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Introduction

This guide is designed to help teachers shift from PowerPoint-based, content-heavy instruction to a Thinking Tools-based facilitation model. The goal is to create active, engaged learners who develop critical thinking skills through structured thinking processes.

1. Understanding the Shift: Why Change?

Traditional Teaching with PowerPoint

• Teacher-centred, content-heavy delivery results in students passively receive information.
• Limited engagement and critical thinking results in a focus on memorization and test performance.

Thinking Tools-Based Facilitation

• Teacher as a facilitator rather than a lecturer results in students actively engage in thinking and problem-solving.
• Encourages metacognition (thinking about thinking) results in learning is visible and adaptable to individual needs.

Key Message: This transition is about reducing teacher talk time and increasing student thinking time.

2. Stages of Transition

Stage	Current Reality (PowerPoint-Based Teaching)	Transition Strategy	Ideal Future (Thinking Tools Facilitation)
1. Awareness & Small Shifts	Heavy PowerPoint use, teacher controls all content delivery.	Reduce slides, add Thinking Prompts to engage students.	Teacher uses slides only for structure, students generate discussions.
2. Structured Thinking Integration	Passive students, following rigid lesson plans.	Use Tree Maps, Flow Maps to organize information interactively.	Students engage with Thinking Tools to structure their own learning.
3. Full Thinking Tools Facilitation	Teachers struggle with deep engagement, rely on direct instruction.	Shift to formative assessment using Thinking Tools.	Teacher facilitates, students lead their own learning.

3. Step-by-Step Training for Teachers

Step 1: Modify Your PowerPoint Approach

• Insert Thinking Questions: Instead of presenting information, ask students to compare, classify, sequence, or analyse using Thinking Tools.

Step 2: Use Thinking Maps in Lesson Planning

• Replace pre-made, static lesson plans with Thinking Structures.

Step 3: Facilitate Instead of Dictate

• Guide students through discussions rather than telling them answers.
• Use open-ended questions to promote exploration.
• Instead of explaining a math formula, have students create a thinking maps showing their thought process behind problem-solving.

Step 4: Assess Thinking, Not Just Answers

• Shift from content-based assessment to thinking-based assessment.
• Conduct ‘in-the-moment' formative assessment and summative assessment will look after itself.

4. Overcoming Common Challenges

Challenge	Solution
"I don’t have time to change my teaching style."	Start with small shifts—replace one PowerPoint section per lesson with a Thinking Tools approach
"Students won’t know how to use Thinking Maps."	Model their use in class, provide guided practice, and let students gradually take control.
"I need to cover the curriculum fast."	Thinking Tools help students process and retain information faster than passive listening.

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5. Measuring Teacher Progress

Use the following self-assessment to track progress:

Question	Not Yet	Somewhat	Fully Implemented
I use fewer PowerPoint slides and more student discussion.	☐	☐	☐
My students use Thinking Tools at least once per lesson.	☐	☐	☐
I assess thinking processes instead of just right answers.	☐	☐	☐
Students can independently apply Thinking Tools.	☐	☐	☐

6. Conclusion

By making thinking visible and structured, we create classrooms where students actively process, connect, and apply knowledge, preparing them for a world that values adaptability and critical thinking over memorization.

Notes for school principals and HODs:

Scaling the Thinking Tools Approach

• Provide coaching and peer feedback to refine facilitation skills.
• Develop a school-wide Thinking Tools implementation plan.

• Encourage teachers to reflect on their own teaching practices.
• Provide real-world examples of how Thinking Tools transform learning.
• Foster a growth mindset—this transition takes time but leads to long-term student success.