Intelligence and creativity both impact leadership effectiveness. Leaders need cognitive abilities like problem-solving skills as well as knowledge of their industry. More intelligent leaders tend to learn faster, develop better strategies and solutions, and think more implications of decisions. While intelligence is important, it must be combined with experience, stress tolerance, and emotional intelligence. Creativity in leadership involves generating new ideas and implementing innovations. Leaders can foster creativity by encouraging diverse perspectives, rewarding novel ideas, and empowering followers.
The document outlines a framework of six groups of personal, learning and thinking skills essential for success: managing self; managing relationships; managing learning; independent enquiry; creative thinking; and reflective learning. Each group comprises a focus statement, outcome statements, and examples of how skills are interconnected and applied across different learning contexts from ages 11 to 19.
Preview of Taxonomy of Teaching Learning and Assessing WorkshopDr. N. Asokan
The document discusses learning in higher education. It states that learning involves developing analytical skills, critically evaluating knowledge, and making new connections. It also involves acquiring practical skills, exploring problems, and learning to work in teams. All of this assumes direct human engagement, including teacher-student and peer interactions, as learning often occurs informally through social settings.
The document discusses several learning theories including behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable behaviors and reinforcement, cognitivism emphasizes internal mental processes and knowledge structures, and constructivism involves learners actively constructing knowledge based on their experiences. Different learning theories incorporate instructional strategies like drill and practice, problem-based learning, collaboration, and scaffolding. Theories of cognitive development and elaboration theory are also covered.
The document announces a national live webinar on educational leadership to take place on May 23rd, 2020 from 10am to 12pm. The resource person will be Dr. N. Asokan who will discuss various topics related to career paths, competencies, goals, leadership, and motivation in the teaching profession. The webinar aims to provide guidance to teachers on their professional development from early to senior roles in their careers.
Chapter 6.thinking.learning http://www.cheapassignmenthelp.co.uk/Assignment Help
Dear student, Cheap Assignment Help, an online tutoring company, provides students with a wide range of online assignment help services for students studying in classes K-12, and College or university. The Expert team of professional online assignment help tutors at Cheap Assignment Help .COM provides a wide range of help with assignments through services such as college assignment help, university assignment help, homework assignment help, email assignment help and online assignment help. Our expert team consists of passionate and professional assignment help tutors, having masters and PhD degrees from the best universities of the world, from different countries like Australia, United Kingdom, United States, Canada, UAE and many more who give the best quality and plagiarism free answers of the assignment help questions submitted by students, on sharp deadline. Cheap Assignment Help .COM tutors are available 24x7 to provide assignment help in diverse fields - Math, Chemistry, Physics, Writing, Thesis, Essay, Accounting, Finance, Data Analysis, Case Studies, Term Papers, and Projects etc. We also provide assistance to the problems in programming languages such as C/C++, Java, Python, Matlab, .Net, Engineering assignment help and Finance assignment help. The expert team of certified online tutors in diverse fields at Cheap Assignment Help .COM available around the clock (24x7) to provide live help to students with their assignment and questions. We have also excelled in providing E-education with latest web technology. The Students can communicate with our online assignment tutors using voice, video and an interactive white board. We help students in solving their problems, assignments, tests and in study plans. You will feel like you are learning from a highly skilled online tutor in person just like in classroom teaching. You can see what the tutor is writing, and at the same time you can ask the questions which arise in your mind. You only need a PC with Internet connection or a Laptop with Wi-Fi Internet access. We provide live online tutoring which can be accessed at anytime and anywhere according to student’s convenience. We have tutors in every subject such as Math, Chemistry, Biology, Physics and English whatever be the school level. Our college and university level tutors provide engineering online tutoring in areas such as Computer Science, Electrical and Electronics engineering, Mechanical engineering and Chemical engineering. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
Gestalt methodolgies in organisation researchasg03
This is our (Lars Marmgren and Anette Strömberg) preliminar thoughts about how it can be useful to introduce Gestalt methods in origanisational research and what implications it leads to.
Intelligence and creativity both impact leadership effectiveness. Leaders need cognitive abilities like problem-solving skills as well as knowledge of their industry. More intelligent leaders tend to learn faster, develop better strategies and solutions, and think more implications of decisions. While intelligence is important, it must be combined with experience, stress tolerance, and emotional intelligence. Creativity in leadership involves generating new ideas and implementing innovations. Leaders can foster creativity by encouraging diverse perspectives, rewarding novel ideas, and empowering followers.
The document outlines a framework of six groups of personal, learning and thinking skills essential for success: managing self; managing relationships; managing learning; independent enquiry; creative thinking; and reflective learning. Each group comprises a focus statement, outcome statements, and examples of how skills are interconnected and applied across different learning contexts from ages 11 to 19.
Preview of Taxonomy of Teaching Learning and Assessing WorkshopDr. N. Asokan
The document discusses learning in higher education. It states that learning involves developing analytical skills, critically evaluating knowledge, and making new connections. It also involves acquiring practical skills, exploring problems, and learning to work in teams. All of this assumes direct human engagement, including teacher-student and peer interactions, as learning often occurs informally through social settings.
