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The document outlines the curriculum for an 8th grade social studies class. It discusses teaching cognitive skills like analysis, synthesis, evaluation, and both vertical and horizontal thinking. It lists units of study that include topics from the Gilded Age to challenges of globalization. It also emphasizes teaching cognitive, affective, and psychomotor skills as well as preparing students for 21st century skills like scientific literacy, flexibility, and resilience.
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curriculum and methodology
This document outlines the curriculum for 8th grade social studies. It includes units on US history, world history, economics, political science, and social systems. The cognitive skills developed include analysis, synthesis, evaluation, logical extrapolation, and insight. There is no constitution test required for middle school. Students learn about forms of government, political spectrums, and historical eras like the Gilded Age and World War 1. Learning physically changes the brain by forming new neural connections and strengthening existing ones when students are exposed to enriched environments with novelty, multiple modalities, motivation, attention, and some emotion. 21st century skills are emphasized, including flexibility, cultural literacy, and resilience.
Openhouse
This document outlines the curriculum for 8th grade social studies. It includes units on US history, world history, political science, and economics. Cognitive skills like analysis, synthesis and evaluation are emphasized. There is no constitution test required for middle school. The curriculum aims to develop cognitive, affective, and psychomotor skills in students. It discusses how learning physically changes the brain by forming new neural connections. Things that stimulate new connections include enriched environments, novelty, using multiple modalities, high motivation, focused attention, and significant emotional reactions.
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This document outlines the curriculum for 8th grade social studies. It includes units on US history, world history, economics, political science, and social systems. The cognitive skills developed include analysis, synthesis, evaluation, logical extrapolation, and insight. There is no constitution test required for middle school. Students learn about forms of government, political spectrums, and historical eras like the Gilded Age and World War 1. Learning physically changes the brain by forming new neural connections and strengthening existing ones when students are exposed to enriched environments with novelty, multiple modalities, motivation, attention, and some emotion. 21st century skills are emphasized, including flexibility, cultural literacy, and resilience.
Openhouse
This document outlines the curriculum for 8th grade social studies. It includes units on US history, world history, political science, and economics. Cognitive skills like analysis, synthesis and evaluation are emphasized. There is no constitution test required for middle school. The curriculum aims to develop cognitive, affective, and psychomotor skills in students. It discusses how learning physically changes the brain by forming new neural connections. Things that stimulate new connections include enriched environments, novelty, using multiple modalities, high motivation, focused attention, and significant emotional reactions.
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Page1of9ThinkingandIntelligenceKeyQuestion.docx
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Thinking and Intelligence
Key Question: What Are the Components of Thought?
Core Concept: Thinking is a cognitive process in which the brain uses information from the
senses, emotions, and memory to create and manipulate mental representations, such as
concepts, images, schemas, and scripts.
Key Question: Cognitive process involved in forming a new mental
representation by manipulating available information?
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Mental representations of categories of items or ideas, based on experience
v Natural concepts represent objects and events
v Artificial concepts are defined by rules
We organize much of our declarative memories into concept hierarchies
Imagery and Cognitive Maps
v Visual imagery adds complexity and richness to our thinking
v Thinking with sensory imagery can be useful in problem solving
v Cognitive maps-a cognitive representation of a visual concept
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Page 2 of 9
Problem Solving
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v Selecting a strategy
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v Problem-solving procedures or formulas
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Heuristics –
v Cognitive strategies used as shortcuts to solve complex mental tasks
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Searching for analogies
Breaking a big problem into smaller problems
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Page 3 of 9
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Tendency to respond to a new problem in the manner used successfully for a previous problem
Functional fixedness –
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Using unnecessary restrictions; Not thinking “outside the box”
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Page1of9ThinkingandIntelligenceKeyQuestion.docx
Page 1 of 9
Thinking and Intelligence
Key Question: What Are the Components of Thought?
Core Concept: Thinking is a cognitive process in which the brain uses information from the
senses, emotions, and memory to create and manipulate mental representations, such as
concepts, images, schemas, and scripts.
Key Question: Cognitive process involved in forming a new mental
representation by manipulating available information?
