Notes

1. Riddles
I’m light as a feather, yet the strongest
person can’t hold me for five minutes. Who
am I?
Answer: Your breath
Which invention lets you look right through
a wall?
Answer: A window
Which is heavier: a ton of bricks or a ton of
feathers?
Answer: Neither—they both weigh a ton.

2. Unit 5: Teaching for
Effective Learning:

3. What is Thinking?

5. Reflective Thinking
"Active, persistent, and careful consideration of
any belief or supposed form of knowledge, in the
light of the grounds that support it and the further
conclusion to which it tends”
- Dewey (1933)
Reflective thinking is a series of logical rational
steps based on the scientific method of defining,
analyzing, and solving a problem.

6. Reflective thinking reflects for the
right action through intuition
guideline & sometime suddenly a
right type of thought enters in our
mind to take an important decision
which may be very much helpful
for our programme -for our career
-& sometime also for the social
related problems

7. Educational Implications
Being flexible.
Providing well- planned activities.
Creating situations which will trigger thinking.
Using variety of teaching aids.
Exhibiting Positive Attitude.
Encourage students to critically think and analyze
information rather than be passive recipients.
New teaching techniques and methodology.
Ask open ended questions.
Discussions, brainstorming sessions
Democratic environment.
Encourage students to experience new things and to
express their feelings about it.

8. 8
What is Critical
Thinking?

9. CRITICAL THINKING
“Critical thinking is deciding rationally
what to or what not to believe.“
- Norris
“Critical thinking is careful and
deliberate determination of whether to
accept, reject, or suspend judgment.”
-Moore and Parker

10. Critical Thinking
• “Reasonable reflective thinking that is focused
on deciding what to do and what to believe”
OR
• “Interpreting, analyzing or evaluating
information, arguments or experiences with a
set of reflective attitudes, skills, and abilities
to guide our thoughts, beliefs and actions” OR
• “Examining the thinking of others to improve
our own”

11. CRITICAL THINKING SKILLS
Identifying value statements
Identifying points of view
Determining bias
Identifying fact and opinion

12. Educational implications
The teachers should develop willingness amongst
the students to change one point of view as they
continue to examine and re-examine ideas that
may seem obvious.
Students should be involved in games
Stimulate their imagination using images, half-told
stories, snippets of movies or TV shows, post-
discussion of the entire story, movie or show, a
common hands-on activity or demonstration, or a
statement of a controversial issue or challenge.