Consider All Factors

Most people react to a situation based on their immediate awareness of the causes they associated with the matter. However, given time to ponder other aspects of that same situation, other considerations can be identified and included in their causal evaluation of the incident. If taking shortcuts needed to consider multiple perspectives become the norm then rash judgments may result.

Consider All Factors (CAF) is a strategy that directs attention to multiple considerations about a topic. Given a specific amount of time, every possible aspect of a topic is open to consideration rather than settling on the first ideas that pop into one’s mind.

Implementation

 

1. Practicing several CAF operations makes the process easier for students to apply when they encounter a challenge.
2. The more students practice brainstorming, the more factors they will be comfortable adding.
3. They will become more comfortable expanding their lists as they begin to investigate the topics and discover heretofore unknown factors.
4. It takes multiple, carefully implemented opportunities to turn this strategy into a metacognitive practice when faced with new concepts or with thinking that is different than one’s own.

 

Classroom Management

Provide students with a real-world example of how to use Consider All Factors. For example:

A student is invited to a party where he knows practically no one. He or she is reluctant to attend because s/he is a bit shy around strangers or even other students in school s/he does not know well. If s/he considers other factors in that situation, there is a possibility of discovering ways to integrate with the group. Among the factors to consider are these:

• Body language
• Casual greetings
• Safe conversation topics with strangers
• Wearing appropriate attire
• How to make a good first impression
• The impact of smiling
• Identify who will attend that you already know
• Consider why you were invited and by whom
• Recognizing that most people are uncomfortable in “first time” situations.

While some of these factors seem trite or obvious, it is still worthwhile to think about how to address them in this new situation. Does the way you might act when with close friends or family transfer to the upcoming event? If not, how will you address these areas without being phony or insincere? Something as simple as calling friends who are attending to find out what they are wearing and what time they will arrive, can lessen anxiety. You might find that others are equally unsure about the event, or you might find that the event is something you might not want to attend.

By considering multiple factors related to a situation or a topic, a thinker can allay fears, become wise to the reality of the event/topic, identify additional questions, or discover connect related areas not thought of previously.

Next, present students with a course-related topic for which they should follow the same processes as in the previous example. For example: For a social studies project, students complete a CAF on how to help the homeless in their community. Students brainstorm to create a list of possible factors such as:

• Available options to get to a job from a shelter
• Cost of housing for low-income families
• Community kitchens for little or no cost
• Clothing distribution
• Shower/bathing options
• Safety
• Support groups
• Distance to stores from shelters
• Medical services
• Child care

Students investigate all of these factors. During the course of their study, they uncover other factors they have not previously identified.