Fueling First

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According to this model there are six levels of thinking. Starting from the bottom, they are:

1. Knowledge- the lowest level - is the simple recall of previously learned material

2. Comprehension - involves the ability to make sense of the material

3. Application - is the ability to use the learned material in a new situation with a minimum amount of help or direction

4. Analysis - is the ability to break material into its component parts so that its structure may be understood

5. Synthesis - is the ability to put parts together to form a plan that is new to the learner

6. Evaluation - the highest level - involves the ability to judge the value of material based on certain criteria

These levels are cumulative; i.e. any level incorporates learning at all levels below it. The lower 3 levels (knowledge, comprehension, application) comprise a convergent thinking process, where information learned at the first and second levels is brought together at the third level and applied. Students will use deductive logic with Dudley the Detective and analysis with Sybil the scientist. Convergent thinkers intuitively see the correct answer. They tend to see the interrelationships between clues and defer judgment until all clues have been collected. Many times they will display outside knowledge about a topic that will help them discover the correct solution.

The upper 3 levels (analysis, synthesis, evaluation) describe a divergent thinking process where by new insights and thoughts, which were not a part of the original content, result. These 3 levels often overlap each other. Divergent thinking will be introduced with Isabel the Inventor and Yolanda the Yarnspinner. Divergent thinkers are able to list many responses to questions or brainstorm many ideas. They are also very flexible thinkers with original, off-beat, and humorous responses. These students can elaborate or expand upon an idea, and sometimes display an advanced vocabulary.

Jordan the judge will help with evaluative thinking. Evaluative thinkers are able to evaluate and offer a solution that is based on valid considerations. They are able to see more than one viewpoint, understand considerations and support decisions or opinions.

Finally Max the Magician develops visual/spatial perception with mental manipulation of shapes. Students with good visual/spatial perception demonstrate a good memory for detail. They may not be as verbal as their classmates, but enjoy activities involving hands-on building of three-dimensional objects from two-dimensional drawings. These students often respond best to visual images such as graphic organizers and instructional computer programs.

Each character serves as a guide through a story to introduce the type of thinking and series of activities to reinforce the type of thinking.