Report Assignment 5

8/13/2019 Report Assignment 5

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CHEMISTRY DEPARTMENT

FACULTY OF SCIENCE AND MATHEMATICS

SKP6014 CURRICULUM DESIGN AND INSTRUCTION IN CHEMISTRY

ASSIGNMENT 5: THINKING-BASED LEARNING: PROMOTING

QUALITY STUDENT ACHIEVEMENT IN THE 21ST

CENTURY

LECTURER: ASMAYATI BT YAHAYA

PREPARED BY NURSHUHADA BINTI NORDIN

M20122001482


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1.2 Framework for 21st

Century Learning

Figure 1: Framework for 21st

Century Learning (K. Kay & V. Greenhill, 2011).

The Partnerships framework for 21st

Century Learning focuses on 21st

century student

outcomes (a blending of specific skills, content knowledge, expertise, and literacies) with the

necessary support systems that must be present to help students acquire these critical skills.

1.3 21st

Century Learning Skills

P. Griffin et al., (2012) have organized the ten skills that have been identified into four

groupings:

A. Ways of Thinking

1. Creativity and innovation

2. Critical thinking, problem solving, decision making

3. Learning to learn, Metacognition

B. Ways of Working

4. Communication

5. Collaboration (teamwork)

c. Tools for Working


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6. Information literacy

7. ICT literacy

D. Living in the World

8. Citizenshiplocal and global

9. Life and career

10. Personal and social responsibilityincluding cultural awareness and competence

2.0 Higher-Order Thinking (HOT)

There is great emphasis in todays 21st-century landscapes for problem solving and open-

ended challenges. Anderson and Krathwohl (2001) define higher-order thinking as the mental

processes that allow students to develop factual, conceptual, and metacognitive knowledge within

the creative and critical domains. Bloom (1956) provided the firm teaching and learning foundation

from which most classrooms continue to operate. Defining and quantifying levels of student

thinking, Bloom (1956) identifies Knowledge, Comprehension, Application, Analysis, Synthesis, and

Evaluation levels. The model is designed to allow for foundational knowledge (knowledge and

comprehension) in order to apply higher levels of thinking (Application, Analysis, Synthesis, and

Evaluation) which integrate among and across content areas. Krathwohl (2002) recognizes the 21st-century need to better identify teaching strategies that may further engage learners thereby

producing higher-level thinkers. Based on his researched observations, cognitive processes are

better defined and observable based upon an expansion of Blooms work.The updated levels, then,

include: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating (Krathwohl

2002).

The Revised Blooms Taxonomys most notable difference from the original Blooms

Taxonomy lies within the complexity of each cognitive level. In effect, the revised taxonomy moves

into a two-dimensional model, whereby more specific types of knowledge, for instance, are

identified and observed (Krathwohl, 2002). In the revised taxonomy, knowledge is specified by

factual, conceptual, procedural, and metacognitive. As teachers plan lessons, this Knowledge level is

identified and subsequently charted against the higher levels of the revised taxonomy. Kreitzer

(1994) and his associates argue that there are more demands of knowledge than other levels might

involve and thus must be delineated for the teacher. As the taxonomy further evolved, a cognitive

process domain became more accepted for use. The Knowledge level, then, was replaced by


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Remembering and Understanding. Krathwohl (2002) and his colleagues believed this better

described and captured students initial thinking processes. The Applying level remained with

subdomains of executing and implementing. Analyzing, then, was described as breaking material

into constituent parts and could be thought of in terms of differentiating, organizing, or attributing.

Krathwohl (2002) also interchanged the original taxonomy Synthesis and Evaluation, and ultimately

changed Evaluation to Creating. Evaluating, or making judgments based on criteria and standards,

could be considered as checking or critiquing. The Creating level, according to Krathwohl et. al

(2002), replaced the original taxonomy level of Evaluation and added an original student product or

thought by generating, planning, and producing.