The document discusses several learning theories including behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable behaviors and reinforcement, cognitivism emphasizes internal mental processes and knowledge structures, and constructivism involves learners actively constructing knowledge based on their experiences. Different learning theories incorporate instructional strategies like drill and practice, problem-based learning, collaboration, and scaffolding. Theories of cognitive development and elaboration theory are also covered.
The document announces a national live webinar on educational leadership to take place on May 23rd, 2020 from 10am to 12pm. The resource person will be Dr. N. Asokan who will discuss various topics related to career paths, competencies, goals, leadership, and motivation in the teaching profession. The webinar aims to provide guidance to teachers on their professional development from early to senior roles in their careers.
Chapter 6.thinking.learning http://www.cheapassignmenthelp.co.uk/Assignment Help
Dear student, Cheap Assignment Help, an online tutoring company, provides students with a wide range of online assignment help services for students studying in classes K-12, and College or university. The Expert team of professional online assignment help tutors at Cheap Assignment Help .COM provides a wide range of help with assignments through services such as college assignment help, university assignment help, homework assignment help, email assignment help and online assignment help. Our expert team consists of passionate and professional assignment help tutors, having masters and PhD degrees from the best universities of the world, from different countries like Australia, United Kingdom, United States, Canada, UAE and many more who give the best quality and plagiarism free answers of the assignment help questions submitted by students, on sharp deadline. Cheap Assignment Help .COM tutors are available 24x7 to provide assignment help in diverse fields - Math, Chemistry, Physics, Writing, Thesis, Essay, Accounting, Finance, Data Analysis, Case Studies, Term Papers, and Projects etc. We also provide assistance to the problems in programming languages such as C/C++, Java, Python, Matlab, .Net, Engineering assignment help and Finance assignment help. The expert team of certified online tutors in diverse fields at Cheap Assignment Help .COM available around the clock (24x7) to provide live help to students with their assignment and questions. We have also excelled in providing E-education with latest web technology. The Students can communicate with our online assignment tutors using voice, video and an interactive white board. We help students in solving their problems, assignments, tests and in study plans. You will feel like you are learning from a highly skilled online tutor in person just like in classroom teaching. You can see what the tutor is writing, and at the same time you can ask the questions which arise in your mind. You only need a PC with Internet connection or a Laptop with Wi-Fi Internet access. We provide live online tutoring which can be accessed at anytime and anywhere according to student’s convenience. We have tutors in every subject such as Math, Chemistry, Biology, Physics and English whatever be the school level. Our college and university level tutors provide engineering online tutoring in areas such as Computer Science, Electrical and Electronics engineering, Mechanical engineering and Chemical engineering. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
Gestalt methodolgies in organisation researchasg03
This is our (Lars Marmgren and Anette Strömberg) preliminar thoughts about how it can be useful to introduce Gestalt methods in origanisational research and what implications it leads to.
Problem-based learning (PBL) is a pedagogical approach where students learn through solving open-ended problems. In PBL, students work collaboratively in small groups to identify learning needs and find information to solve problems. The instructor acts as a facilitator rather than lecturer. PBL aims to develop students' critical thinking, collaboration skills, and self-directed learning. It is used in teacher education to model how students may apply PBL in their own teaching by engaging them in authentic problems and gradually reducing guidance. While challenging to implement, PBL is believed to increase engagement and transfer of learning by simulating real-world problem solving.
ABSTRACT: Creative activity can be defined as a contradiction to a mannerist, stereotyped activity based on repetition of known things from the past. Essentially this is an activity that brings new, up to now non-existing products and valuable work for a society.
Higher order thinking skills involve critical, logical, reflective, metacognitive, and creative thinking. Effective teaching strategies include modeling thinking skills, scaffolding lessons, and using small group work and feedback. Higher order skills should be assessed through unfamiliar tasks that require prior knowledge, and can be measured through selection, generation, and explanation responses.
Dr.N.Asokan, Entrepreneur Characteristics, Purpose, Fanatic Discipline, Life Long Self Learning, Competency, Service Mindset, Personal Mastery, High Energy, Trusted Relationship, Story Telling, System Thinking, Mentor, Grey Area, Complexity
Simplicity, MACAPPSTUDIO, Rethink
Competences represent the effective application of knowledge and skills in specific contexts. They transcend knowledge and skills to explain how knowledge and skills are applied effectively. Competences involve conscious and intentional decision making that combines knowledge, cognitive skills, and attitudes. Competences have both a mental component involving thought and a behavioral component involving competent performance, with competent behavior always associated with conscious thinking. Competences are difficult to directly assess but are typically described in terms of observable behaviors in defined situations.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
convergent thinking (coming closer together or tend to meet at a point)Dr Rajesh Verma
Convergent thinking is cognitive activity that narrows down to the best possible solution”.
“Convergent thinking refers to thinking that is required to solve problems which have only one correct answer”, (Solso, 2006).
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
This document provides strategies and information for teaching critical thinking skills in the classroom. It discusses defining critical thinking and identifying the key concepts in one's course. It also addresses how students' mental structures focus more on memorization than critical thinking. The document outlines Perry's theory of intellectual development and definitions of learning. It then defines and provides examples of critical thinking skills like interpretation, analysis, evaluation, inference, explanation, and self-regulation. It emphasizes the importance of knowledge, critical thinking dispositions, and designing teaching experiences focused on questioning, problem-solving and thinking. Overall, the document aims to help educators design their courses to enhance students' critical thinking abilities.
