Six Ways for Improving Thinking Skills (original) (raw)
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THINKING SKILLS TO ENHANCE LEARNING
National Conference on Teaching & Learning in Higher Education
Students at tertiary level are often distinguished by their ability to think, and their thinking processes. This may be illustrated by the way in which they express themselves about a topic by reasoning, logic and argument, especially in a piece of academic writing and oral presentation. Students need thinking skills. These skills are undeniably important for dealing with the demands of the current and future information society, which will be even more complex and demanding. By reviewing some prominent scholars writing on the area, and suggesting some beneficial approach, this article attempts to define thinking skills in brief, review on how it should be taught, demonstrate how it can be embedded in any normal reading and literacy curriculum, alongside exploring recent exposure and approach and suggesting best applications for USIM students in particular and other Malaysian higher education students in general.
USING THINKING SKILLS TO ENHANCE LEARNING
In theory, effective thinking is a trait that is valued by schools at all levels; however, it is a skill that is very rarely taught. Teaching thinking skills explicitly and embedding them into a literacy curriculum can help students become more effective critical and creative thinkers. This article defines thinking skills, describes how they should be taught using the elements of effective skills instruction, and describes 18 specific critical and creative thinking skills that can be used across the curriculum at any level
How Can One Specify and Teach Thinking Skills?
European Journal of Behavior Analysis, 2013
The Mechner Foundation By conceptualizing thinking as a form of behavior, the methods of learning theory become applicable to the teaching of thinking skills. Most thinking skills can then be defined and specified as heuristics that are useful in diverse situations. The many situations and problems, social and other, that a student encounters throughout the day, can be described in terms of the heuristics that would help the student to make the many required small decisions. Such heuristics generally take the form of identifying these situations, as, for instance, "I'm uncomfortable," "I'm faced with a problem," "I'm trying to understand something," and for each such type of situation, to invoke a set of applicable questions like, "Have I seen a similar problem?" "Is the problem worth solving?" "Do I need help?" Each of these heuristics would have follow-on heuristics, thus forming trees that branch. Learning theory provides effective procedures for teaching such decision trees. Once learned and applied repeatedly, heuristics become automatized and increasingly covert until they have turned into habitual thinking patterns. A practical approach to teaching a wide range of thinking skills, including creativity, is to treat thinking skills as heuristics that are learned in overt form and then made covert and automatized by dint of extensive repetition.
Thinking Skills: A Conceptual Framework. A Special Issue of "Noteworthy
1985
The first chapter of this publication, which focuses on a new definition and integration of thinking skills in the curriculum, presents a model that unifies current research and theory with a new understanding of the traditional notion of content and with a different approach to instruction. The model proposed in this chapter synthesizes recent research around three interactive elements, which make up the second through fourth chapters: (1) content thinking, which includes declarative, procedural, and contextual knowledge, and the integration of these elements; (2) reasoning, which consists of transferring content (that is, storage and retrieval of declarative, procedural, and contextural xilowledge), matching these elements with what is already known, and restructuring or producing new knowledge; and (3) learning to learn, which describes attending (paying attention), setting goals, monitoring attitudes, and selfevaluating the thinking processes. The document concludes with a discussion of a few restructuring issues considered necessary for the systematic teaching of thinking skills; specifically, how each of the three thinking skill areas necessitates fundamental changes in schools, testing, evaluation, and the integration of instruction. (EL)
Learning to Think: Thinking to Learn
This is an effective way of improving the connections between both sides of the brain. A series of different exercises can be done to link the left and right hemispheres. The left side of the body is controlled by the right brain, and vice versa. The exercises also improve blood flow to the brain and this supplies the brain with oxygen. They are ideal to use in the classroom to refocus the children and for relaxation and release.
2015
Thinking is what we do best. Our schools used to teach children to think. They don\u27t any more. If you want to improve your critical thinking skills, read this short, fun, easy to read book. Hear yourself think -- Mind control -- New thoughts for old -- Garbage in, garbage out -- Good ideas -- Reading -- Ask the next question -- Sleep on it -- Lying, and other bad habits -- Angry thoughts -- Fallacies -- Advanced thinking -- Changing your mind.https://dc.etsu.edu/etsu\_books/1120/thumbnail.jp
The incorporation of thinking skills in the school curriculum
2004
The focus of current classroom teaching in Malaysia is the utilization of metacognitive strategies especially thinking skills. In fact many educational psychologists argued that thinking skills are important aspects in education (Sternberg, 1990a, l990b). In Malaysia, it is realized that many teachers are not fully capable of incorporating thinking skills in their teaching strategies. Therefore it is the objectives of this study to find out how far students are inculcated with: a) critical thinking; b) creative thinking; and c) divergent/convergent thinking. A research survey was carried out on 387 secondary school students aged between 15–16 years. Results showed that teachers incorporated critical thinking skills, creative thinking skills as well as convergent/divergent thinking skills in their teaching of their subjects. Though this study showed that there is a new trend in teaching and learning where students are actively involved in the learning process, there is plenty of room...
Thinking Skills Frameworks for Use In Education and Training
British educational …, 2005
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post-16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed.
Students at tertiary level are often distinguished by their ability to think, and their thinking processes. This may be illustrated by the way in which they express themselves about a topic by reasoning, logic and argument, especially in a piece of academic writing and oral presentation. Students need thinking skills. These skills are undeniably important for dealing with the demands of the current and future information society, which will be even more complex and demanding. By reviewing some prominent scholars writing on the area, and suggesting some beneficial approach, this article attempts to define thinking skills in brief, review on how it should be taught, demonstrate how it can be embedded in any normal reading and literacy curriculum, alongside exploring recent exposure and approach and suggesting best applications for USIM students in particular and other Malaysian higher education students in general.