GKEB 1072 TASK 2: THINKING SKILLS BY: RACHEL SHANE ANAK RAYMOND
5. REFERENCES INTRODUCTION TO THINKING SKILLS 1. CONTENT: 2.IMPORTANCE OF THINKING SKILLS 3.SELECTED TOOL AND JUSTIFICATION 4.PRODUCT DESCRIPTION
1.INTRODUCTION TO THINKINHG SKILLS According to Cambridge, thinking Skills helps students build a set of transferable skills, such as critical thinking, reasoning, and problem solving, that they can use to tackle a variety of challenging real-world problems. Effective learning, problemsolving, and critical thinking all depend on the development and refinement of thinking skills. There are four thinking skills emphasized which are lateral, critical, creative, and reflective skills. CRITICAL CREATIVE LATERAL REFLECTIVE
Lateral Thinking Lateral thinking is a term coined by Edward de Bono, a psychologist and creativity expert. It refers to a non-linear, unconventional approach to problemsolving and idea generation. Unlike traditional analytical thinking, which follows a step-by-step, logical progression, lateral thinking involves exploring multiple perspectives, breaking free from established patterns, and seeking alternative solutions. Creative Thinking The capacity to develop original and distinctive ideas, solutions, and perspectives is referred to as creative thinking. It entails abandoning conventional ways of thinking and investigating novel options.
Critical Thinking The capacity to develop original and distinctive ideas, solutions, and perspectives is referred to as creative thinking. It entails abandoning conventional ways of thinking and investigating novel options. According to Lai (2011), Critical thinking is important as one of several learning and innovation skills that is necessary to prepare students for post-secondary education and the workforce. Reflective Thinking Reflective thinking is a sophisticated cognitive process that is almost entirely unique to adulthood and adult development (Fischer & Pruyne, 2003). Introspection, analysis, and evaluation of one's thoughts, experiences, and actions are all components of the cognitive process known as reflective thinking. It is a deliberate and methodical approach to comprehending and picking up lessons from earlier events or circumstances. People who use reflective thinking are better able to understand themselves, gain self-awareness, and make wise decisions.
2.IMPORTANCE TO THINKINHG SKILLS For the purpose of identifying, analysing, and solving problems, thinking abilities are crucial. They give people the tools they need to analyse complex problems, weigh their options, and come up with workable solutions. Learning requires the use of critical thinking skills. They enable people to actively engage with information, critically assess it, and effectively apply knowledge. Thinking abilities aid in self-directed and lifelong learning. Thinking abilities help one reflect on and become more aware of oneself. They make it possible for people to evaluate their feelings, behaviours, and thoughts, which promotes improvement and personal growth. Thinking skill improvement is a continuous process that involves practise, reflection, and ongoing education. People can improve their cognitive abilities, broaden their perspectives, and more adeptly negotiate the complexities of life by developing these skills.
3. Selected Tool and Justification: Graphic Organizer Diagram 1 by: TeachThough Staff
Justification Visual tools called graphic organisers aid in the clear and structured organisation and representation of information. They significantly contribute to the improvement of learning, comprehension, and critical thinking. Here are some reasons why graphic organisers are useful. It gives information a visual representation, which helps students comprehend and remember difficult ideas. They assist individuals in making connections, spotting patterns, and understanding relationships between ideas by presenting information in a visual format. Information can be clearly organised using graphic organisers. They aid students in organising and categorising information into manageable units, allowing them to see both the big picture and the details. This organisation improves comprehension and aids in memory retention.
PRODUCT: The creation of graphic organisers can be done by hand or with the aid of digital tools and software. To improve comprehension, organisation, and critical thinking, they are frequently used in classrooms, presentations, notetaking, brainstorming, research, and various learning contexts. Consider the quality of the information as well as its applicability and relevance to your work.
Components of Graphic Organizer Main Idea A main topic or theme is typically where graphic organisers begin. It serves as the organizer's focal point and gives the overall context. Subtopics From the main topic, subtopics or subthemes branch off to represent particular categories or concepts connected to the main theme. These subtopics help organise information into useful sections by establishing a hierarchical structure.
Components of Graphic Organizer Arrows To establish connections and relationships between various elements of the graphic organiser, connecting lines or arrows are used. They demonstrate the connections or relationships between ideas or concepts. Branching Paths From the main topic, subtopics or subthemes branch off to represent particular categories or concepts connected to the main theme. These subtopics help organise information into useful sections by establishing a hierarchical structure.
APPS CAN BE USED TO CREATE GRAPHIC ORGANIZERS
CONCLUSION Using digital tools and software or pen and paper, graphic organisers can be made. To help with comprehension, organisation, and critical thinking, they are frequently used in education, brainstorming sessions, note-taking, research, and problem-solving activities. In conclusion, graphic organisers are crucial tools for improving understanding, critical thinking, and memory recall. They encourage creativity, information processing, and effective communication. Graphic organisers help learning and collaboration in a variety of educational settings by supporting active engagement and accommodating various learning styles.
REFERENCES Cambridge International as & A Level Thinking Skills (9694). Cambridge Assessment International Education. (n.d.). https://www.cambridgeinternational.org/programmesand-qualifications/cambridge-international-as-and-alevel-thinking-skills-9694/ Fischer, K. W., & Pruyne, E. (2003). Reflective thinking in adulthood: Emergence, development, and variation. In Handbook of adult development (pp. 169-198). Boston, MA: Springer Us. Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41. Staff, T. (2021, November 9). What Are The Best Graphic Organizers For Promoting Critical Thinking? TeachThought. https://www.teachthought.com/criticalthinking/best-graphic-organizers/ Taking Notes From Your Reading. (2022, October 21). Taking Notes From Your Reading |UNSW Current Students. https://www.student.unsw.edu.au/notemaking-writtentext` qw