On May 14, 2018 Co-Authors and Educators, Louise Loomis, Ed.D. and Tom Smith, M.A.Ed. were featured guests on the online podcast “Distraction”, hosted by Dr. Edward Hallowell .
They had an in-studio conversation about their book, The Cognitive Six: A Guide to teaching Thinking, how it can be used as a tool to teach critical thinking and the essential role they play in meeting this challenge.
Click link to listen to podcast:
The Cognitive Six: A Guide To Teaching Thinking by Louise E. Loomis, Ed.D. and Thomas Smith, M.A.Ed.
Order you copy today by calling 860-232-0891 or send us an email to email@example.com
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By Louise Loomis & Thomas Smith
It is with great pleasure we are pleased to announce that the Cognitive Six: a Guide To Teaching Thinking is complete and available for you to purchase.
Since the vast amount of language used daily in our world—in print, talk, and media—is generally lacking in critical analysis and problem solving, we believe it is imperative that thinking skills become part of general education and daily life.
The Cognitive Six are the ways in which our brains naturally organize information.
Awareness and Practice of the Cognitive Six has many benefits:
- Produces control of information
- Provides a language to communicate about thinking
- Develops a habit of thinking about thinking (Metacognition)
- Makes learning easier
- Generates transfer
- Makes people realize they are smart and that feels good
- Is the foundation of critical thinking and creativity
The Cognitive Six enables all users to meet the challenges that require thinking and problem solving in their lives. This is accomplished without disrupting the demands of daily activities.
The Cognitive Six: A Guide to Teaching Thinking cost is $30.00 plus ($1.91 CT sales taxes) /per copy. Include an additional $5.00 shipping and handling charge/per book if being mailed.
We also offer the Train of Thought (a Classroom Tool for Teaching Cognitive Six) at $15.00/set. Each set contains 8 (8½in X 11in) cards
To place an order today: Call 860-232-0891 or send us an email to firstname.lastname@example.org
On the Monday morning of August 21, 2017, Dr. Louise Loomis was interviewed by Brad Davis and Dan Lovallo of the The Talk of Connecticut a talk radio show on WDRC Radio. She discussed the Maps for All Initaitive (M4A), the importance of maps being displayed in public places and their connection to critical thinking through geographical literacy.
Click on link to hear audio of interview: https://audioboom.com/posts/6224839-brad-dan-aug-21-2017-dr-lou-maps-out-strategy-for-students
For more information about the Maps For All Initiative please visit: http://www.ctwac.org/maps/
Great news! Dr. Louise E. Loomis is one of the four 2015 Anchor Award Recipients whose accomplishments will be celebrated during the Anchor Awards Ceremony and Dinner, to be held on October 16, 2015 at the 1877 Club, Harry Jack Gray Center from 5PM – 8PM. The Anchor Award is the most prestigious award presented by the University of Hartford Alumni Association. The awards were established to recognize alumni who have distinguished themselves by achieving the highest level of professional and community accomplishments and who possess absolute standards of integrity and character to positively reflect and enhance the prestige of the University of Hartford.
For more information visit: http://www.hartford.edu/ar…/hawktober_wknd/AnchorAwards.aspx
Press Release published by the University of Hartford:
On Saturday, September 27, 2015, Dr. Louise Earle Loomis was honored for the Family Life Education’s new project that is nearest and dearest to her educator’s heart, her Children’s Wellness Center. The wonderful event was held at the Hartford Marriott Downtown in Hartford, Connecticut. This year’s Family Life Education gala was all about Dr. Loomis’ contributions to education. The Children Wellness Center aims to help prevent childhood obesity, promote good nutrition and early childhood development. For more information about the Children’s Wellness Center please contact Family Life Education, Inc. .
Hartford Courant article published on September 29, 2015:
“Critical Thinking” is much in favor in academia these days. Curricula descriptions from elementary through higher education abound with claims of its attainment.
While the basic definition of Critical Thinking is simple: “thinking about thinking in order to decide what to believe and/or how to behave,” the actual process involves a complex interplay among three major domains: self, thinking skills, and subject matter. When individuals are knowledgeable about these domains, their chances of making satisfactory decisions are greatly improved.
Critical thinking is part of daily life, since shopping, voting, working with others, and keeping up with current events all require decisions about belief and/or behavior. Critical thinking has been recognized as an important life skill at both national and state levels, in the SCANS1 report from the United States Department of Labor, the 21st Century Skills, and Common Core Curriculum of Learning.
Effective critical thinkers are constantly developing the three domains of self, thinking skills, and subject matter. They consciously think about the roles that their own knowledge, skills, experiences, and personal dispositions play in their reasoning, learning, and interacting with others. Learning styles, personality assessments, emotional intelligences, and cultural awareness belong in this domain of the self.
Effective critical thinkers are also aware that abilities in acquiring, analyzing, organizing, and assessing information are essential. This thinking skill domain includes learning and memorizing tactics, reasoning skills, and problem solving strategies.
The third domain, the subject matter, determines how components of the other domains are used. While awareness of human behavior is important in the study of literature, logic prevails in mathematics. Certain types of thinking, such as classification, analogy, and sequencing, are used in most subjects; however, the consideration of cause and effect is more speculative in history than in physics.
In the field of library science, defining, classifying, and sequencing are essential thinking skills for both managing collections and for finding information. However, the problem-solving skill of establishing the credibility of references is of supreme importance, especially in these days of instant access to information.
