thinking tools
TRANSCRIPT
Zaid Ali Alsagoff
Module 2:Module 2:Thinking ToolsThinking Tools
Do You Agree with These Statements?Do You Agree with These Statements?
““There are many students who are There are many students who are educated but few who caneducated but few who can think out of the think out of the
boxbox.” – Pak Lah.” – Pak Lah
““We want the development of modal insan We want the development of modal insan (model citizen), students who can (model citizen), students who can think think criticallycritically and and creativelycreatively, who are able to , who are able to solve problemssolve problems and have the and have the ability to ability to adaptadapt themselves to an ever-changing themselves to an ever-changing
global environment.”global environment.”- Blueprint for Education Development (2006 – 2010)
Why?Why?
* During the launch of the National Education Blueprint 2006-2010 at the Putrajaya International Convention Centre 16/01-2007.
Questions?Questions?
Look at this picture. What kind of questions can we ask in relation to this picture?
Use your imagination
Questions?Questions?
Look at this picture. What kind of questions can we ask in relation to this picture?
Use your imagination
Module 2: Thinking ToolsModule 2: Thinking Tools
1. Questioning
4. Cognitive Research Trust (CoRT)
2. Concepts
3. Mindmaps
But first, What is a Thinking Tool?But first, What is a Thinking Tool?
A Thinking ToolThinking Tool is an instrument that can help us in using our minds systematically and effectively. With the use of thinking tools, the intended ideas will be arranged more
systematically, clearly, and easy to be understood.
This module will explore four (4) types of thinking Tools:
QuestioningConcepts Mindmaps Cognitive Research Trust (CoRT)
2.1 Questioning 2.1 Questioning
Questioning is one approach to motivate others to:
Get information
Test understanding
Develop interest
Evaluate the ability of individuals towards
understanding certain things.
““A person who asks questions A person who asks questions is a person who thinks.”’is a person who thinks.”’
- William Wilen
““A person who asks questions A person who asks questions is a person who thinks.”’is a person who thinks.”’
- William Wilen
Why Why me?me?
2.1 Questioning (2)2.1 Questioning (2)
Look at this picture. Let’s construct questions Look at this picture. Let’s construct questions usingusing What, Who, Where, When, Why What, Who, Where, When, Why andand How How..
2.1 Questioning - 2.1 Questioning - Five Ws and HFive Ws and H
The Five W’s and HFive W’s and H, is an influential, inspirational and imaginative checklist (often used by journalists) to generate:
Data-gathering questions, during the early stages of problem solving when you are gathering data.
Idea-provoking questions (e.g. whilst brainstorming).
Criteria for evaluating options.
WWhathat
WWhoho
WWherehere
WWhenhen
WWhyhy
HHowow
5Ws5Ws
HH
2.1 Questioning - Bloom’s Taxonomy2.1 Questioning - Bloom’s Taxonomy
KnowledgeKnowledge
InterpretationInterpretation
Application
AnalysisAnalysis
SynthesisSynthesis
EvaluationEvaluation
Lower-level Thinking
Higher-Level Thinking
2.1 Questioning – Fact2.1 Questioning – Fact
FactFact – Seek to determine the basic information of a situation: 5 Ws and H
What happened?Who…?Who…?Where…?Where…?When…?When…?Why…?Why…?How…?How…?
2.1 Questioning – Interpretation2.1 Questioning – Interpretation
InterpretationInterpretation – Seek to select and organize facts and ideas, discovering the relationships between them.
What is the main idea of…
Retell in your on words what happened.
““There are many students who are educated There are many students who are educated
but few who canbut few who can think out of the boxthink out of the box.” – Pak Lah.” – Pak Lah““There are many students who are educated There are many students who are educated
but few who canbut few who can think out of the boxthink out of the box.” – Pak Lah.” – Pak Lah
2.1 Questioning – Application2.1 Questioning – Application
ApplicationApplication – Help us take knowledge or concepts learnt in one situation and apply them to other situations.
How would you apply the principles of decision making when seeking a job?
How do you apply this rule in your daily life?
You’re Fired!
Really?
2.1 Questioning – Analysis2.1 Questioning – Analysis
AnalysisAnalysis - To separate the entire process into component parts and understand the relation of these parts to the whole.
What are the parts or features of …
What evidence can you present to support…
Explain the reasons why you think…
I was fired because I was…1. Intelligent2. Hardworking3. Proactive
2.1 Questioning – Synthesis2.1 Questioning – Synthesis
SynthesisSynthesis - to combine ideas and come to a conclusion.
What ideas can you add to…What might happen if you combine … with …?What solution would you suggest for…
2.1 Questioning – Evaluation2.1 Questioning – Evaluation
EvaluationEvaluation - to make informed judgments and decisions by determining the reliability of things.
Do you agree with…?
Why or why not?
What criteria would you use to assess…
2.2 Concepts 2.2 Concepts
ConceptsConcepts - General ideas that we use to identify and
organize our experience.
Structure of Concepts:
1) SignSign - word/symbol that names the concept
2) ReferentsReferents - examples of the concept
3) PropertiesProperties - qualities that all examples of the concept share in common.