In Marzanos exploration about delivering high-quality teaching and learning in the 21st-

century classroom, cognitive thinking skills were identified and codified into writing techniques,

thinking techniques, and general information processing strategies. Marzano reported positive

results when coaching students to make inferences about processes. Inferential methods are

routinely skipped or ignored by classroom teachers but are the foundation for higher-order thinking

processes (Marzano, 2010). The learning target or objective of a lesson can be raised to higher levels

of cognitive thinking. As teachers raise the learning target of a particular lesson, it can be argued

that instruction has improved. When objectives, activities, and assessments are properly aligned at

higher levels of cognitive thinking, not only has instruction improved but also student learningimproves (Raths, 2002).

3.0 Thinking Based Learning (TBL)

Thinking-based learning is the most powerful type of learning in education. It combines the

use of the appropriate forms of skilful thinking with the content material that students are learning.

The learning engages in a systematic process on how to implement thinking-based learning in the

classroom and integrate it into existing curricula designs.

3.1 Thinking Skills

There are four major types of thinking that are needed in order to engage in skilful thinking:

1. Generating Ideas:

a. Alternative Possibilities


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i. Multiplicity of ideas

ii. Varied ideas

iii. New ideas

iv. Detailed ideas

b. Composition

i. Analogy / Metaphor

2. Clarifying Ideas:

a. Analysing Ideas

i. Compare / contrast

ii. Classification / definition

iii. Parts / whole

iv. sequencing

b. Analysing Arguments

i. Finding reasons / conclusions

ii. Uncovering assumptions

3. Assessing the Reasonableness of Ideas

a. Assessing Basic Informationi. Reliability of sources / accuracy of observation

b. Interference

i. Use of evidence

Casual explanation / prediction

Generalization

Reasoning by analogy

ii. Deduction

Conditional reasoning (if... then)

Categorical reasoning (some all)

4. Complex Thinking Tasks

a. Decision Making

b. Problem Solving


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3.2 Infusing Thinking into Instruction

In figure 2, these thinking skills and processes are shown within the more comprehensive context of the thinking domain (WWW.CRITICALTHINKING.COM)


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3.3 Thinking Skills Involved in the Decision Making Process.

Figure 3 shows how various thinking skills from each of these categories are combined in decision making (WWW.CRITICALTHINKING.COM).


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3.4 Approaches to Teaching Thinking

Figure 4 shows the approaches to teaching thinking (WWW.CRITICALTHINKING.COM).

The teaching of thinking by direct instruction means that, in a time period designated for

thinking instruction, students learn how to use explicit thinking strategies, commonly guided by the

teacher. Such lessons employ the language of the thinking task and procedures for doing it skillfully.

Usually the teaching of thinking occurs in separate, self-contained courses or programs with specially

designed materials and is taught outside the standard curriculum. For example, students are guided

in using the terms and procedures of classification to classify buttons, to demonstrate and practice

the thinking skill, or they are asked to assess arguments from text books on critical thinking, to

practice skills in logic. Since the skills are taught using examples that are not curriculum-related, they

must then be bridged into the curriculum if students are to apply them to content learning.

In contrast to this approach, infusion lessons are not taught in separate courses or programs

outside the regular curriculum. They do, however, employ direct instruction in the thinking skills and

processes that they are designed to improve. In infusion lessons, direct instruction in thinking is

blended into content lessons


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Teaching for thinking involves employing -methods to promote students deep

understanding of the content. Such methods include using cooperative learning, graphic organizers,

higher order questioning, Socratic dialog, manipulatives, and inquiry learning. While students may

respond thoughtfully to the content, no thinking strategy is taught explicitly. In contrast, although

infusion lessons also feature such methods, infusion lessons are characterized by direct instruction in

thinking skills and processes

4.0 Characteristics of Good Thinkers

Ways of thinkingcreativity and innovation (Erstad et al., 2012)


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4.2 Critical Thinking, Problem Solving, and Decision Making

Ways of thinkingcritical thinking, problem solving, and decision making (Erstad et al., 2012).


