This model approaches the teaching of thinking as a combination of complex cognitive processes rather than as a series of discrete skills. The basic framework is founded on three fundamental concepts required for complex thinking processes:

• differentiating, the ability to delineate, to clarify, to define, to make distinctions, to use language precisely
• distancing, the ability to vary perspectives and to assume and to articulate multiple points of view while suspending judgment
• designing, the ability to construct meaning by developing and interrelating patterns of relationships through one's forming, structuring, ordering, and interpreting of experience

Thinking as Differentiating

5 The student reveals an accurate and complete knowledge and understanding of the topic. He/she reveals an understanding of the organization and structure of the material.

• Identifies, defines, and clarifies attributes of key concepts
• Makes clear distinctions between ideas or elements; appropriately separates topic into its component parts
• Establishes the relationship(s) of the elements to the whole; establishes a framework for essential concepts
• Communicates effectively through specific language, images, explanations, examples, etc.

3 The student reveals an incomplete or faulty knowledge and understanding of certain aspects of the topic. He/she has made an attempt to clarify and specify, but treatment is uneven or inadequate in some areas.

• Though some distinctions are accurately made, important differences are overlooked
• Though the topic is broken down into parts, important parts may be omitted, extraneous ones inserted, or inaccurate relationships presented
• There is inconsistent development of ideas
• Includes hidden assumptions or definitional problems
• Relies too much on generalizations or undefined terms
• An inadequate separation of the elements of the composition mar its organization
• Framework for presentation may be vague or inadequate

1 The student is ineffective in communicating knowledge or understanding of the topic or conveys inaccurate knowledge or misunderstandings of the topic.

• The presentation contains so many errors and inconsistencies that the whole becomes worthless
• Omits necessary identification or definitions of key elements
• Presents a hodge-podge of ideas, inappropriately lumps ideas or elements together without regard to important distinctions
• The topic is treated as a vague whole; no analysis of the topic is evident
• Instead of appropriately developing ideas, the student simply states--or restates--them
• Assumes too much; relies on vacuous generalizations, clichés, obvious "givens"

Thinking as Distancing

5 The student reveals an awareness of the purpose of the presentation, an awareness of the context, and an ability to view the problem/concept from multiple perspectives appropriate to that purpose and that context.

• Fulfills the purpose implied in the task and prompts
• Reveals an appropriate sense of audience
• Reveals an insightful understanding of a larger context
• Reveals an awareness and understanding of more than one viewpoint without losing the focus of the presentation; may consider alternative positions, show two or more sides of the issue, form final judgment from various perspectives, etc.

3 The student partially addresses the task but appears not to understand the purpose, the context, and/or complete intent of the prompt.

• Diction, tone, or choice of subject may reveal a poor sense of audience
• May state a knowledge of alternative viewpoints, but demonstrates a lack of understanding of them
• Too few sides of an issue are examined; focus may be inadequately narrow
• Reveals a limited awareness of context
• Strays from the subject somewhat

1 The student's response is inappropriate to the purpose and/or the context implied or stated in the task or prompt.

• Diction, tone, or choice of subject is not appropriate to the audience
• Reveals an inability to see or to understand multiple perspectives
• Reveals little or no awareness of context
• The presentation has no clear focus

Thinking as Designing

5 The student composes an original, coherent, inclusive, well-organized and meaningful new whole from the critical parts. He/she is in control of the topic.

• Reveals original thinking in the inferences, generalizations, interpretations, relationships, or synthesis presented
• Includes all the essential elements
• Structures clear, meaningful relationships among the concepts
• Engages the interest of the audience

3 The student combines the parts into a whole in a routine or incomplete manner.

• Though some original thinking is evident, the presentation relies heavily on structures, generalizations, interpretations, etc. which were presented in class
• The organization of the presentation may be unbalanced, ineffective, flawed
• The design makes sense but may be missing some key elements

1 The student has not combined the parts into an organized, coherent whole.

• The content of the presentation is a parroting back of material in the same form in which it was presented
• The organization of the presentation lacks a sense of beginning or ending; body lacks order or structure
• There is no discernible pattern, only a fragmented view of scattered information or ideas

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