisher.

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    A DE BONO TEACHERS’ ACADEMY PROGRAM

    CoRT Thinking Lessons

    CoRT 1:
    Breadth Thinking Tools
    The Complete Learning, Planning,
    and Teaching Guide for Teachers,
    Administrators, and Home Schoolers

    Name ________________________________________

    CoRT 1 Breadth Tools


    © 2009. The McQuaig Group Inc.
    www.deBonoForSchools.com
    ©2009. The McQuaig Group Inc. All rights reserved.

    The purchase of this book entitles an individual teacher or home schooling parent to
    reproduce designated student work cards for use in the classroom. Reproduction for
    use in an entire school system is prohibited.

    This material may not be reproduced in any form or by any electronic or mechanical
    means, including information storage and retrieval systems, without permission in writ-
    ing from the publisher.

    Author: Dr. Edward de Bono


    Product Development Manager: Lynda Curtin
    Book and Cover Design: Mike Wheary, Calypso Concepts

    Publisher: The Opportunity Thinker

    ISBN 978-0-9816717-3-4

    Stock Number 80850

    Printed in the United States of America

    www.deBonoForSchools.com
    Contents
    A Message from Edward de Bono . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

    Section One: CoRT 1 Breadth Thinking Tools


    Welcome to CoRT Thinking Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
    Quick Summary: CoRT 1 Breadth Thinking Tools . . . . . . . . . . . . . . . . . . . . . . 4
    Prepare to Teach CoRT Thinking Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

    Section Two: Lesson Notes


    Introduction to Lesson Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
    1. PMI:1MVTt.JOVTt*OUFSFTUJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
    2. CAF: Consider All Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
    3. Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
    4. C&S: Consequence & Sequel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
    5. AGO:"JNTt(PBMTt0CKFDUJWFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
    6. Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
    7. FIP: First Important Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
    8. APC:"MUFSOBUJWFTt1PTTJCJMJUJFTt$IPJDFT . . . . . . . . . . . . . . . . . . . . . . . 85
    9. Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
    10. OPV: Other People’s Views. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

    Section Three: CoRT Resources


    Why CoRT Thinking Tools Work So Well . . . . . . . . . . . . . . . . . . . . . . . . . . .117
    Perspective and Purpose for the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . .121
    Additional Lesson Planning Considerations . . . . . . . . . . . . . . . . . . . . . . . .123
    CoRT Lesson Insights by Grade Level . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
    Advanced Thinking Assignments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133

    The Complete CoRT Thinking Program–Overview . . . . . . . . . . . . . . . . . . . .139


    CoRT 1: Breadth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
    CoRT 2: Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
    CoRT 3: Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
    CoRT 4: Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143
    CoRT 5: Information and Feeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
    CoRT 6: Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146

    Support Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147


    Reproducible Student Work Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148
    About Edward de Bono . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191
    A Message from Edward de Bono
    CoRT Thinking Lessons have been taught in schools since the mid 1970s. They have since become the
    most widely used school materials for the direct teaching of thinking as a basic skill worldwide.

    All of this experience has contributed to developing CoRT Thinking Lessons that
    1. Are practical and hands-on in nature.
    2. Can be taught as a separate subject–thinking skills–or embedded in existing curriculum to
    strengthen student learning and develop independent thinkers.
    3. Are focused on equipping students to become effective, open-minded thinkers–critical, creative,
    constructive, and comprehensive.
    4. Address the increasing interest and recognition for the need to teach thinking as a basic skill
    along with reading, writing, and mathematics; the traditional basics.
    5. Can be used in a wide variety of situations from schools in disadvantaged areas to elite schools
    to students being home schooled.
    6. Appeal to a wide range of ages (6-adult) and abilities (IQs of 75-140).

    It used to be felt that a person with a high IQ would naturally be an effective thinker. This doesn’t seem
    to be the case. Some people with high IQs turn out to be relatively ineffective thinkers. Some people with
    much more humble IQs turn out to be more effective thinkers. Here is my definition of thinking:

    Thinking: “The operational skill with which intelligence acts upon experience.”

    For example, if IQ is equivalent to the horsepower of a car then thinking skill is equivalent to driving skill.
    Just because a car has huge horsepower doesn’t mean the car will be driven well. It takes a skilled driver.

