Plts cardsort
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The document discusses various skills related to generating ideas, assessing oneself and others, organizing time and resources, exploring issues from different perspectives, discussing concerns and seeking resolutions, reaching agreements through discussion, presenting persuasive cases for action, and supporting conclusions with evidence and reasoned arguments. These skills seem focused on problem solving, critical thinking, and effective communication and negotiation to achieve results.
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Werneth plts handout
This document provides resources for developing personal learning and thinking skills in the languages classroom, including links to blogs, websites, and tools for activities that focus on skills to support these goals. It includes descriptions and links to tools for creating word clouds, image mosaics, riddles, and capturing screenshots as well as wikis, taxonomies, and Flickr photos that can be used to develop personal learning and thinking skills through language activities.
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Introducing PLTS
This document outlines the structure and purpose of Professional Learning Teams (PLTs) which are collaborative groups of teachers that meet regularly to improve student learning. The key points are:
1. PLTs are comprised of 4-6 teachers who meet every two weeks to examine student work, identify learning needs, and develop strategies to help students progress.
2. During meetings, teachers analyze student work samples to assess the current level of learning and identify similar students. They then determine the next steps and strategies to help those students improve.
3. A learning log is used to record ideas from meetings and track evidence of student progress over time. The goal is to use evidence, not assumptions, to inform instructional decisions.
All manchester PLTS Event 11th Dec10
Presentation from my PLTS event for ALL Manchester at Manchester Grammar School on Sarurday 11th DEcember 2010
Plts
PLTS aims to increase personal, learning and thinking skills opportunities in lessons by planning activities into lessons that encourage independent enquiry, creative thinking, reflective learning, effective participation, teamwork and self-management. Teachers will monitor PLTS in classrooms, tutors will hold student sessions on PLTS, and teachers and tutors will work with students to self-evaluate strengths and weaknesses to target specific areas for improvement.
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Werneth plts handout
This document provides resources for developing personal learning and thinking skills in the languages classroom, including links to blogs, websites, and tools for activities that focus on skills to support these goals. It includes descriptions and links to tools for creating word clouds, image mosaics, riddles, and capturing screenshots as well as wikis, taxonomies, and Flickr photos that can be used to develop personal learning and thinking skills through language activities.
Yes Plts Self Assessment
The document is a self-assessment for students to evaluate their Personal, Learning and Thinking Skills (PLTS). It contains 36 statements assessing 6 skill areas: self-management, teamworking, reflectiveness, creativity, effective participation, and enquiry. Students select their response on a scale from 1-5 on how well each statement describes them. Upon completion, it provides results for each skill area and an overall strongest and weakest skill.
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This document outlines a creative thinking exercise where students work in teams to plan a journey from London to Lome. Each student is assigned a role on the team such as team leader, route planner, resource expert, or budget expert. The teams must use provided resources to brainstorm and present the fastest and cheapest route that meets certain criteria, such as traveling through 6 countries and using 5 modes of transportation, within a $20,000 budget and 7 day timeframe. The winning team presents the best planned route.
Introducing PLTS
This document outlines the structure and purpose of Professional Learning Teams (PLTs) which are collaborative groups of teachers that meet regularly to improve student learning. The key points are:
1. PLTs are comprised of 4-6 teachers who meet every two weeks to examine student work, identify learning needs, and develop strategies to help students progress.
2. During meetings, teachers analyze student work samples to assess the current level of learning and identify similar students. They then determine the next steps and strategies to help those students improve.
3. A learning log is used to record ideas from meetings and track evidence of student progress over time. The goal is to use evidence, not assumptions, to inform instructional decisions.
All manchester PLTS Event 11th Dec10
Presentation from my PLTS event for ALL Manchester at Manchester Grammar School on Sarurday 11th DEcember 2010
Plts
PLTS aims to increase personal, learning and thinking skills opportunities in lessons by planning activities into lessons that encourage independent enquiry, creative thinking, reflective learning, effective participation, teamwork and self-management. Teachers will monitor PLTS in classrooms, tutors will hold student sessions on PLTS, and teachers and tutors will work with students to self-evaluate strengths and weaknesses to target specific areas for improvement.
Critical Thinking in Education
Here are 3 sample activities teams could develop:
1. Analyzing Political Cartoons (History - Grades 7-9)
- Students examine cartoons and identify implicit/explicit messages, biases, intended audiences
2. Evaluating Scientific Evidence (Science - Grades 10-12)
- Given datasets and studies, students assess quality of evidence and reasoning to evaluate claims
3. Debating Social Issues (Language Arts - Grades 11-12)
- Students research issues, form evidence-based arguments, and respectfully debate opposing views
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- Argument: A conclusion or claim designed to change ideas/attitudes, based on appropriate evidence in its context.