This document provides an overview of problem solving and creative thinking. It discusses key concepts like thinking, problem solving strategies, obstacles to problem solving like mental set, and the stages of creative thinking. It contrasts the approaches of novice and expert problem solvers. The document contains examples and figures to illustrate concepts like functional fixedness, the problem cycle, and means-ends analysis. It aims to explain problem solving and creativity as important cognitive processes.
21st Century Skill “Problem Solving”: Defining the ConceptMd. Mehadi Rahman
Only knowledge is not sufficient to make students succeed in the world. Students need
to attain 21st century skills like problem-solving, creativity, innovation, metacognition,
communication etc. to endure in the modern world. Problem-solving skill is one of the
fundamental human cognitive processes. Whenever students face a situation where they do not
know the way to complete a task, the problem occurs. Problem-solving is a process, which
involves systematic observation and critical thinking to find an appropriate solution or way to
reach the desired goal. The framework of problem-solving consisted of two major skills:
observation and critical thinking skill. Observation skill refers to collecting data, understanding
and interpreting the meaning of the information using all the senses. Critical thinking involves
the individual’s ability to do the following: conceptualizing, logical reasoning, applying strategy,
analytical thinking, decision making and synthesizing to solve any problem.
Handout: To Be a Reflective Evaluation PractitionerTiffany Smith
A handout from the AEA 2015 multipaper presentation "To Be a Reflective Evaluation Practitioner: Framing Reflection as a Self-Oriented and Collaborative Practice".
Motivation is important for instructional design. Two major models for integrating motivation are Keller's ARCS model and Wlodkowski's time-continuum model. ARCS involves analyzing learner motivation and prescribing tactics. The time-continuum model prescribes tactic types at different instructional stages. Future trends include adaptive games that assess learner motivation and tailor support. Project-based learning engages motivation by making tasks authentic. Motivation research also analyzes how emotions like fear and pleasure impact learning. Instructional designers must understand motivation concepts and apply systematic processes to address learner motivation.
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
This document outlines the agenda for a graduate teaching assistant's class on creating an effective learning environment. The agenda includes reviewing motivation theories and classroom management strategies, having students brainstorm rules and expectations, and engaging them in decision making and problem solving activities related to instructional challenges. Students are prompted to consider how they can relate lesson content to their students' lives and accommodate different achievement levels. The document provides information on concepts like operant conditioning, cognitive development, problem solving versus decision making, and using artifacts to demonstrate knowledge.
Critical Thinking Definition, Components, and Exploration | Enterprise WiredEnterprise Wired
Critical thinking goes beyond rote memorization; it involves the skill of analyzing, evaluating, and synthesizing information to make informed decisions.
Problem-based learning (PBL) is a pedagogical approach where students learn through solving open-ended problems. In PBL, students work collaboratively in small groups to identify learning needs and find information to solve problems. The instructor acts as a facilitator rather than lecturer. PBL aims to develop students' critical thinking, collaboration skills, and self-directed learning. It is used in teacher education to model how students may apply PBL in their own teaching by engaging them in authentic problems and gradually reducing guidance. While challenging to implement, PBL is believed to increase engagement and transfer of learning by simulating real-world problem solving.
ABSTRACT: Creative activity can be defined as a contradiction to a mannerist, stereotyped activity based on repetition of known things from the past. Essentially this is an activity that brings new, up to now non-existing products and valuable work for a society.
Higher order thinking skills involve critical, logical, reflective, metacognitive, and creative thinking. Effective teaching strategies include modeling thinking skills, scaffolding lessons, and using small group work and feedback. Higher order skills should be assessed through unfamiliar tasks that require prior knowledge, and can be measured through selection, generation, and explanation responses.
Dr.N.Asokan, Entrepreneur Characteristics, Purpose, Fanatic Discipline, Life Long Self Learning, Competency, Service Mindset, Personal Mastery, High Energy, Trusted Relationship, Story Telling, System Thinking, Mentor, Grey Area, Complexity
Simplicity, MACAPPSTUDIO, Rethink
Competences represent the effective application of knowledge and skills in specific contexts. They transcend knowledge and skills to explain how knowledge and skills are applied effectively. Competences involve conscious and intentional decision making that combines knowledge, cognitive skills, and attitudes. Competences have both a mental component involving thought and a behavioral component involving competent performance, with competent behavior always associated with conscious thinking. Competences are difficult to directly assess but are typically described in terms of observable behaviors in defined situations.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
convergent thinking (coming closer together or tend to meet at a point)Dr Rajesh Verma
Convergent thinking is cognitive activity that narrows down to the best possible solution”.
“Convergent thinking refers to thinking that is required to solve problems which have only one correct answer”, (Solso, 2006).
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
This document provides strategies and information for teaching critical thinking skills in the classroom. It discusses defining critical thinking and identifying the key concepts in one's course. It also addresses how students' mental structures focus more on memorization than critical thinking. The document outlines Perry's theory of intellectual development and definitions of learning. It then defines and provides examples of critical thinking skills like interpretation, analysis, evaluation, inference, explanation, and self-regulation. It emphasizes the importance of knowledge, critical thinking dispositions, and designing teaching experiences focused on questioning, problem-solving and thinking. Overall, the document aims to help educators design their courses to enhance students' critical thinking abilities.