    This important realization has led many schools for the exceptionally gifted to teach CoRT Thinking
    Lessons as a deliberate attempt to help their gifted students avoid the “intelligence trap” which occurs
    when a high IQ is not accompanied by effective thinking skills.

    The general method used is what I call the “glasses method.” If you have poor eyesight you cannot see
    the world clearly. With glasses you can see the world more clearly. As a result your actions can be more
    appropriate and your behavior more effective. Experience has shown that students who learn these
    thinking tools develop a much broader view of situations. They are more complete in their thinking.

    Edward de Bono

    v
    Edward de Bono 3 Cort 1 Breadth Thinking Tools

    Welcome to CoRT 1:
    Breadth Thinking Lessons
    CoRT stands for Cognitive Research Trust. CoRT can also be regarded as being short for cortex where
    all thinking takes place in the brain. This handbook is designed to equip you with the information you
    need to teach these thinking tools to your students regardless of their grade level or age.The objective is
    to help students’ master lifelong thinking skills that will help them in any situation. Once you’ve taught
    each tool to your students you will be able to customize each lesson to meet your specific needs.

    CoRT Thinking Tools Key Points


    1. Effective thinking, like literacy and numeracy, is not inborn–it has to be learned and practiced
    to be effective. Think of a person setting out to learn to be a carpenter. Each carpenter’s tool is
    designed to carry out a specific function. The carpenter learns when and how to use each of the
    tools one by one. A lot of practice is required to become a skilled carpenter. Learning to be-
    come a skilled thinker is the same approach.
    2. It’s easy to explain and understand each of the tools. This isn’t enough to make your students
    skilled thinkers. It’s their practice using the tools that promotes their skill development.
    3. Each tool has a name–one word or a short acronym that’s easy to remember. For example–CAF
    is pronounced “caf ” and stands for Consider all Factors, PMI is pronounced “p,” “m,” “i” and
    stands for Plus, Minus, Interesting. The word or acronym provides a shorthand instruction for
    directing thinking attention to help your students manage their thinking processes. With practice
    they will be able to apply each thinking tool at will and will be able to decide which tool or
    tools to use.
    4. The tools are designed to be used objectively with an open mind–to broaden perception instead
    of defending a particular point of view. The tools provide frameworks for changing perception,
    seeing more broadly into the future, and into people’s minds.
    5. The tools emphasize thinking as a deliberate act rather than a reactive one.

    CoRT 1 Breadth Thinking Tools Highlights


    r8FSFDPNNFOEZPVUFBDICoRT 1 Breadth Thinking Tools first.
    r5IFSFBSFUFOUPPMTXIJDIDBOCFUBVHIUJOUFOMFTTPOTPWFSUIFDPVSTFPGUFOXFFLT&BDIUPPMJT
    a separate thinking lesson.
    r#SFBEUIUPPMTBSFEFTJHOFEUPFRVJQZPVSTUVEFOUTXJUIGVOEBNFOUBMUIJOLJOHTLJMMTUIBUXJMM
    broaden their perception about everything they choose to think about.

    CoRT 1 Breadth Tools


    © 2009. The McQuaig Group Inc.
    www.deBonoForSchools.com
    Cort 1 Breadth Thinking Tools 4 Edward de Bono

    Quick Summary: CoRT 1 Breadth Thinking Tools

    PMI:
    1MVTt.JOVT Planning
    Interesting Thinking Ahead to
    The Treatment Get Things Done
    of Ideas

    CAF: FIP:
    Consider All Factors First Important
    The Prime Priorities
    Information What Must be Done First?
    Input Tool What’s Most Important?

    Rules APC:
    Make Life Alternatives
    Easier and 1PTTJCJMJUJFTt$IPJDFT
    Better The Tool for Creativity

    C&S:
    Consequence Decisions
    & Sequel Think Clearly
    A Prediction and and Thoroughly
    Evaluation Tool

    AGO: OPV:
    "JNTt(PBMT Other People’s Views
    Objectives
    An Exploration Tool to
    What Is the Broaden Perception
    Purpose?