Concepts
Concepts –
Mental representations of categories of items or ideas, based on experience
v Natural concepts represent objects and events
v Artificial concepts are defined by rules
We organize much of our declarative memories into concept hierarchies
Imagery and Cognitive Maps
v Visual imagery adds complexity and richness to our thinking
v Thinking with sensory imagery can be useful in problem solving
v Cognitive maps-a cognitive representation of a visual concept
Frontal Lobe Control
Frontal Lobe is particularly important for coordinating brain activity by:
v Keeping track of the episode (situation)
v Understanding the context (meaning)
v Responding to a specific stimulus
Frontal lobe is also involved in intuition-
making judgments without consciously reasoning
Schemas and Scripts Help you Know What to Expect
Schema –
A cluster of related concepts that provides a framework for thinking about objects, events, or ideas
Key Question: What Abilities Do Good Thinkers Possess?
Core Concept: Good thinkers not only have a repertoire of effective strategies, called algorithms
and heuristics, they also know how to avoid the common impediments to problem solving and
decision making.
Page 2 of 9
Problem Solving
Good problem solvers are skilled at
v Identifying the problem
v Selecting a strategy
Selecting a Strategy
Algorithms –
v Problem-solving procedures or formulas
v Guarantee a correct outcome if applied correctly (recipe)
Heuristics –
v Cognitive strategies used as shortcuts to solve complex mental tasks
v Do not guarantee a correct solution (rule of thumb)
Heuristics
Useful heuristics include:
Working backward
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Working Backwards
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Obstacles to Problem Solving
Mental set –
Tendency to respond to a new problem in the manner used successfully for a previous problem
Functional fixedness –
Inability to perceive a new use for an object associated with a different purpose
Self-imposed limitations-
Using unnecessary restrictions; Not thinking “outside the box”
Unscramble These Words
nelin
ensce
sdlen
lecam
slfal
dlchi
neque
raspe
klsta
nolem
dlsco
hsfle
naorg
egsta
The Nine-Dot Problem
Without lifting your pen from the page, can you connect all nine dots with only four lines?
Page 4 of 9
Judging and Making Decisions
Confirmation Bias
Ignoring or finding fault wit.
Critical Thinking
Critical thinking is defined as the disciplined mental activity of evaluating arguments and making judgments to guide beliefs and actions. It involves analyzing facts, generating ideas, drawing inferences, and evaluating arguments. Critical thinking is similar to creativity in that both involve generating new ideas, but critical thinking is more structured, rational, and goal-oriented while creativity is more holistic, intuitive, and open-ended. For educators to effectively teach critical thinking, they must define it clearly, identify the behaviors and skills involved, and require students to apply these skills across all subjects through activities and evaluations.
critical thinking
Critical thinking skills involve using logic and reasoning to solve problems, conceptualize and evaluate information to guide beliefs and actions. Educators are focusing on developing these skills in students to think critically rather than just memorize facts. Strong critical thinking allows people to differentiate facts from opinions, solve problems, make sound decisions, and think critically about information rather than accepting it at face value. Developing these skills in students is important for academic testing and real-world problem solving.
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This document provides an introduction to analytic thinking by outlining its key components and principles. It explains that all thinking can be broken down into eight elements and that to analyze thinking, one must learn to identify and question these elements and understand intellectual standards. The document aims to provide students with a model for analyzing various subjects by examining elements like purpose, evidence, assumptions, and implications. It argues that learning to analyze is an important skill that can help students think more skillfully across disciplines.
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It includes the brief concept of intelligence, its types, regarding theories, IQ test and its characteristics and role of intelligence in nursing.
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IQ = 100
This document discusses theories of intelligence and psychological assessment. It begins by defining individual differences and explaining that psychologists study variability in physical and psychological traits. It then discusses two views on what influences behavior - personal traits or situational factors. Next, it defines assessment and describes informal and formal methods. It provides examples of psychological attributes assessed, like intelligence, aptitude, interests, and personality. Finally, it summarizes several theories of intelligence, including psychometric, information processing, and multiple intelligences approaches.
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1. The document defines intelligence as the ability to reason, understand complex ideas, learn from experience, plan tasks, and solve problems. It also discusses two major definitions of intelligence from scientific reports.