This document provides an overview of problem solving and creative thinking. It discusses key concepts like thinking, problem solving strategies, obstacles to problem solving like mental set, and the stages of creative thinking. It contrasts the approaches of novice and expert problem solvers. The document contains examples and figures to illustrate concepts like functional fixedness, the problem cycle, and means-ends analysis. It aims to explain problem solving and creativity as important cognitive processes.
21st Century Skill “Problem Solving”: Defining the ConceptMd. Mehadi Rahman
Only knowledge is not sufficient to make students succeed in the world. Students need
to attain 21st century skills like problem-solving, creativity, innovation, metacognition,
communication etc. to endure in the modern world. Problem-solving skill is one of the
fundamental human cognitive processes. Whenever students face a situation where they do not
know the way to complete a task, the problem occurs. Problem-solving is a process, which
involves systematic observation and critical thinking to find an appropriate solution or way to
reach the desired goal. The framework of problem-solving consisted of two major skills:
observation and critical thinking skill. Observation skill refers to collecting data, understanding
and interpreting the meaning of the information using all the senses. Critical thinking involves
the individual’s ability to do the following: conceptualizing, logical reasoning, applying strategy,
analytical thinking, decision making and synthesizing to solve any problem.
Handout: To Be a Reflective Evaluation PractitionerTiffany Smith
A handout from the AEA 2015 multipaper presentation "To Be a Reflective Evaluation Practitioner: Framing Reflection as a Self-Oriented and Collaborative Practice".
Motivation is important for instructional design. Two major models for integrating motivation are Keller's ARCS model and Wlodkowski's time-continuum model. ARCS involves analyzing learner motivation and prescribing tactics. The time-continuum model prescribes tactic types at different instructional stages. Future trends include adaptive games that assess learner motivation and tailor support. Project-based learning engages motivation by making tasks authentic. Motivation research also analyzes how emotions like fear and pleasure impact learning. Instructional designers must understand motivation concepts and apply systematic processes to address learner motivation.
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
This document outlines the agenda for a graduate teaching assistant's class on creating an effective learning environment. The agenda includes reviewing motivation theories and classroom management strategies, having students brainstorm rules and expectations, and engaging them in decision making and problem solving activities related to instructional challenges. Students are prompted to consider how they can relate lesson content to their students' lives and accommodate different achievement levels. The document provides information on concepts like operant conditioning, cognitive development, problem solving versus decision making, and using artifacts to demonstrate knowledge.
Critical Thinking Definition, Components, and Exploration | Enterprise WiredEnterprise Wired
Critical thinking goes beyond rote memorization; it involves the skill of analyzing, evaluating, and synthesizing information to make informed decisions.
This document discusses competency development. It begins with an introduction to competencies, defining them as behaviors encompassing knowledge, skills, and attributes required for successful performance. It then discusses a global competency model, explaining that competency models delineate the specific mix of knowledge, skills, and attributes needed for a role. The document outlines five core competencies - cultural intelligence, innovation, sustainability, emotional intelligence, and continuous learning. It provides descriptions of each competency and their components. The document concludes with discussing competency assessment and development steps individuals can take.
This document is a self-reflection portfolio by Nur Zulaika binti Saaban about her critical thinking course project. It discusses what she learned about critical and creative thinking skills, the process of problem identification and formulation, and how working with peers helped her progress. She reflects on her strengths like communication, areas for improvement like time management, and values the emphasis on introspection and teamwork in developing her skills.
1. The document discusses reflective practice in teaching, where teachers systematically analyze their lessons and student responses to improve their teaching methods over time.
2. A reflective practitioner is someone who regularly looks back on their work to evaluate what went well and how it could be improved. Reflective teaching involves collecting information about classroom experiences and analyzing it to identify strengths and areas for growth.
3. Characteristics of a reflective teacher include being purposeful and active in their instruction, open to individual student needs, sympathetic to student perspectives, patient, flexible, self-aware, and focused on both teaching methods and student outcomes.
The document discusses the importance of reflective practice in integrating nursing theory and practice. Reflective practice requires facilitating student reasoning to recognize ambiguity in clinical settings. Several models of reflective practice are presented, including Schon's reflection-in-action and reflection-on-action, Gibbs' six step model, and the reflective teacher model which emphasizes developing teachers as reflective practitioners.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
The document outlines a framework of six groups of personal, learning and thinking skills essential for success: managing self; managing relationships; managing learning; independent enquiry; creative thinking; and reflective learning. Each group comprises a focus statement, outcome statements, and examples of how the skills are used. The skills are interconnected and students draw on multiple groups in various learning experiences.
This document discusses different theories and aspects of learning. It begins by defining learning as a relatively permanent change in behavior, knowledge, or understanding. It then covers different types of learning processes like formal, spontaneous, and incidental learning.
The document also discusses key learning theories including behaviorism, which focuses on conditioning, and social learning theory, which emphasizes learning from others. Specifically, it outlines classical and operant conditioning. It then covers cognitive theories of learning and different learning styles like converging, diverging, assimilating, and accommodating styles.