    CoRT 1 Breadth Tools


    © 2009. The McQuaig Group Inc.
    www.deBonoForSchools.com
    Edward de Bono 5 Cort 1 Breadth Thinking Tools

    Prepare to Teach CoRT Thinking Lessons


    The purpose of these thinking lessons is to develop thinking as a skill that can be applied to any situ-
    ation. The lessons are designed to be taught once a week for ten weeks. Average lesson time can be as
    short as 35-40 minutes.

    Tips to get started:


    1. Learn the tools first to develop your competence and confidence.
    2. #FDPNFDPNGPSUBCMFXJUIUIJTOFXWPDBCVMBSZCZVTJOHUIFXPSEPSBDSPOZNGPSFBDIPGUIFUPPMT
    3. Complete the practice topics provided on the student work cards.
    4. Apply the tools to topics that are relevant to your work and personal life to further develop
    your thinking skills and your confidence with the tools.
    5. Make a master copy of the reproducible student work cards. Print a supply on heavy card stock
    to be ready for your students.
    6. Plan to visually reinforce the tools in your classroom.
    7. Decide how you are going to keep track of time during practice exercises in order to keep
    your lesson pace brisk and to avoid drift.
    8. Decide how you are going to introduce CoRT Thinking Lessons. Here are some different ways:
    a. Include CoRT Thinking as a curriculum subject.
    b. Embed in one of your curriculum subjects–history, political science, media studies,
    humanities, and language arts are just some examples.
    c. Hold a student seminar.
    d. Start a school thinking club.
    e. Include as part of your school’s debate team training.
    f. Hold Saturday morning thinking classes.
    g. Include an overview or training at a parent symposium.
    h. Hold a school assembly to overview the program.
    i. Include, as professional development, training for teachers and administrators.
    j. Hold a think-a-thon.
    9. Get a local business or foundation to provide funding if you need a budget.
    10. Create a flyer to share with students, parents, and administrators.
    11. Post your course description on your school’s website.
    12. Start to develop your own library of custom topics to use with your students once they have
    learned the tools.

    CoRT 1 Breadth Tools


    © 2009. The McQuaig Group Inc.
    www.deBonoForSchools.com
    Cort 1 Breadth Thinking Tools 6 Edward de Bono

    Resources to Support Student Learning


    Reproducible Student Work Cards
    Student work cards are designed to reinforce each tool. They all follow the same format for ease of use
    and to ensure consistency while teaching each of the tools.

    The Format
    1. The visual icon with the word or acronym is on the front to reinforce the tool and to make it
    easier for students to remember and learn each tool.
    2. A description of the tool follows the icon.
    3. An example is given that demonstrates the tool in use.
    4. Practice topics are listed.
    5. Process discussion questions are provided.
    6. Five principles are listed for discussion and to reinforce the tool.
    7. Project topics are listed that can be given as homework or writing assignments.

    To help keep student materials affordable for budget-pressed school districts, we have included repro-
    ducible student work cards in a section at the back of this handbook.
    r5XPTFUTPGSFQSPEVDJCMFTUVEFOUXPSLDBSETBSFJODMVEFE0OFTFUJTJOCMBDLBOEXIJUFBOE
    one set is in color.
    r:PVDPVMENBLFBNBTUFSDPQZBOEUIFODSFBUFBUXPTJEFEDPQZPGFBDITUVEFOUXPSLDBSEPO
    heavy card stock. Card stock is suggested because it is more durable than regular copier paper.
    r5ISFFIPMFQVODIJGZPVSTUVEFOUTLFFQUIFJSXPSLJOCJOEFST
    r*GZPVVTFDPMPSFEDBSETUPDL ZPVDPVMEQSPEVDFFBDI$P355PPMPOBEJĄFSFOUDPMPSFEDBSE
    stock to help your students navigate quickly among the tools during classroom use.

    The Minds of Your Students as a Resource

    Thinking is the skilled use of already available information. In these lessons your students aren’t required
    to absorb other material before they can start thinking.The student work cards serve only to trigger your
    students’ minds. This is why the student work cards can be used with a wide range of ages and abilities.
    The practice topics reinforce the idea that students should be able to think on demand about anything.

    Since your students aren’t required to absorb materials before they begin to think, students who aren’t good
    at absorbing materials because of disability or inattention find they can function well in thinking lessons.

    CoRT 1 Breadth Tools


    © 2009. The McQuaig Group Inc.
    www.deBonoForSchools.com

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