2. Artificial intelligence is defined as giving machines human-like intelligence or the ability to perform tasks normally requiring human intelligence. The document discusses different approaches to AI like systems that think rationally versus like humans.
3. The key approaches discussed are the Turing test to evaluate if a machine can think like a human, cognitive modeling to understand human thinking, and rational agent theory to create agents that act rationally to achieve goals.
lesson 4 - Understand Strategic Analysis _ Intuitive Thinking.pptx
This document discusses strategic analysis and intuitive thinking. It defines strategic analysis as a deliberate, systematic process that breaks down complex problems into parts. Intuitive thinking is described as quick insight based on feelings, norms and prior experience rather than conscious reasoning. The document explains that both approaches can be combined for effective decision making. It also discusses applying intuitive thinking to analyze social networks, which are clusters of people connected through roles, interests and real-life interactions in a community.
Thinking about "Thinking"
My slightly modified slides for a webinar I delivered March 21, 2015 for the "Global Connectivity Research Institute" related to the question: "What are Deep Strategic Thinking" and Leadership, and how to teach them.
The video of the webinar is at https://www.youtube.com/watch?v=tKNSu3kgg8U
-- Sign up for future GCRI Webinars at http://ThinkingStrategically.net
-- Podcasts are also available for download.
Lecture 5: Creative Thinking
The document discusses various aspects of creative thinking such as open-mindedness, curiosity, observation, analysis, synthesis, imagination, experimentation, and developing a beginner's mind. It provides definitions and techniques for each concept. For observation, it discusses improving observation skills as well as challenges like inattentional blindness and distractions. For experimentation, it notes that an experiment is used to verify or validate a hypothesis. Developing a beginner's mind encourages taking one step at a time with an open and inquisitive approach.
A Survey On Critical Thinking In Education Scenario
This document discusses critical thinking in education. It begins with an abstract that defines critical thinking and its importance. The introduction then further defines critical thinking and lists some characteristics of a critical thinker. It discusses how critical thinking can help acquire knowledge, improve theories, and strengthen arguments.
The document is then divided into several sections that provide more details on critical thinking. It discusses the importance of critical thinking, how it benefits education and career prospects. It also analyzes what critical thinking involves, such as identifying assumptions, evaluating evidence and considering multiple viewpoints. The literature review discusses several other research papers on applying critical thinking to areas like management training and the Indian education system.
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The document discusses various types of thinking processes like analysis, synthesis, inductive and deductive reasoning. It emphasizes that versatile thinkers tailor their thought process to the occasion rather than relying on only one type. The nature of problems and how different value systems can affect problem-solving is also covered. Finally, it addresses ordering of information and phasing of architectural programming, noting that information should be delivered at an appropriate scale for the reader's needs.
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1) Myanmar faces challenges including being landlocked with difficult neighbors, civil wars, and poor governance despite natural resource wealth.
2) The document discusses the capacities and skills needed for effective political leadership, including ethical principles, expertise, management abilities, empathy, practical reasoning, communication skills, and knowledge of human nature.
3) Effective political leaders need qualities like mindfulness, courage, concentration, pragmatic decision making, and honesty as well as wisdom and strong character.
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3) The Scientific Revolution established the scientific method of empirical observation and experimentation, viewing the universe through a mechanistic and mathematical lens.
Meme paradigmworldview
This document lists various concepts from history, science, politics, philosophy and more. It touches on ideas from prehistoric times through modern eras without additional context or explanation. The high-level concepts mentioned span developments in fields like writing, politics, economics, science, technology, society and culture over huge stretches of human history.
Perceptionlecture
The document discusses perception, cognition, and worldviews. It explains that when students learn, their brain changes by forming new neural connections and strengthening or eliminating existing connections. Learning occurs through enriched environments that provide novelty, engage multiple senses, and elicit high motivation and focused attention and significant emotional reactions. However, too much emotion can interfere with learning. It also notes that perception is variable, unreliable, and driven by both our senses and our mindsets. Worldviews provide basic assumptions about reality, values, cultural examples, and rules to guide behavior. Worldviews evolve gradually over time in response to changes in our environment and experiences.