Finally, the document discusses facilitating learning in organizations through coaching, mentoring, and the GROW model. It also covers applying learning theory to self development, developing
Thinking Effectively & Critically
Do you wonder what it means to be a critical thinker?
Many of your assignments will require you to use higher level thinking skills. This workshop will help you rewire your brain and more effectively use new information and your current knowledge to maximize your success as a student.
Ritchhart (2007) Education Quarterly Australia 1 The.docxWilheminaRossi174
Ritchhart (2007) Education Quarterly Australia
1
The Seven Rʼs of a Quality Curriculum
Ron Ritchhart
Project Zero, Harvard Graduate School of Education
To teach for understanding, teachers must be able to identify the big
ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding
performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what I
call the enacted curriculum.
Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the
opportunity to reflect on the qualities that make an activity, a unit, a
curriculum something that effectively engages students in developing a
deeper understanding. Seven common criteria emerge: rigorous,
rewarding, real, requires independence, rich in thinking, revealing, and
reflective. I present these here as guidelines for the planning, enacting,
and evaluating of a curriculum focused on understanding.
Ritchhart (2007) Education Quarterly Australia
2
Rigorous
What does it mean for a curriculum itself to be rigorous? For a task or a
lesson? Rather than think of difficulty, I think in terms of affordances. A
rigorous curriculum embodies and affords students opportunities to
develop a deeper understanding and not just show what they already
know. Too often curricula state carefully defined objectives that put an
unintentional cap on students’ understanding and obscure the big ideas of
the discipline, leading to superficial coverage. A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome.
When I look at an activity a class is to do, I ask myself, “How can
students further their learning of big disciplinary ideas through this task?
How does this task launch the learning but avoid truncating it?” I also
ask myself if students can do a particular task without understanding, by
merely walking through the steps or repeating back information. If so,
that performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which individuals
gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and ho.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Presentation based on paper submitted to a Work-Integrated Learning (WIL) conference, co-authored with Bhavana Mehta.
Paper published in the proceedings was substantially cut, losing important details. Interested individuals should contact me for detail on the Critical Thinking curriculum and assessment regime / scales.
Where large organizations make an effort to boost knowledge sharing, the solutions they fabricate can aggravate problems. Designing jobs for knowledge behaviors and recruiting people who are positive about sharing to start with will boost knowledge stocks and flows at low cost.
This white paper discusses learning agility, which is defined as an individual's willingness and ability to learn throughout their career. It explores a learning agility assessment that measures five facets: innovating, performing, reflecting, risking, and defending. High learning agile individuals tend to be more extroverted, original, focused, and resilient. They are less defensive and more open to feedback. The paper provides tips for developing learning agility, such as challenging assumptions, experimenting with new ideas, reflecting on experiences, and volunteering for ambiguous roles.
This white paper discusses learning agility, which is defined as an individual's willingness and ability to learn throughout their career. It explores a learning agility assessment that measures five facets: innovating, performing, reflecting, risking, and defending. High learning agile individuals tend to be more extroverted, creative, focused, and resilient. They are less defensive and more open to feedback. The paper provides tips for developing learning agility, such as challenging assumptions, experimenting with new ideas, reflecting on experiences, and volunteering for ambiguous roles.
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
This document describes 16 habits of mind that are indicative of intelligent problem solving. It discusses how intelligent people behave when faced with problems that don't have immediately apparent solutions. Some of the key habits of mind mentioned include persisting through challenges, managing impulsivity by thinking before acting, and listening to others with understanding and empathy. The document provides examples of these habits and how they are employed by effective problem solvers.
Similar to Reasoning, Judgement, and Reflective Action (RJRA), with Kung Fu Panda (20)
This document introduces a four pillar model of Applied Practice. The four pillars are: Adult Learning Theory, Experiential Learning Theory, Transformational Learning Theory, and Workplace Learning Theory. These pillars provide theoretical foundations for work experience learning programs. The model aims to narrow the gap between theory and practice in higher education by more fully integrating academic study and practical work experiences through reflection. The document discusses each pillar in depth and their relationships to establish Applied Practice as a defensible means for building 21st century skills.
The document describes an orientation activity for an EMBA and BSBA program that uses "The Orange Metaphor" to teach systems thinking and process thinking. Participants are split into teams and tasked with listing all the parts of the orange system from growth to consumption. They then reflect on what they learned about systems, processes, themselves, and their teammates through the activity. The goal is to provide an unconventional learning experience compared to typical activities.
The document discusses knowledge ecology, defined as the dynamic interacting elements involved in knowledge and capability building that contribute to the sustainable evolution of a community. It notes that knowledge ecology is a complex adaptive system. Key aspects include it being dynamic, evolutionary, resilient, focused on learning and capability building, and interconnected. The biggest challenge is objectively confronting what we know and how we approach learning, including identifying what impedes learning and changing.
Faculty Teaching and Learning Seminar - ESPJay Hays
This document provides an overview of a faculty teaching and learning seminar focused on engaging students productively. The session aims to facilitate discussion around student engagement and provide practical examples of engaging teaching methods through highly interactive activities. Participants will share experiences, discover engaging teaching methods they already employ, experience a "flipped classroom" approach, and gain inspiration to make their own lessons more engaging. Key principles of student engagement discussed include the importance of novelty, variety, connecting to students' experiences, and reducing direct instruction in favor of active learning approaches.