The promotion of critical thinking in academia carries an implicit message that it is a good thing to do. However, the independent thinking that critical thinking promotes sometimes “makes waves” for established concepts, procedures, etc. Therefore, for critical thinking to thrive, it needs an environment that supports independent thinking and is open to new ideas and changes. This is the challenge for education in a democratic society.
1 SCANS – Secretary’s Report on Achieving Necessary Skills, published 1991, providing information about the skills required for the workforce of 2000 and beyond.
2 Common Core Curriculum of Learning
3 21st Century Skills
Serious, organized research on creativity began about 65 years ago, at a time when people thought that only some lucky individuals were creative and that artistic talent was a requirement.
All that has changed! Studies repeatedly show that starting at birth everyone is creative and it comes in many forms. So, now that we know that children are creative, how do we nurture that gift?
- Since creativity is inborn, we observe our children carefully to find out what they are really interested in and what they love to do.
- We provide them with many age- appropriate experiences to help us determine and develop those interests and passions.
- We create environments that foster creative behavior.
For example; Rebecca, now four years old, really loves the two cats that are household pets. She has pretended to be a cat for the past two years. She has developed her own way of drawing cats and shares these pictures and imagined adventures in cards and letters to friends and relatives.
On every visit to the mall, Rebecca insists on visiting the pet store where she spends a lot of time with the little animals. Is Rebecca into cats and pets too much or does she have a natural interest in the animal world? This city girl’s visit to an uncle’s goat farm helped her family decide.
While remarking on the odor, she made no complaint. Instead she proceeded to meet the baby kids, the rabbit, the dogs and the chickens. The latter were of such interest that she insisted on entering their pen to observe them and stayed there happily until lunchtime.
That day everyone agreed that Rebecca had an inborn interest in animals. Now her pretending, her imagining and her drawing are comfortably viewed and encouraged as creative behavior, and her family is thinking about other ways to help Rebecca explore her interest in animals.
Families have the greatest influence on children’s development. For children with difficult home situations, child care providers, teachers, tutors and mentors can be very important. Studies of children who have succeeded under adverse conditions all reveal that the children had at least one caring adult who played an active, consistent role in their lives.
In nurturing the creativity of successful children, adults have probably done most of the following:
- Respected the children’s opinions and self-expression
- Encouraged daydreams and imagination, curiosity and questions
- Given them opportunities to make decisions
- Enjoyed being with them and rejoiced in their accomplishments
- Avoided lots of judgement when the children were working on projects
- Provided skills and information for projects
- Set appropriate guidelines and limits (e.g. no glue in the living room)
Since all of us are creative, we can use these effective tactics on ourselves as well. So while you are nurturing creativity in the younger generation, get in the act and do the same for yourself! Enjoy the wonderful gift.
The excellent book, Growing Up Creative, by Teresa M. Amible Crown publishers, Inc., NY, 1989, was a very helpful reference for writing this essay and is highly recommended for all who are interested in “nurturing a lifetime of creativity.”
Quite a long time ago when I was team teaching in a program called Higher Horizons I became involved in teaching thinking in my science classes. At several of our team meetings we’d commented on how students seemed to be different. They weren’t telling us when they didn’t understand…the expression “I don’t get it” – seemed to be missing. Testing seemed to be the way we learned who “got it” and who didn’t. “Are they thinking about what they are being asked to learn?” we pondered.
At that time (Mid 1970’s) there were federally funded teacher centers and there we found a course and manual on teaching thinking: my colleague, Thomas Smith, the language arts instructor, and I both took the course and started using the material. We have been doing so ever since! Recently we decided to upgrade the manual, and with the help of editing guidance by Sharon Smith are soon to publish The Cognitive Six: A Guide to Teaching Thinking.
The Cognitive Six is based on the work of the late Albert Upton, Professor of English at Whittier College. In his book Design for Thinking* (1973.) He describes six fundamental and natural forms of thought. Shortly thereafter the team of Sager, Marr and Kovacs created the Cognitive Skills Manual*that provided practical teaching formats for instruction based on Upton’s work.
The manual and accompanying training course is what inspired me and Tom. Our Cognitive Six is based on the earlier Cognitive Skills Manual.
So what are these six ways in which we naturally think day in and day out? YOU WILL RECOGNIZE THEM!
We name things, we describe them, we classify all sorts of information, we compare/contrast and create analogies, we learn and recognize parts and wholes, and we arrange some kinds of information in sequence.
Learning to identify the six thinking skills and practice using them provides more variety in instructional material, enables learners to more readily analyze and manage information, and provides a base for critical and creative thinking.
For example, from compare/contrast: Analogies it is easy to create and analyze metaphors, while classification readily leads to categorical syllogisms.
August is our goal for publication.
So keep checking back!
If you like some examples from the book? Let me know.
Currently, teaching Hands On Equations to a class of gifted third grade students at the Trinity Academy School in Hartford, Connecticut. Hands-On Equations is a supplementary program that can be used with any math curriculum to provide students with a concrete foundation for algebra. It uses the visual and kinesthetic instructional approach developed by Dr. Henry Borenson to demystify abstract algebraic concepts. This hands-on, intuitive approach enhances student self-esteem and interest in mathematics.
I am also co-presenting Project Based Learning program at the Trinity Academy School with a class of eighth grade students which are engaged in researching and inquiring about “Sneakers” in order to obtain a deeper knowledge about all the aspects of how they impact the real world.