Genocide
The document discusses various terms and events related to genocide and crimes against humanity throughout history. It begins with definitions of terms like genocide, democide, ethnic cleansing, and pogroms. It then provides brief historical examples of events where large-scale killing and persecution occurred, such as the Armenian Genocide, The Holocaust, and Cambodia under the Khmer Rouge. The bulk of the document focuses on detailing aspects and events of the Holocaust from its rise in Germany in the 1930s through concentration camps and mass killings in the 1940s.
Writing
The document provides advice for writing good quality documents. It outlines three main rules: 1) No one wants to read badly written documents that are illogical, disorganized, ungrammatical or factually incorrect. Documents should be logically organized and supported by facts. 2) Plagiarism is wrong. Writers should not copy and paste from other sources without attribution. 3) Documents should be properly attributed, with paraphrased content in the writer's own words and direct quotes properly marked with citations.
Philosophers
This document provides a short guide to some of history's most influential political philosophers, listing their name, dates of life, country of origin, school of thought or ideology, major works, and key concepts. It includes Confucius, Plato, Aristotle, Cicero, Kautilya, Machiavelli, Thomas Hobbes, and John Locke.
Lawpresent
Racial segregation in public schools was established by the 1896 Plessy v. Ferguson Supreme Court decision that upheld the doctrine of "separate but equal". This legalized racial segregation until the 1954 Brown v. Board of Education decision overturned it, finding that separate educational facilities are inherently unequal. However, desegregation progressed slowly. Subsequent court cases dealt with how to enforce desegregation through measures such as busing students across districts, with mixed results regarding limiting desegregation orders. The 2007 Parents Involved decision placed new restrictions on considering race as a factor in student assignments.
Gilded vocab
This document contains vocabulary terms related to economics, social issues, and politics during the Gilded Age and Age of Imperialism between 1865 and 1914. It includes terms like laissez-faire, monopoly, union, immigration, imperialism, and Roosevelt that describe the free market system, rise of big business, social reforms, and expansion of American political and economic power overseas during this period of U.S. history.
Graduation
Socrates advised to behave how you want others to see you. The document lists 10 ideas, including emulating good role models, respecting the laws of physics, looking ahead to anticipate change, reading more, thinking for yourself instead of blindly following others, reflecting on Buddha's words that what we think shapes who we become, seeking novelty through new skills, hobbies, friends, listening, and getting out of comfort zones. The final ideas are that not everyone will be your friend and to think about your destination before starting your journey.
Graduation
Socrates advised to emulate good role models and respect the laws of physics. Change is coming, so one should look ahead, read more, think for oneself, and reflect on Buddha's words that what we think we become. Not everyone in life will be a friend, so think about where you want to go before you get there.
Tapestry
This document provides instructions for students to turn their study guide into a medieval tapestry made of roll paper and art supplies. It explains that during the Middle Ages, tapestries were used by wealthy nobility to decorate castles and palaces by telling stories, myths, and religious parables as well as displaying symbols of power. Tapestries also served practical purposes by dividing rooms and keeping castles warmer. Students are encouraged to include figures, symbols, words, decorative borders, and rich colors and patterns in their tapestry designs.
Society Gov
This document summarizes the origins and early development of human society and government from 2.5 million years ago to around 3000 BC. It describes how early humans lived in tiny family bands without culture or government. Around 100,000 BC, the first simple societies began to form as hunter-gatherer bands grew into clans with division of labor and semi-permanent territories. By 15,000 BC, complex societies emerged with the agricultural revolution, allowing population growth and the rise of villages, towns and early civilizations along major rivers. Tribes became the dominant social organization, sometimes growing into chiefdoms or kingdoms ruled by monarchs by around 6000-3000 BC in places like ancient Egypt and Mesopotamia.
Worldview Write
The document provides instructions for students to write a 1-2 page journal entry describing their worldview and the general worldview of other students their age in either a narrative or persuasive style. Students should consider customs, holidays, values, religions, media, fashion, technology, school, and what is considered "cool" when organizing their thoughts and outlining their worldview. The journal entry will be checked in class on Thursday.