- Project: The overall activity an author engages in, like researching or investigating, and their goals.
- Claims: Assertions made by an author to take a position or solve a problem, often accompanied by identification or framing.
- Evidence: Information like facts, examples, statistics used to support claims.
- Strategies: Ways authors craft language to persuade readers, through organization, addressing the audience, framing issues, and other
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The document discusses critical thinking skills, dispositions, and standards. It outlines a process for developing critical thinking that involves acquiring skills like analysis and evaluation, developing dispositions like open-mindedness, and evaluating thinking according to standards. The document also provides examples of elements, traits, and rules to guide critical thinking.
How to make better decisions?
In life, we are constantly faced with choices, big and small. In any corporate or non-corporate setup, decisions often carry weighty consequences. Whether you manage a small team or a large corporation, making decisions is an inevitable part of your daily routine.
While some decisions may be easy to make, others may come with their own set of challenges. Enhancing our decision-making skills is essential for personal growth and success in all aspects of life.
Decision-making refers to the ability to assess situations, evaluate options, and make choices that lead to effective outcomes. It involves a combination of cognitive processes, analytical thinking, and judgment to select the most appropriate course of action among several alternatives.
The rational decision-making model is a structured approach that outlines a logical decision-making process. It is based on the assumption that individuals make decisions by systematically evaluating alternatives and selecting the one that maximizes their expected utility or outcome.
In the realm of corporate professionals, mastering the art of decision-making is vital for professional growth and success. Remember that decision-making is often an iterative process and may involve revisiting and revising previous steps as new information becomes available or circumstances changes.
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2) Negotiation involves communication between interdependent parties to reach agreements on differing needs or ideas.
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1) Critical thinking involves clear, rational thinking including questioning beliefs and assumptions, analyzing problems closely and rejecting incorrect information.
2) Developing critical thinking skills means being analytical, open-minded, paying attention to detail, considering different perspectives, and understanding issues from multiple points of view.
3) In argumentation, a claim is the main point or idea someone is trying to prove, while issues are points that are disputed or debated that an argument depends on.
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The document discusses techniques for effective problem solving. It outlines a 5-step problem solving heuristic: 1) define the real problem, 2) generate solutions, 3) decide on a course of action, 4) implement the solution, and 5) evaluate the solution. It also discusses characteristics of effective problem solvers, such as being proactive, persistent, and focusing on accuracy. Working in teams is also addressed, outlining the typical stages a team goes through. Information gathering techniques are provided such as talking to people, viewing the problem firsthand, and continuing research throughout the problem-solving process.
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This document discusses critical thinking and the attributes and characteristics of a critical thinker, specifically an educator. It defines critical thinking as the ability to analyze facts, generate ideas, defend opinions, make comparisons, draw inferences, evaluate arguments, and solve problems. It lists several attributes of a critical thinker including self-awareness/control, judgment, objectivity, open-mindedness, credibility, and concern for others. It provides examples of how teachers think critically, such as analyzing their own strengths and weaknesses before making decisions and gathering all facts before drawing conclusions. Finally, it outlines some strategies for developing critical thinking in learners, such as including factual data before reaching conclusions and negotiating diverse opinions to find common understanding.
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Group discussion is a method used to evaluate candidates for jobs or academic programs through discussion of a topic among 4 or more participants. It allows assessment of soft skills like communication, listening, and ability to present views logically. The document outlines the meaning and purpose of group discussion, what is tested, benefits, and guidelines for participation. Key points include actively listening to others, supporting opinions with facts, accepting criticism politely, and contributing fully to the discussion without hurting others.
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Critical Thinking in Education
Here are 3 sample activities teams could develop:
1. Analyzing Political Cartoons (History - Grades 7-9)
- Students examine cartoons and identify implicit/explicit messages, biases, intended audiences
2. Evaluating Scientific Evidence (Science - Grades 10-12)
- Given datasets and studies, students assess quality of evidence and reasoning to evaluate claims
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This document provides an overview and definitions of key rhetorical concepts that will be covered in a rhetoric and writing studies course, including:
- Argument: A conclusion or claim designed to change ideas/attitudes, based on appropriate evidence in its context.
- Project: The overall activity an author engages in, like researching or investigating, and their goals.
- Claims: Assertions made by an author to take a position or solve a problem, often accompanied by identification or framing.
- Evidence: Information like facts, examples, statistics used to support claims.
