Thinking

What is thinking?

1. ==the mental process== of acquiring, processing, storing, and using information to make sense of the world around us.
2. the process to build knowledge and understanding which involves mental activity in a human’s brain.

How many aspects of thinking are there?

Direct thinking

• {{a %%clear and straightforward%% way of thinking, where ideas and information are processed %%logically%% and %%sequentially%%.{{
• It involves focusing on %%facts%% and %%evidence%% and drawing conclusions based on a rational and objective analysis of the information at hand.

Indirect thinking

• a more ^^abstract^^ and ^^imaginative^^ approach to problem-solving and decision-making.
• It often involves considering @@multiple perspectives@@, exploring alternative possibilities, and being open to new and @@unconventional@@ ideas.

There are 5 thinking tools, which are…

Question and questioning:

• helps us to think deeper and wider
• teachers can create questions for students
• good questions take into account the level, scope, and aims

Graphic organization:

• plan and arrange ideas
• understand self-thinking process

CoRT

• There are 6 thinking tools: BOICIA

  • Breadth
  • Organization
  • Interaction
  • Creativity
  • Information
  • Action

• Also known as “6 thinking hats”: WRBYGB

  • WHITE
  • Focuses on facts, information, and data
  • Examines what is known and what information is needed
  • Identifies gaps in knowledge and information
  • Considers the information objectively without making judgments or interpretations
  • Seeks to understand the situation or problem through a clear and logical lens
  • RED
  • {{Focuses on emotions, feelings, and intuition{{
  • Expresses feelings and emotions about the situation or problem
  • Considers personal biases and opinions
  • Acknowledges gut reactions and instinctive responses
  • Provides a @@balanced perspective@@ by @@integrating emotions@@ with @@facts@@ and information
  • BLACK
  • Focuses on $critical thinking$ and $potential problems$
  • Identifies potential challenges and obstacles
  • Evaluates risks and potential negative outcomes
  • Considers limitations and weaknesses in the current situation or problem
  • Helps to $minimize risks and address potential$ issues before they arise
  • YELLOW
  • Focuses on $positive thinking and potential benefits$
  • Identifies potential opportunities and advantages
  • Evaluates potential positive outcomes and benefits
  • Considers strengths and advantages in the current situation or problem
  • Helps to $build optimism and confidence$ in the decision-making process
  • GREEN
  • Focuses on ^^creative thinking and generating new ideas^^
  • Encourages brainstorming and exploration of new possibilities
  • Seeks out innovative solutions to the problem or situation
  • Encourages unconventional thinking and approaches
  • Helps to ^^foster a creative and imaginative mindset^^
  • BLUE
  • @@Focuses on@@ strategic thinking and managing the thinking process
  • Oversees the thinking process and ensures all six hats are used effectively
  • Encourages @@collaboration and communication among team@@ members
  • Helps to define the problem or situation and establish goals and objectives
  • Helps to keep @@the thinking process organized and focuse@@d

Mind Map

i-THINK

IMPLICATION OF THINKING TOOLS IN TL PROCESS (S.T.A.R.T.E.R)

• Stimulates creative thinking (S)
• Teaches problem-solving techniques (T)
• Allows for a variety of perspectives (A)
• Requires active participation (R)
• Trains individuals to think systematically (T)
• Encourages critical thinking skills (E)
• Refines decision-making processes (R)

CHARACTERISTICS OF PERCEPTION

• Perception is subjective
• Perception is selective
• Perception involves organization
• Perception involves interpretation
• Perception is context-dependent
• Perception is sensitive
• Perception is adaptable

IMPLICATION OF PERCEPTION AND OBSERVATION (S.E.E.I.)

1. Supports active learning and engagement (S):

• For example, teachers can incorporate hands-on activities and experiments that require students to observe and interpret data, and to draw their own conclusions.
• This can help students to develop critical thinking skills and improve their comprehension and retention of the material.

1. Enhances critical thinking skills (E):

• For example, teachers can ask students to compare and contrast different perspectives on a particular topi, or to identify and evaluate the assumptions underlying an argument.
• This can help students to develop a more nuanced and sophisticated understandings of the material.

1. Encourages curiosity and exploration (E):

• For example, teachers can encourage students to ask questions about the natural world and to explore the answers through observation and experimentation.
• This can help students develop a sense of wonder and curiosity about their world

1. Improves comprehension and retention (I):

• For example, teachers can use visual aids such as diagrams and models to help students visualize complex concepts and to see how different pieces of information fit together.
• This can help students to remember the material more effectively and to apply it to new situations.

TYPES OF THINKING

CONVERGENT AND DIVERGENT (S.I.M.I.L.A.R)

CRITICAL, REFLECTIVE, LATERAL, AND COMPUTATIONAL THINKING

Critical thinking

• Analyzing and evaluating information to form a judgment or decision
• Identifying biases and assumptions in arguments and evidence
• Applying logic and reasoning to solve problems or make decisions

Reflective thinking:

• Thinking about your own thinking or learning process
• Considering your own experiences, beliefs, and values in relation to new information
• Evaluating your own learning and identifying areas for improvement

Lateral thinking:

• Approaching problems and challenges from unconventional angles
• Generating creative solutions through free association and non-linear thinking
• Challenging assumptions and established ways of thinking to arrive at new perspectives or solutions

COMPUTATIONAL THINKING

6 CONCEPT OF CT

• decompose
• pattern
• abstraction
• algorithm
• logical reasoning
• evaluation

IMPLICATION

• Encourage problem-solving: breaking down problems into smaller chunks
• Enhance creativity: Identify patterns and relationships
• Collaboration

WHAT IS THE METACOGNITIVE MODEL?

• theoretical frameworks that describe how individuals monitor, regulate, and control their own thinking processes

KWL CHARTS

Meaning:

• KWL stands for "Know, Want to know, Learned."

Purpose

• The KWL chart is designed to help students organize their thinking and monitor their learning progress. By reflecting on what they already know, what they want to know, and what they have learned, students can better understand the subject matter and identify areas where they need to focus their attention.

Benefits

• focus their attention
• organize their thinking
• engage in metacognitive processes.
• promotes active learning
• encourages students to take ownership of their own learning.

I.D.E.A.L

ISHIKAWA DIAGRAM

• cause-and-effect diagram
• used to identify and organize the possible causes of a particular problem or effect

Benefits

• F - Facilitates brainstorming and collaboration among team members
• I - Identifies all possible causes of a problem or effect
• S - Simplifies complex problems by breaking them down into smaller parts
• H - Helps to focus on the root cause of the problem or effect
• I - Improves problem-solving and decision-making processes
• K - Knowledge and expertise of team members can be captured and utilized
• A - Aids in developing solutions and preventive actions
• W - Works as a communication tool to convey information to stakeholders
• A - Provides a structured approach to problem-solving and continuous improvement