1. Students will independently create a causal loop diagram on a topic of interest using note cards, sticky notes, or presentation software. They will then present their diagram to peers.
2. During the presentation, the student will identify the role of each variable, explain the relationships between variables, and share any questions. Peer coaches will ask questions to understand the dynamics and identify other possible variables or relationships.
3. Peer coaches will provide feedback to the presenter using critical questions about the introduction, map structure, variable clarity, relationship logic, and completeness of the causal loop diagram.
The document describes an exercise called "The Traffic Metaphor" that is used to improve team dynamics. It uses traffic behaviors as metaphors for problematic behaviors in teams. Participants identify behaviors like tailgating and not signaling that impede teamwork. They then find analogous behaviors in their own interactions. Finally, participants establish new "rules of the road" to improve collaboration and hold each other accountable. The goal is to have a playful yet insightful way to surface issues and agree on solutions.
It takes two to effectively communicate, just as it takes two to dance the tango. Communication, like dancing, requires a sender and receiver who are fully present and attentive to subtle cues. To communicate well, partners must be aware of each other and the message, and respond appropriately without words. When issues disrupt the connection between communicators, the interaction breaks down, just as mistakes can disrupt a dance. Effective communication and dancing both require skill, practice and awareness of one's partner.
This document describes an exercise called the Human Body Metaphor that is used to teach systems thinking. The exercise divides participants into groups representing different body subsystems like the circulatory or digestive systems. Each group presents on their subsystem's parts, functions, importance, and interrelationships to illustrate how complex systems work. The objectives of the exercise are to increase awareness of systems thinking principles like interdependence, reinforce that systems seek balance through adaptation, and get participants interacting in a fun, engaging way.
Systems Thinking, Human Body Metaphor, and Causal Loop DiagrammingJay Hays
The document discusses systems thinking and causal loop diagramming. It defines a system as a set of interrelated and interdependent elements forming a whole. It then provides examples of systems like the human body and organizations. The human body is described as a system comprised of major subsystems like the musculoskeletal, cardiovascular, and nervous systems. An organization is described as an open system that takes in inputs, transforms them, and produces outputs through its subsystems. The key aspects of systems discussed are that they are purposeful, have established arrangements and interrelationships among elements, and seek dynamic equilibrium through feedback.
The formal written proposal incorporates the student's semester work, including their research question, context analysis, methodology, and inclusion of kaupapa Maori principles. The proposal defends the project methodology based on a comparison of data methods and a review of literature and local data. Ethical considerations like conflicts of interest must also be addressed. The proposal is written for actual stakeholders, such as managers and funding authorities, as if seeking their approval. Where possible, stakeholder feedback will be incorporated into assessing the written component and the student's final reflective overview.
The document provides guidance for a 1500-word written context analysis report. It instructs students to analyze their practice area by framing a research question and conducting an in-depth analysis of the context using the Context Analysis Model, which examines various lenses such as economy, environment, social factors, technology, organizational structure, politics, sustainability, knowledge management, and stakeholders. The report should conclude with interpretations of the analysis and justify how the intended approach follows from the insights gained. The context analysis will then be incorporated into a subsequent project proposal.
The document provides guidance for an initial reflective journal entry as part of an Applied Practice programme. It outlines key elements that should be addressed in the reflection such as insights gained from previous courses, learning aims for the current course, a self-assessment of collaboration skills, and an initial statement of an identified problem or opportunity within the student's practice area. It includes provoking questions to help structure the reflection and assessments of different aspects of the reflection related to addressing the prompts, demonstrating evolution of thinking, awareness of context, and self-assessment of collaboration.
This document provides guidance for a 1500-word final reflective journal entry. The reflection should demonstrate self-awareness and critique through discussion of major lessons learned, feedback received, accomplishments, challenges, how the student would approach things differently, and observations of others. The reflection should balance internal thoughts with external behaviors and consider how perceptions influence problem-solving and decision-making. Students can choose to write or present their reflection creatively through video or other format. Assessors will evaluate the reflection's depth of analysis, breadth of topics covered, specificity of details, and authenticity. An outline is provided to guide students in addressing their personal learning journey, applications of knowledge, learning challenges, feedback, and insights about others.
The document discusses the "Journey Metaphor" as a tool for communicating about organizational change. It uses the language of exploration to help prepare people for an unpredictable change process. The metaphor frames change as a journey where employees are navigators guiding the ship rather than passive passengers. It then provides details on how to apply the metaphor, including defining the destination, selecting explorers, establishing infrastructure, and dividing labor among sub-teams once the journey begins. The goal is to use the metaphor to increase predictability, focus, and involvement during times of organizational change.
James Cook led three major expeditions to explore uncharted territories around the world. His first voyage from 1768-1771 was to observe the transit of Venus and search for a southern continent. He sailed to Tahiti, New Zealand, Australia, and proved that no large southern continent existed. During this journey, Cook mapped both islands of New Zealand and the eastern coast of Australia, claiming the land for Britain. The expedition circumnavigated the globe and returned to England after almost three years at sea.