Properties
ReferentsSign
ConcepConceptsts
Words are the vocabulary of Words are the vocabulary of language; language;
ConceptsConcepts are the vocabulary of are the vocabulary of thought.thought.
Words are the vocabulary of Words are the vocabulary of language; language;
ConceptsConcepts are the vocabulary of are the vocabulary of thought.thought.
2.2 Concepts: Example 2.2 Concepts: Example
Properties:Wheels, Engine, Seats, Dashboard
Sign:“Automobile”
Concept:Concept:AutomobileAutomobile
Concept:Concept:AutomobileAutomobile
Referents:Lamborghini Proton Satria Neo
Aristotle once said that an intelligent person is a 'master of concepts'.
Aristotle once said that an intelligent person is a 'master of concepts'.
2.2 Forming Concepts2.2 Forming Concepts
You form concepts by the interactive process of:
GeneralizingGeneralizing - Focusing on the common properties shared by a group of things.
InterpretingInterpreting - Finding examples of the concept.
2.2 Forming Concepts: Example2.2 Forming Concepts: Example
Study the following dialogue on the concept of Friendship:Friendship:
Amir Is 'friendship' what happens when two people meet and say hello?
Alfonso No, I think 'friendship' takes time to develop.
Amir Does 'friendship' occur after they have an interesting conversation?
Alfonso I think 'friendship' involves an amount of trust and loyalty, which can hardly be established after just one interesting conversation.
Amir So can I say that the relationship between my employee and I at work as a 'friendship'.
Alfonso I think in a 'friendship', trust and loyalty is given willingly and unconditionally. It should touch on different aspects of people's lives; and not just work.
2.2 Forming Concepts: Example2.2 Forming Concepts: Example
By studying the dialogue, we can imply that in order to By studying the dialogue, we can imply that in order to determine which concept to apply to a situation, we have to: determine which concept to apply to a situation, we have to:
Be aware of the properties that form the boundaries of the Be aware of the properties that form the boundaries of the concept. concept.
Be sure that the experience meets the properties or Be sure that the experience meets the properties or requirements. requirements.
2.2 Applying Concepts2.2 Applying Concepts
Applying conceptsApplying concepts means meeting the concept’s necessary requirements. In determining exactly what the requirements of the concept are, ask:
Would something still be an example of this Would something still be an example of this concept if it did not meet this requirement?concept if it did not meet this requirement?
When we are able to identify all of the requirements of the concept, we say these requirements are both necessary and sufficientsufficient for applying the concept.
2.2 Applying Concepts (2)2.2 Applying Concepts (2)
When you apply a concept to an object, idea, or experience, you are in effect classifying the object, idea, or experience by placing it into the group of things defined by the properties/requirements of the concept.
The way you classify reflects and influences the way you see the world, the way you think about the world, and the way you behave in the world.
The specific categories you use depends on the purposes of your classification.
2.2 Applying Concepts: Example2.2 Applying Concepts: Example
Some may attribute a girl's Some may attribute a girl's BEAUTYBEAUTY to her fair skin, to her fair skin, rosy cheeks and long silky hair. Others, however, rosy cheeks and long silky hair. Others, however, may attribute beauty to the kindness of her heart may attribute beauty to the kindness of her heart
and considerate nature. and considerate nature.
How do you classify the concept of How do you classify the concept of BEAUTY?BEAUTY?
2.2 Defining Concepts2.2 Defining Concepts
Giving an effective definition of a concept means both:
Identifying the general qualitiesgeneral qualities of the concept, which determine when it can be correctly applied.
Using appropriate examplesappropriate examples to demonstrate actual applications of the concept. That is, examples that embody the general qualities of the concept.
RoleRoleModels?Models?
2.2 Defining Concepts: Example2.2 Defining Concepts: Example
How would you define the word car? How would you define the word car?
What are the properties of a car? What are the properties of a car?
Tony BuzanTony Buzan
2.3 Mindmaps2.3 Mindmaps
A mindmapmindmap can be defined as a visual presentation of the ways in which conceptsconcepts can be related to one another.
It’s the Ultimate Learning Learning
ToolTool!!
2.3 Mindmaps – Why?2.3 Mindmaps – Why?
It Helps YouHelps You to:
Save timeSave time as it uses only keywords (or concepts).Understand betterUnderstand betterIncrease your ability to rememberIncrease your ability to remember by utilizing the seven principles of Super Memory:
Visualization Association Making Things Outstanding Imagination Colour Rhythm Holism
The Rock Agrees!!
2.3 Mindmaps: When?2.3 Mindmaps: When?
MindmapsMindmaps are useful for:
Note takingNote taking (listening)
Oral presentationOral presentation (speaking)
WritingWriting
YEAH!!
2.3 Mindmaps: How?2.3 Mindmaps: How?
Step 1:Step 1: Draw the topic at the centre. Draw the topic at the centre.
Step 2:Step 2: Add the Sub-Headings. Add the Sub-Headings.
Step 3:Step 3: For each Sub-Heading, Add the Main For each Sub-Heading, Add the Main Points and Supporting Details.Points and Supporting Details.