- Strategies: Ways authors craft language to persuade readers, through organization, addressing the audience, framing issues, and other
Thinking Critically
The document discusses critical thinking skills, dispositions, and standards. It outlines a process for developing critical thinking that involves acquiring skills like analysis and evaluation, developing dispositions like open-mindedness, and evaluating thinking according to standards. The document also provides examples of elements, traits, and rules to guide critical thinking.
How to make better decisions?
In life, we are constantly faced with choices, big and small. In any corporate or non-corporate setup, decisions often carry weighty consequences. Whether you manage a small team or a large corporation, making decisions is an inevitable part of your daily routine.
While some decisions may be easy to make, others may come with their own set of challenges. Enhancing our decision-making skills is essential for personal growth and success in all aspects of life.
Decision-making refers to the ability to assess situations, evaluate options, and make choices that lead to effective outcomes. It involves a combination of cognitive processes, analytical thinking, and judgment to select the most appropriate course of action among several alternatives.
The rational decision-making model is a structured approach that outlines a logical decision-making process. It is based on the assumption that individuals make decisions by systematically evaluating alternatives and selecting the one that maximizes their expected utility or outcome.
In the realm of corporate professionals, mastering the art of decision-making is vital for professional growth and success. Remember that decision-making is often an iterative process and may involve revisiting and revising previous steps as new information becomes available or circumstances changes.
Auraa Image Management and Consulting (AIM&C), a premier corporate training firm in India, specializes in a comprehensive range of services, including Executive Presence, Business Presentation Skills, Leadership Skills, Professional Dressing and Grooming, Luxury Selling Skills, Communication skills, Personal branding, etc. With an unwavering commitment to excellence, AIM&C has transformed the lives of numerous clients in India and abroad, both online and offline, across various leadership levels.
Ms. Samira Gupta, Founder of AIM&C and one of the best Trainers in Gurgaon, comes with a vast experience of 25+ years in the corporate world in various leadership roles and almost a decade-long experience in Executive Presence Coaching, Leadership Training, and Image Consulting.
Contact us at samira@auraaimage.com or visit www.auraaimage.com to facilitate your professional development. Alternatively, you can reach us by phone at +91 9958934766.
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A overview of how, when, and why to debate for beginners with no formal training or prior experience of debating, written by Tony Koutsoumbos of the Great Debaters Club
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critical-thinking-in-education
The document discusses integrating critical thinking into learning across different subjects. It defines critical thinking and describes attributes of critical thinkers. Some ways to enable learners to develop critical thinking skills are through questions, writing assignments, experiments, debates, and ambiguity. Critical thinking is important for learning, communication, and social change. The document provides examples of critical thinking activities that can be implemented in various subjects like science, math, languages and history.
Negotiation Skill
The document discusses negotiation skills and provides information on:
1) The definition and origins of the word "negotiation" from Latin meanings related to business.
2) Negotiation involves communication between interdependent parties to reach agreements on differing needs or ideas.
3) Negotiation is used in many contexts from family, personal, academic, and business situations.
Critical Thinking Issues, Analysis and Contentions
1) Critical thinking involves clear, rational thinking including questioning beliefs and assumptions, analyzing problems closely and rejecting incorrect information.
2) Developing critical thinking skills means being analytical, open-minded, paying attention to detail, considering different perspectives, and understanding issues from multiple points of view.
3) In argumentation, a claim is the main point or idea someone is trying to prove, while issues are points that are disputed or debated that an argument depends on.
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The document discusses techniques for effective problem solving. It outlines a 5-step problem solving heuristic: 1) define the real problem, 2) generate solutions, 3) decide on a course of action, 4) implement the solution, and 5) evaluate the solution. It also discusses characteristics of effective problem solvers, such as being proactive, persistent, and focusing on accuracy. Working in teams is also addressed, outlining the typical stages a team goes through. Information gathering techniques are provided such as talking to people, viewing the problem firsthand, and continuing research throughout the problem-solving process.
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This document discusses critical thinking and the attributes and characteristics of a critical thinker, specifically an educator. It defines critical thinking as the ability to analyze facts, generate ideas, defend opinions, make comparisons, draw inferences, evaluate arguments, and solve problems. It lists several attributes of a critical thinker including self-awareness/control, judgment, objectivity, open-mindedness, credibility, and concern for others. It provides examples of how teachers think critically, such as analyzing their own strengths and weaknesses before making decisions and gathering all facts before drawing conclusions. Finally, it outlines some strategies for developing critical thinking in learners, such as including factual data before reaching conclusions and negotiating diverse opinions to find common understanding.