This document outlines how students will be assessed on their collaboration throughout the semester. Students will collaborate with classmates and instructors on various aspects of the course, which will make up 10% of their overall grade. Collaboration is an essential part of the course as it reflects kaupapa Maori philosophy and practices that are considered key to practice in New Zealand. Students will be assessed by themselves and their peers on their collaborative contributions using a provided template.
Compare and Contrast Suitable Methods of Data Rubric 1Jay Hays
The document provides guidance for a written report assessing suitable data gathering methods for a project. Students must compare and contrast at least two relevant methods, outlining the advantages and disadvantages of each. To support the proposed methods, students must cite literature showing the methods' efficacy in similar contexts. The report introduction should provide background on the professional context and identify what the project aims to study. The analysis must thoroughly examine the methods, and rationale for choosing them must be clearly defended by referring to the specific context and supporting data/literature. Conclusions should definitively recommend methods based on preceding discussion and analysis.
The document provides an overview of the 8002 Research Question course, including its vision, purpose, assessments, and weekly schedule. The key points are:
1. The course emphasizes collaboration, community engagement, and contribution through activities like study groups. Reflection is also emphasized to deepen learning.
2. There are two major assessments - a portfolio worth 40% comprising reflection and a methods analysis, and a project proposal worth 60% comprising context analysis, a proposal, presentation, and reflection.
3. The weekly schedule outlines the phases of the course aligned with assessment components, with collaboration occurring throughout.
The document discusses the art and science of qualitative interviewing. It states that interviewing requires creativity, originality, spontaneity, flexibility, finesse and subtlety as an art form, but it is also based on mechanics, engineering, communication, logic, method and discipline as a science. The document then explores Zen concepts that are relevant to interviewing such as simplicity, richness found in silence, empathy, mindfulness, impermanence and non-attachment. It describes how interviews have a life and journey of their own and require balancing agendas with relationships in a process that can be unpredictable but requires control.
Hays - The Predictable Failure of Strategic PlanningJay Hays
This document discusses why strategic planning often fails in organizations. It argues that strategic planning is oversimplified and fails to consider all relevant variables and perspectives due to time pressures. Implementation of strategic plans is also often short-changed by not providing adequate resources or commitment. As a result, plans are not given enough time to succeed or fail, leading to a cycle of perceived failures, cynicism, and diminished efforts. The author argues that for strategic planning to be effective, employees need to be more involved in the planning process so they understand the rationale and have context, rather than just being expected to implement plans from the top-down without involvement.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Reasoning, Judgement, and Reflective Action (RJRA), with Kung Fu Panda
1.
2. A Model for Curriculum Innovation and Proposed
Collaborative Research in the Pacific Region
Reasoning, Judgement, and Reflective Action
Jay Hays
Pacific Research Symposium
26 November 2014
4. Presentation built on a draft research
brief that outlines a proposed study
and presents review of the literature.
Research brief began in another life as a
plan for a cross-cultural study of post-
graduate management and MBA students
in Australia and Malaysia.
Research team members have all relocated
interstate or internationally.
5. I come before you today seeking
individuals and teams who might
like to “spin off” our original
proposal and
conduct one or
more studies in
New Zealand and
the Asia-Pacific
region.
6. Study involves development and
validation of:
•An instructional unit for RJRA
•An evaluation regime (measures and
process) permitting baseline and post-
intervention assessment
7. At the centre of the study is
a proposed model for RJRA.
10. Elements are individually (and
sometimes partially collectively)
the focus of instruction, touted
as skills graduates will possess,
and sought by stakeholders.
They are generally dealt with discretely in the
literature, if attended to with any rigour at all.
11. While reasonable from an instructional
(and research) point of view, this treatment
of elements in isolation is problematic,
reducing:
• appreciation of the systemic nature of RJRA
• opportunities to leverage holistic learning.
The elements operate synergistically in
concert.
12. The study is founded on the belief
that most individuals capable of
university study can develop
higher-order
thinking cap-
abilities, and that these capabilities
can be measured in meaningful and
credible ways.
13. While emphasising higher-order thinkingWhile emphasising higher-order thinking
capacities, we are not merely concernedcapacities, we are not merely concerned
with fulfilling cognitive potential in termswith fulfilling cognitive potential in terms
of thought, but also of demonstrating itsof thought, but also of demonstrating its
outcome in practice—in effective, ethical,outcome in practice—in effective, ethical,
and sustainable behaviour.and sustainable behaviour.
14. We want to see, for example, effectiveWe want to see, for example, effective
problem-solving, decision-making,problem-solving, decision-making,
planning, and implementation inplanning, and implementation in
authentic settings.authentic settings.
This is especially important in anThis is especially important in an
institution promoting applied practice.institution promoting applied practice.
15. I’m really in to this.
Unconsciously, RJRA has
permeated my thinking and
teaching.
17. Critical Thinking is an assessment and inquiryCritical Thinking is an assessment and inquiry
process needed to solve problems and makeprocess needed to solve problems and make
decisions where no definitive answer may exist.decisions where no definitive answer may exist.
It is, thus, related to judgement: one must comeIt is, thus, related to judgement: one must come
to a reasoned and defensible conclusion—theto a reasoned and defensible conclusion—the
best possible solution or decision givenbest possible solution or decision given
information available at the time.information available at the time.
Critical Thinking is a search for truth.