Information Revolution
Digital natives are people born after 1980 who have grown up with technology like the internet and smartphones, while digital immigrants are people born before 1980 who have had to adapt to new technologies later in life. Digital natives are very comfortable with multimedia, multitasking, and social networking, while digital immigrants may struggle more with new technologies and prefer more traditional forms of communication. The differences between digital natives and digital immigrants have important implications for how people of different generations use and understand new technologies.
Globalization & War
The document discusses how globalization and new technologies have led to an increasingly connected and complex world. It notes how things used to be simpler when there was a single dominant voice, but now everyone can connect and share information globally through networked technologies. The world is now adaptive, uncertain, complex, and multipolar as a result of globalization since 1989 and innovations like the internet, which have collapsed distances and changed how people and information are connected on a global scale.
Obama-McCain 2008
The document instructs the reader to review the policy positions of John McCain and Barack Obama on various issues like defense, taxes, and education by accessing their campaign websites. It then asks the reader to choose one additional issue of their choice to compare. Finally, it poses questions about which issues the two candidates most agree or disagree on, which candidate's views are closest to the reader's, and whether the media accurately portrays Obama as liberal and McCain as conservative based on their analyzed positions.
Politicalspectrum
The document traces the origins and evolution of politics from Ancient Greece to the French Revolution. In Ancient Greece, different forms of government like democracy and oligarchy emerged as politics centered on the relationship between citizens and the state. The Romans adopted many Greek political ideas and developed the concept of citizenship, with government as a public institution. During the French Revolution, the political spectrum was born as the National Assembly divided between radicals, liberals, and conservatives in their visions for a new French government.
Spectrum2
The document outlines different positions on the political spectrum from left to right. It describes anarchism as demanding the end of government, capitalism and religion through direct action and violence. Radicals are described as supporting socialist ideas through revolutionary means. Liberals are described as trusting government to reform society through policies promoting equality, regulation and social welfare. Moderates are described as valuing compromise and problem solving over ideology. Conservatives are described as seeking to preserve tradition and being skeptical of change, while reactionaries demand a return to past ideals through extreme nationalism, authority and intolerance of differences.
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L:\openhouse3
- 1. 8th Grade Social Studies
- 10. Curriculum -8th Grade Cognitive Skills W RLD HISTORY U.S. HISTORY Political Science Economics Social Systems (Psychology Sociology…) Application Analysis Synthesis Evaluation Horizontal Thinking Analogies Logical Extrapolation Insight
- 11. Curriculum -8th Grade Cognitive Skills Synthesis Metaphors Analogies Intuition Extrapolation Horizontal Thinking Evaluation Analysis Application Comprehension Knowledge Vertical Thinking Socratic Method Critical Executive Creative Content Organizational Metacognition Introspection Mnemonic Academic Skills Planning Prioritization Time Management Group Dynamics Test Prep Research Databases Note taking Bibliography Historical Writing Presentation “ Those who know how to think, need no teachers” – Mahatma Gandhi “ Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world.” - Goethe
- 12. Units of Study Pre-Units: Perception,Cognition, Worldviews Forms of Government Political Spectrum Units: Gilded Age Age of Imperialism World War I The New Deal & Great Depression
- 13. Units of Study Rise of Totalitarianism WWII & Post-War Settlement Fifties & Boomers Foreign Policy & The Cold War Challenges of Globalization and War
- 14. Learning Physically Changes The Brain … And sever old ones Neurons make new connections
- 16. Expertise Vision Vertical Thinker = Significant Field Knowledge <-----------------------------------------------------------------------------------------> = Parallel or Analogous Concepts Horizontal Thinking Benefits of Horizontal Thinking to Vertical Thinkers
- 17. Horizontal/Lateral/Divergent Thinking Generates Insight Seeks Alternatives
- 21. Educating for the Quantum Economy Autotelic Learners Global Perspective Risk Tolerant Scientific Literacy Flexible Synthesis Cultural Literacy Opportunity Orientation Adaptive Networked Complexity Systems & Connectivity Creativity not Rigidity Modular organizations Resilience and Consilience