Step 4:Step 4: Use your Imagination (pictures/images) Use your Imagination (pictures/images) to make it outstanding and memorable.to make it outstanding and memorable.
The Rock Says You Must
Try…!!
2.3 Mindmaps: Example2.3 Mindmaps: Example
The Rock Likes Barry
Mapp…!!
Source: http://www.positivehealth.com/permit/Articles/Mind_Matters/mapp18b.jpg
Edward de BonoEdward de Bono
CoRT Thinking MethodCoRT Thinking Method
The essence of the CoRT (Cognitive Research Trust) Thinking Method is to focus attention directly on different aspects of thinking and to crystallize these aspects into definite concepts and tools that can be used deliberately.
It is designed to encourage students to broaden their thinking.
CoRT Thinking ToolsCoRT Thinking Tools
CAF: Consider All Factors
FIP: First Important Priorities
PMI: Plus, Minus, Interesting (ideas)
APC: Alternatives, Possibilities, Choices
OPV: Other People's Views
AGO: Aims, Goals, Objectives (purpose)
C&S: Consequence and Sequel
CAF: Consider All FactorsCAF: Consider All Factors
Used to look as widely as possible at all the factors involved in a situation.
Steps involved:
List down all the factors.
Consider each factor.
What is the appropriate decision to be made?
Example:
Should UNITAR have a main campus?
FIP: First Important PrioritiesFIP: First Important Priorities
Choosing from a number of different possibilities and alternatives (e.g. putting priorities in order).
Steps involved:
What are the important matters involved?
Which is the most important one to be considered?
Which one should be given priority?
Example:
Helping the flood victims in Johor.
PMI: Plus, Minus, InterestingPMI: Plus, Minus, Interesting
Examining an idea for good, bad or interesting points, instead of immediate acceptance or rejection.
Steps involved:
List down all the plus points.
List down all the minus points.
List down all the interesting points.
What is your decision after considering all the factors?
Example:
Should UNITAR have OLT?
APC: Alternatives, Possibilities, Choices APC: Alternatives, Possibilities, Choices
Generating new alternatives and choices, instead of feeling confined to the obvious ones.
Steps involved
What are the other alternatives to overcome the problem?
What are the implications incur if every step is taken?
What is the best solution?
Example
Exams should be abolished.
OPV: Other People's Views OPV: Other People's Views
Moving out of one’s own viewpoint to consider the points of view of all others involved in any situation.
Steps involved
Will this idea influence others?
Other’s people opinion on this matter?
Is your idea relevant before actions are taken?
ExampleStudent should be barred from VOISS if they do not pay their study fees.
AGO: Aims, Goals, ObjectivesAGO: Aims, Goals, Objectives
Picking out and defining the objectives so as one is clear about his own aims and understanding those of others (Purpose).
Steps involved:
What is the AGO of the plan?
Are the implementations out of The AGO?
How do I make sure that the AGO is achieved?
Example
What is the AGO of the Critical Thinking Course?
C&S: Consequence and SequelC&S: Consequence and Sequel
Considering the immediate, short (e.g. 1 - 2 years), medium (e.g. 2 - 5 year) and long term (e.g. over 5 years) consequences.
Steps involved:
What are the long term effects?
What are the risks I have to face?
To what extent the new plan would bring changes?
Example:
The future of e-Learning at UNITAR.
Group ActivityGroup Activity
Break into groups of 4-5, and then discuss:
How can UNITAR students help the flood victims in Malaysia?
Choose one member of your group to take notes.
10 min Use one (or more) of the CoRT thinking tools to come up with suggestions.
5 min Draw a mindmap of your group findings.
15 min Group presentation & discussion
The Rock The Rock Likes Likes
UNITAR.UNITAR.
SummarySummary
1. Questioning Questioning is one approach to motivate others to get information, test understanding, develop interest, and evaluate the ability of individuals towards understanding certain things. Tools include the “5 Ws and H”, Bloom’s taxonomy, etc.
2. Concepts Concepts are general ideas that we use to identify and organize our experience. Structure of Concepts: Sign, Referents and Properties.
3. Mindmaps Helps you to save time as it uses only keywords (or concepts), understand better and Increase your ability to remember. It is useful for: Note taking, Oral presentation and Writing.
4. CoRT CAF: Consider All Factors
FIP: First Important Priorities
PMI: Plus, Minus, Interesting
APC: Alternatives, Possibilities, Choices
OPV: Other People's Views
AGO: Aims, Goals, Objectives
C&S: Consequence and Sequel
Any Questions? Any Questions?
The EndThe End
ReferencesReferences
Online ResourcesOnline Resources
Mindmapping in 8 Easy Steps: http://www.thinksmart.com/mission/workout/mindmapping_intro.html
Contact DetailsContact Details
Zaid Ali AlsagoffZaid Ali Alsagoff
UNIVERSITI TUN ABDUL RAZAK 16-5, Jalan SS 6/1247301 Kelana Jaya
Selangor Darul EhsanMalaysia
E-mail: [email protected]
Tel: 603-7627 7238 Fax: 603-7627 7246