The document discusses various thinking skills and time management strategies. It defines thinking skills as mental processes used to solve problems, make decisions, organize information, and more. It outlines core thinking skills like focusing, organizing, analyzing, and connecting. It then discusses different types of thinking skills students can cultivate, including information processing, reasoning, inquiry, and creative skills. The document also discusses planning, priorities, and procrastination as the three pillars of effective time management. It provides exercises on using a time matrix to analyze daily routines, prioritize tasks, identify time wasters, and mine additional productive time. Prioritizing is defined as doing the most important tasks first in order to most effectively manage one's time.

1. ACTIVITY
CONNEXION

6. •

7. Famous Personality

9. Tamil Proverb
Puli Pasitthalum Pullai Thinnathu

12. English Proverb
Where there is no vision, people
perish

13. Astronaut
Neil Arm Strong

14. Tamil Proverb
Aalum Velum Pallukku Uruthi

15. English Proverb
Empty Vessels make more noise

16. Idiom
Tomorrow
Never
Comes

17. KU’s special confession
ONE IN A MILLION

18. ENGLISH PROVERB
Action speaks louder than words

19. COMMON PHRASE

20. Daily Routine
Punch In

22. GROUP YOURSELF

23. Thinking skills are the mental processes that
we apply when we seek to make sense of
experience.
Thinking skills enable us to integrate each
new experience into the schema that we are
constructing of "how things are“.
Thinking Skills are mental processes we use
to do things like: solve problems, make
decisions, ask questions, construct plans,
evaluate ideas, organise information and
create objects.

24. CORE THINKING SKILLS
THINKING
FOCUSING
ORGANISING
ANALYZING
COMPILING
CONNECTING
GENERATING

25. THINKING SKILLS - STUDENTS CAN FOCUS ON ‘KNOWING HOW’ AS WELL AS ‘KNOWING
WHAT’ – LEARNING HOW TO LEARN.
INFORMATION-PROCESSING SKILLS:
These enable pupils to locate & collect relevant information, to sort, classify,
sequence, compare & contrast & to analyse part/whole relationships.
REASONING SKILLS:
Enable pupils to give reasons for opinions & actions, to draw inferences & make
deductions, to use precise language to explain what they think, & to make
judgements & decisions informed by reasons or evidence.
ENQUIRY SKILLS:
Enable pupils to ask relevant questions, to pose & define problems, to plan what to
do & how to research, to predict outcomes & anticipate consequences, & to test
conclusions & improve ideas.
CREATIVE THINKING SKILLS:
Enable pupils to generate & extend ideas, to suggest hypothesis, to apply
imagination, & to look for alternative innovative outcomes.
EVALUATION SKILLS:
Enable pupils to evaluate information, to judge the value of what they read, hear &
do, to develop criteria for judging the value of their own & others work or ideas, &
to have confidence in their own judgments.

29. T
H
I
N
K
I
N
G
S
K
I
L
L
S
THINK CRITICALLY
THINK CREATIVELY
MAKES SOUND DECISIONS
SOLVES PROBLEMS
REASONS
PLANS AND ORGANIZES
Q
U
A
L
I
T
I
E
S

32. List down the task that are to be
completed
1
2
3
4
5

33. PLANNING AND
PRIORITIZATION
 If you fail to plan, you plan to fail
 Plans are plenty, but results are
empty
 Proper Planning and Preparation
prevents poor performance
 Lack of time is actually a lack of
priorities

34. QUOTES ON PLANNING AND
PRIORITIZATION
(Browse some quotes)

35. PAPER BOATS
Resources: Old News Paper
Divide the Students into Teams of 4 to 5 members each.
Ask them to select/elect a Team Leader.
Then take all the team leaders out of the training hall,
and explain them the activity by demonstrating them
your self

38. 
Did the Team Leader clarify the goal to the team members?
Where the roles clarified the team as to who will do what?
Did the team members get overwhelmed by the activity or
understood what is important?
What was the focus on ? Important or completion?
Debriefing

39. 
What style of leadership did the team leader play?
Did the team members ask for clarifications role/goal?
Was there any planning for the use of Newspaper,
people and the time available?
How can they relate ?boat making ?to ? doing work? in
the organization? With that of planning
Debriefing

40. How Do I Plan?
 Know What to be done
 Decide when to be done
 Plan how to be done
 Implement it immediately

41. Stretch break

42. The "Three Ps" of Effective
Time Management
Developed by Andrew Berner
1. Planning.
2. Priorities.
3. Procrastination.

44. What do you mean by prioritizing?

45. PRIORITIZING
Doing ‘First Things
First

46. PRIORITIZING
As a principle, it
means doing 'first
things first;' as a
process, it means
evaluating a group of
items and ranking
them in their order of
importance or
urgency

49. 1. Draw 24 squares denoting hours
of a day in three different sheets.
2. In sheet 1, fill the ROUTINE
ACTIVITIES – sleeping, bathing,
eating, travel, TV time
3. In sheet 2, write the TIME
WASTERS. This timefill the squares
based on the timing they spend on
non-reproductive time like tea-
breaks, water cooler chats, personal
telephone calls and emails etc
4. In the third sheet, collate the data
from “Sheet 1” and “Sheet 2”.
The empty squares represent their
productive time. Using the 3rd page
the participants are asked to
identify activities from which they
can Mine Time to increase their
productive time.
1 2 3 4 5 6
7 8 9 10 11 12
1 2 3 4 5 6
7 8 9 10 11 12

52. IMPORTANCE AND EFFECT OF
PRIORITISING

53. HOW TO DEAL WITH TIME MATRIX?
• MANAGE to do the work by yourself
• FOCUS more to be productive.
• AVOID/DELEGATE the activities that
fall in this category
• LIMIT your time with time wasters or
DUMP/POSTPONE the things.
• SPEND:
Spend time in the works related to
Quadrant II that is productive.
• REPRIORITIZE:
Reprioritize the importance and urgency
of your current and upcoming tasks. By
sorting the tasks and responsibilities into
the appropriate grid you will be able to
quickly identify activities that need your
immediate attention.

54. • WEEKLY ASSIGNMENT:
• Have SIX copies of blank matrix for five days in
a week.
• At the end of each day, fill all the tasks and the
responsibilities and the amount of time spent.
• At the end of the week, summarize the five
days of your week in one matrix.
• Knowing what has taken much of your time,
SCHEDULE YOUR TASK applying the principles
and then plan and organize things.