18. Qualities of a critical thinker include:Qualities of a critical thinker include:
Raises questions and problems, formulating themRaises questions and problems, formulating them
clearly and precisely.clearly and precisely.
Gathers and assesses relevant information.Gathers and assesses relevant information.
Comes to well-reasoned conclusions and thenComes to well-reasoned conclusions and then
tests them out against relevant standards.tests them out against relevant standards.
Thinks open-mindedly about alternative systemsThinks open-mindedly about alternative systems
of thought and seeks alternative perspectives, andof thought and seeks alternative perspectives, and
assesses their assumptions, implications, andassesses their assumptions, implications, and
practical consequences.practical consequences.
Communicates with others effectively inCommunicates with others effectively in
determining solutions to complex problems.determining solutions to complex problems.
19. Qualities of a critical thinker include:Qualities of a critical thinker include:
THEY HAVE A DESIRE TO THINK AND THETHEY HAVE A DESIRE TO THINK AND THE
DISCIPLINE, PERSISTENCE, AND COURAGE TODISCIPLINE, PERSISTENCE, AND COURAGE TO
PURSUE BEST-POSSIBLE SOLUTIONS ANDPURSUE BEST-POSSIBLE SOLUTIONS AND
DECISIONS…DECISIONS…
EVEN WHEN THESE SOLUTIONS ANDEVEN WHEN THESE SOLUTIONS AND
DECISIONS DO NOT ALIGN WITH THE CRITICALDECISIONS DO NOT ALIGN WITH THE CRITICAL
THINKER’S INITIAL BELIEFS OR DESIRES.THINKER’S INITIAL BELIEFS OR DESIRES.
THEY ARE WILLING AND ABLE TO “CHANGETHEY ARE WILLING AND ABLE TO “CHANGE
THEIR MINDS”.THEIR MINDS”.
20. Qualities of a critical thinker include:Qualities of a critical thinker include:
Critical Thinkers are reflective and mindful.Critical Thinkers are reflective and mindful.
They “follow” their own thinking and work hardThey “follow” their own thinking and work hard
to keep it objective and methodical.to keep it objective and methodical.
They reflect on their behaviour, including theirThey reflect on their behaviour, including their
patterns of thought, learning and improving aspatterns of thought, learning and improving as
they go.they go.
21. RJRA seeks to deepen and extendRJRA seeks to deepen and extend
cognitive capacities, promote habitscognitive capacities, promote habits
of mind, and cultivate dispositions toof mind, and cultivate dispositions to
behave in ways that are constructivebehave in ways that are constructive
and sustainable.and sustainable.
22. These capacities and dispositions can be
developed outside of particular disciplines,
but are perhaps of most relevance within
them.
In any event, there probably always needs
to be a context within which RJRA apply.
23. We are not talking about advanced skills in
the discipline, though we are alluding to a
contextually-suitable application of
sophisticated thinking... a big picture kind
of thinking.
24. Some of the meta-abilities we
are concerned with in the 21st
Century:
Ingenuity
Creativity
Vision
Insight
Mindfulness
Inspiration
Intuition
Inventiveness
Receptivity
Resourcefulness
Improvisation
Tolerance for ambiguity
and paradox
26. These questions are atThese questions are at
the heart of this proposedthe heart of this proposed
research program.research program.
If you are at all interested in theseIf you are at all interested in these
questions, or know someone whoquestions, or know someone who
might be, get in touch!might be, get in touch!
27. Training in reasoning, judgement, decision-making,
and associated problem-solving and critical thinking
skills is neglected in Higher Education.
This despite the fact that they epitomise professional
competence, and could reasonably be considered
Desired Graduate Attributes and Key Generic Skills,
qualities many universities, governments, and
industry agree are essential in university graduates.
CONCLUSIONS
28. This shortfall may be because educating for
RJRA is seen as too hard or someone else’s
responsibility, or assumed to develop organically,
either through normal university coursework or
professional employment, or in combining study
and work.
It may be difficult to educate for RJRA, though is
in no way impossible.
CONCLUSIONS
29. Nevertheless, educating for reasoning, judgement,
and reflective action must be different, for
conventional units fail to consistently engender
higher-order capacities.
Traditional coursework and teaching methods may
increase subject knowledge and relevant skills, but
they don't necessarily equip graduates with
transferable skills they can bring to bear in novel
contexts.
CONCLUSIONS
30. Meaningful learning enables transfer: the student's
ability to solve novel problems or extend what has
been learned in one context to new contexts
If what university students learn cannot transfer it is
of little practical value.
CONCLUSIONS
31. Teaching a new way of thinking is entirely different
than teaching specific knowledge and skills. It cannot
be approached directly. Employing principles and
processes of meta-cognition and meta-learning, it
requires the learner developing a conscious
appreciation for new ways of thinking and
approaching problems and supplanting existing
unproductive ones.
This holds equally true for students and teachers.
CONCLUSIONS
32. The way we approach teaching and study now is
deeply ingrained, and does not always permit optimal
learning.
These habits can change.
Recognising what may be limiting us, what we need
to do differently, and how we can make change a
reality can and should be the focus for reasoning,
judgement, and reflective action.
CONCLUSIONS
33. Thank you for your
attention and forbearance.
And, remember…