Thinking THINKING STRATEGICALLY 1Problem identification Example A student

Thinking

THINKING STRATEGICALLY

1)Problem identification Example: A student assigned to write a paper on a topic of his or her choice. The quality of the outcome in large part depends on the choice of topic; some topics will not help to produce an interesting paper regardless of what one does with them. Although no topic guarantees a good paper, some seem to impede to have a good one.

2)Process selection Example: Consider the steps in writing a research paper on, for example, the declining role of the United States as “the world’s policeman. ” One needs to identify possible relevant sources of information, discarding sources that are irrelevant; seek those sources in libraries or elsewhere; choose from those sources information that is relevant, and ignore information that is irrelevant; evaluate the credibility of the various sources; and so on. Process selection is like problem identification, an important prerequisite for successful problem solving.

3)Representation of information Example: A student collecting information for the paper on the USA as the world’s policeman might organize his or her notes by authors of books and articles, or by topics. The latter organization is usually more effective. Similarly, encoding the information by topic will be much more useful in later recall than encoding the information by author.

4) The strategy formulation Ineffective sequencing of steps can result not only in wasted time and effort, but in a poor product. For example, students often try to write introductions to papers before their research is completed, figuring that although the research may affect the main body of the paper, it should have little or no effect on a section that merely describes the goals and motivations behind the paper. But experienced authors know, goals and motivations often change as a project progresses, and sometimes the resultant paper isn’t anything like the paper one originally intended to write.

5) Allocating resources Poor time allocation may turn a potentially excellent product into a mediocre one. Students commonly allow insufficient time for actually writing a paper. They spend a great deal of time doing research, but then find they do not have enough time to write the kind of paper they would like to write. As a result, the final product does not well represent the effort spent. Examinees who tend to spend too much time on a few items, or who rush through lots of items, are at a disadvantage compared with students who use their time flexibly, spending on a given item the amount of time it deserves-no more or less.

6) Solution monitoring Example: In writing a research paper, it is important to keep track of sources that were already consulted, so as not to waste time reconsulting them. One further needs to keep track of what kinds of information have been collected and what kinds still need to be collected.

7)Evaluation of solution Sensitivity to feedback is a major determinant of a person’s potential to improve his or her work. This ability is probably at least as relevant for future as for present task performance.

Ways of thinking

Critical Thinking Creative Thinking analytic generative convergent divergent judgment suspended judgment objective subjective left brain right brain verbal visual linear associative yes but yes and

Idris and Sid Ali are ten year old twins who go to primary school. Idris has always got good grades and he is loved by his teachers( analytical thinking). Despite of his average grades Sid Ali is gifted in making models using plasticine ( creative thinking). Sid Ali is rather introvert and less self- confident than Idris. In interschool contest Idriss was chosen to participate in the contest, Sid ALI was chosen at the last moment to participate in the artistic activity. The group of Idriss and Ali had an equal average with the other group. The jurors , then, decided to consider the artistic activity to decide about the winner group. The jurors liked Sid Ali’s wonderful models and gave him good grade which enabled his group to win. His teachers were happy and they praised him. Surprisingly, Sid Ali got very good grades in the next exams.

Teachers generally undervalue the students’ creative thinking which cannot be reflected through conventional tests held in our school. One of the missing elements of our system of education is that typically one of these ways is valued in tests and in the classroom (analytical thinking). Yet no one way is any better than the other.

Characteristics of students Analytic High grades High test scores Likes school Liked by teachers “Fits” into school Follows directions Sees flaws in ideas Often prefers to be given direction preferring Analytic, Creative, Practical thinking Practical Moderate to lower grades Moderate test scores Moderate to low grades Often viewed as a pain by teachers Doesn’t fit well into school Doesn’t like to follow directions Likes to come up with own ideas Likes to self directed Often viewed as disconnected Doesn’t fit well into school Moderate to low test scores Feels confined by school Feels bored by school Likes to know what use task and directions serve Likes to apply ideas in a pragmatic fashion Likes to find self in practical settings

Teaching the three ways of thinking

CALSSROOM

Triarchic Theory Subjects Applied to Student Analytic Instruction and Creative Assessment Methods Practical Biology Evaluate the validity of the Bacterial theory of ulcers. Design an experiment to test the bacterial theory of ulcers. How would the bacterial theory of ulcers change Conventional treatment regimens? History How did events in post. World War I Germany lead to the rise of Nazism How might Truman have encouraged the surrender of Japan without dropping the A-bomb? What lessons does Nazism hold for events in Bosnia? Mathematics How is this mathematical proof flawed? Prove-. . How might catastrophe theory be applied to psychology? How is trigonometry applied to construction of bridges?

Therefore, when teaching and evaluating to emphasize analytical abilities, one is asking students to : (a) compare and contrast, (b) analyze, (c) evaluate, (d) critique, (e) ask why, (f) explain why, ( g) explain causes, (h) or evaluate assumptions. Of course, there are other prompts for analytic thinking as well.

When teaching and evaluating for creative abilities, one is asking students to : (a) create, (b) invent, (c) imagine (d) design, (e) show how, (f ) suppose or (g) say what would happen if. . Most teachers find that more of their instruction and evaluation is oriented toward analytic than toward creative abilities.

When teaching and evaluating to emphasize practical abilities, you are asking students to (a) apply, (b) show they can use something, (c) implement, (d) utilize, or (e) demonstrate how in the real world. . Relatively little traditional instruction and evaluation is oriented toward practical abilities, which may be why [students] have so much difficulty applying what they learn in school to their lives outside school.

Of course, there is a fourth kind of instruction and evaluation in our schools, which is actually the kind that predominates in most classrooms. This kind asks students things like (a) who said. . . , (b) summarize, (c) who did. . . , (d) when did. . . , (e) what did. . . , (f)how did. . . , (g) repeat back. . . , and (h) describe

Instruction and evaluation of this kind emphasizes what students know.

By balancing types of instruction and assessment, you reach all students, not just some of them.

The following examples illustrates how can an activity includes three types of thinking. Example: earthquakes 1. Explain what causes an earthquake and why earthquakes are more common in some parts of the world than in others. 2. Imagine that you have been in an earthquake and write a story about it. Include as much detail as you can involving what you have learned about earthquakes. 3. What kinds of things could you do to protect yourself if you were ever in an earthquake? Think about things you could do before, during, and after a quake, and outline an “earthquake preparation” plan.

‘Thinking’ in the curriculum

Despite the differences in the way thinking should be taught, the different views stress the importance of teaching thinking in order to enable learners to be knowledgeable, self determine, strategic, and empathetic.