Includes bibliographical references.

pt. I. Why thinking questions? Rachel's story: questions of dispositions ; Jack's story: questions of knowledge ; Sarah's story: questions of skills ; Ramone's story: questions of relevance -- pt. II. Where thinking questions begin: experience(s). Senses ; Processing ; Mental models and the power of emotion ; Induction and the need for multiple experiences ; Thinking is messy: circular thinking and the re-concept -- pt. III. "Past" thinking questions. Analysis ; Analysis continued: same/different ; Insight ; Appraisal ; Summary ; Evaluation -- pt. IV. Future thinking questions. Creativity ; Critical thinking ; Action: plan and do (like an expert) -- pt. V. Making art. Planning for thinking questions ; Creating art with thinking questions -- Appendices : A. Answers to the analysis questions ; B. Meeting of the minds ; C. Idea evaluator ; D. Central concepts.

"Higher-order thinking questions (and their answers) are considered by many to be the holy grail of teaching. Teachers know when students "get it", but the question remains "How do you teach students to think explicitly and intentionally?" This book uses a series of diagrams to make thinking explicit by using students' personal experiences as the foundation for their thinking. Thinking Diagrams will help the reader move beyond understanding what metacognition is to teaching students how to understand their thinking in visual form. This book is filled with contemporary and practical insights regarding helping teachers of all levels foster classrooms rich in student thinking, creativity, and learning."--Book description, Amazon.com.

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