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Teacher’s Guide CoRT 1 TEACHERS GUIDE FOR CORT 1 TITLE BREADTH THIS BOOK CONTAINS THE FOLLOWING CoRT 1 OVERVIEW LESSON FORMAT LESSON SEQUENCE THE TEN LESSONS 1. PMI : THE TREATMENT OF IDEAS 2. CAF : THE FACTORS INVOLVED 3. RULES 4. C&S : CONSEQUENCES AND SEQUENCE 5. AGO : AIMS GOALS & OBJECTIVES 6. PLANNING 7. FIP : FIRST IMPORTANT PRIORITIES 8. APC : ALTERNATIVES, POSSIBILITIES & CHOICES 9. DECISIONS 10. OPV : OTHER PEOPLES VIEWS THE TEST MATERIAL page 1 © Copyright 2012 Devine Media Ltd All rights reserved CORT 1 OVERVIEW Each of the ten lessons in CoRT 1 is designed to encourage students to broaden their thinking. In the thinking of both children and adults, the dominant fault is the tendency to take too narrow a view. An example of this would be to take up an instant judgment position on an issue. The lessons in CoRT 1 define attention areas into which thinking can be directed: • Looking for plus and minus points • Considering all factors • Consequences • Aims and objectives • Assessing priorities • Taking other people’s views into account By making the deliberate effort during the lessons to direct their thinking towards these areas, students can develop the habit of broadening their thinking. Research has shown that the use of these lessons can have a considerable effect in increasing the number of aspects of a situation that are considered. The term “LESSONS” throughout this web site, refers to the individual subsections of the main CoRT headings. For example CoRT 1, Lesson 6, deals with Planning. Contained within each lesson there are two separate sets of materials, one for the student, and the other for the teacher. page 2 © Copyright 2012 Devine Media Ltd All rights reserved LESSON FORMAT All the CORT ONE lessons are dealt with under the following headings; • INTRODUCTION • PRACTICE SESSIONS • PROCESS • PRINCIPLES • PROJECT ITEMS • DIFFICULTIES CORT 1 - BREADTH The standard lesson format is given below. Some variations will he discussed in connection with the use of the lessons by students of different age and ability. Some alternative formats are also given at the end of this section and other variations are given in the section itself. Teachers are encouraged to develop their own variations. Read “Teachers Variations”. INTRODUCTION Both the teacher’s notes and the student’s notes contain an explanatory introduction which explains very briefly the aspect of thinking that is the subject of the lesson. There is no need for the teacher to read this out unless the students have difficulty in reading. Teachers will give a brief explanation centered on the examples that are given in the student’s notes and sometimes in the teacher’s notes as well. Teachers can add further examples or alter the ones given as wished. This explanation must he brief because time is short and in any case a much fuller discussion takes place in the process section of the lessons. The students can be left to read the introduction in their own notes for themselves whenever they like during the lesson. page 3 © Copyright 2012 Devine Media Ltd All rights reserved PRACTICE SESSIONS The practice items: Each lesson usually contains five practice items. These items provide a direct opportunity for the students to practice the thinking operation which is the basis of the lesson. Normally the teacher would use items 1, 2, and 3 in order but items 4-7 are provided specifically for any teacher who feels that they may be more suited to their own class. In that case these alternative items can be used