Strategies for Successful Business and Group Meetings
This document discusses strategies for successful business and group meetings. It covers the purposes and types of meetings, including informal social meetings and formal task-oriented meetings. It also discusses the typical phases a group goes through in forming - forming, storming, norming, and performing. Meeting types include informational, suggested solution, and problem-solving meetings. The document outlines leadership responsibilities in meetings such as planning, procedures, and follow-up. It also discusses participant responsibilities like preparation and taking on roles like organizer, clarifier, and idea creator. Problem-solving methods covered include background analysis, solution discovery, analysis, and choosing an action.
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The document outlines objectives for understanding consultation, negotiation, and joint problem solving. It defines consultation as jointly examining issues to find acceptable solutions while management reserves decision rights. Benefits include improved employee involvement, cooperation, and decision-making. Joint problem solving enables identifying, tackling, and resolving issues through consensus. Negotiation implies agreement is required, with parties having commitment and authority to vary terms. Theories of negotiation include integrative/interest-based bargaining and distributive/position-based bargaining. Stages of negotiation include preparation, opening moves, middle game, and end game. Positive behaviors include questioning, listening, and focusing on interests, while negative behaviors include interrupting and entrenched positions.
Facilitation 101
This document provides an overview of facilitation best practices. It discusses the role of the facilitator in guiding discussion and managing group dynamics. Key parts of preparation include creating an agenda with objectives and deliverables. During sessions, the facilitator should ask questions to guide participation, capture content, and deal with challenging behaviors diplomatically. A variety of tools are presented for generating, organizing, and evaluating ideas as a group. The overall goal is for the facilitator to help diverse participants develop shared solutions efficiently.
Group discussion
Group discussion is a method used to evaluate candidates for jobs or academic programs through discussion of a topic among 4 or more participants. It allows assessment of soft skills like communication, listening, and ability to logically present views. The document outlines the meaning and purpose of group discussion, what is tested, benefits, and guidelines for participation. Key points include actively listening to others, making fact-based arguments, accepting criticism politely, and using appropriate language.
Group discussion
Group discussion is a method used to evaluate candidates for jobs or academic programs through discussion of a topic among 4 or more participants. It allows assessment of soft skills like communication, listening, and ability to present views logically. The document outlines the meaning and purpose of group discussion, what is tested, benefits, and guidelines for participation. Key points include actively listening to others, supporting opinions with facts, accepting criticism politely, and contributing fully to the discussion without hurting others.
Practical Tools For Overcoming Impasse In Negotiations
This document discusses tools and strategies for mediators to use to overcome impasse in negotiations and keep the parties moving toward resolution. It identifies indicators of false impasses and describes six types of strategies mediators can employ, including strategies that expand options for the parties, use objective standards, assess interests and alternatives, change procedural patterns, control the physical environment, and employ last resorts if needed. The document provides specific techniques within each category to help mediators overcome negotiation impasses.
Case method of learning
The case method is widely used in business courses to develop problem-solving skills. It involves discussing cases studies of real or fictional business situations. The teacher's role is to facilitate discussion and challenge students' thinking. Students analyze cases by separating relevant and irrelevant details to arrive at practical conclusions. Preparing for cases by discussing them with others and relating the lessons to their own experiences can help students overcome difficulties with the case method.
Decision making , problem solving skills- Akram Jabar Najim
M.A Candidate : Akram Jabar Najim,
Supervisor by Asst. Prof. Dr. Elaf Riyadh Khalil
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Problem solving and critical thinking 1
The document discusses various problem solving strategies and critical thinking skills. It describes strategies such as breaking complex problems into sub-goals, working backward from the goal, and examining different ways to reach the goal. Heuristics that simplify problems, such as insight and trial and error, are discussed. Common heuristics like availability, representativeness, and anchoring are explained. The document also outlines steps in critical thinking like informing, discovering, negotiating, testing, and integrating ideas. Creativity techniques involve seeking new ideas, taking action, being open-minded and asking questions.
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Plts cardsort
- 1. Generate ideas and explore possibilities.Assess themselves and others, identifying opportunities and achievements.Organise time and resources, prioritising actions.Explore issues, events or problems from different perspectives.Discuss issues of concern, seeking resolution where needed.Reach agreements, managing discussions to achieve results.Present a persuasive case for action.Support conclusions, using reasoned arguments and evidence.<br />Generate ideas and explore possibilities.Assess themselves and others, identifying opportunities and achievements.Organise time and resources, prioritising actions.Explore issues, events or problems from different perspectives.Discuss issues of concern, seeking resolution where needed.Reach agreements, managing discussions to achieve results.Present a persuasive case for action.Support conclusions, using reasoned arguments and evidence.<br />