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4.3 Learning to Learn and Metacognition

Ways of thinking -Learning to Learn and Metacognition (Erstad et al., 2012).


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4.4 Communication

Ways of workingcommunication (Erstad et al., 2012).

Knowledge Skills Attitudes/values/ethics

Competency in language in

mother tongue.

Sound knowledge of basic

vocabulary, functional grammar

and style, functions of language

Awareness of various types of

verbal interaction

(conversations, interviews,

debates, etc.) and the main

features of different styles and

registers in spoken language

Understanding the main

features of written language

(formal, informal, scientific,

journalistic, colloquial, etc.)

Competency in additional

language/s.

Sound knowledge of basic

vocabulary, functional grammar

and style, functions of language Understanding the

paralinguistic features of

communication (voice-quality

features, facial expressions,

postural and gesture systems)

Awareness of societal

conventions and cultural

aspects and the variability of

language in different

geographical, social, an

communication environments


mother tongue and additional

language/s.

Ability to communicate, in

written or oral form, and

understand, or make others

understand, various messages

in a variety of situations and for

different purposes

Communication includes the

ability to listen to and

understand various spoken

messages in a variety of

communicative situations and

to speak concisely and clearly

Ability to read and

understand different texts,

adopting strategies appropriate

to various reading purposes

(reading for information, for

study, or for pleasure) and tovarious text types

Ability to write different types

of texts for various purposes

and monitor the writing

process (from drafting to

proofreading)

Ability to formulate ones

arguments, in speaking or

writing, in a convincing manner

and take full account of other

viewpoints, whether expressed

in written or oral form

Skills needed to use aids (such

as notes, schemes, maps) to

produce, present, or

understand complex texts in

written or oral form (speeches,

conversations, instructions,

interviews, debates)


mother tongue.

Development of a positive

attitude to the mother tongue,

recognizing it as a potential

source of personal and cultural

enrichment

Disposition to approach the

opinions and arguments of

others with an open mind and

engage in constructive and

critical dialogue

Confidence when speaking in

public

Willingness to strive for

aesthetic quality in expression

beyond the technical

correctness of a word/phrase

Development of a love of

literature

Development of a positiveattitude to intercultural

communication

Competency in additional

language/s.

Sensitivity to cultural

differences and resistance to

stereotyping


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4.5 Collaboration and Teamwork

Ways of workingcollaboration, teamwork (Erstad et al., 2012)


Interact effectively with others

Know when it is appropriate

to listen and when to speak

Work effectively in diverse

teams

Know and recognize the

individual roles of a successful

team and know own strengths

and weaknesses and

recognizing and accepting them

in others

Manage projects

Know how to plan, set, and

meet goals and to monitor and

re-plan in the light of

unforeseen developments

Interact effectively with others

Speak with clarity andawareness of audience and

purpose. Listen with care,

patience, and honesty

Conduct themselves in a

respectable, professional

manner


teams

Leverage social and cultural

differences to create new ideasand increase both innovation

and quality of work

Manage projects

Prioritize, plan, and manage

work to achieve the intended

group result

Guide and lead others

Use interpersonal and

problem-solving skills toinfluence and guide others

toward a goal

Leverage strengths of others

to accomplish a common goal

Inspire others to reach their

very best via example and

selflessness

Demonstrate integrity and

ethical behaviour in using

influence and power

Interact effectively with

others Know when it is appropriate

to listen and when to speak

Conduct themselves in a

respectable, professional

manner


teams

Show respect for cultural

differences and be prepared to

work effectively with peoplefrom a range of social and

cultural backgrounds

Respond open-mindedly to

different ideas and values

Manage projects

Persevere to achieve goals,

even in the face of obstacles

and competing pressures

Be responsible to others Act responsibly with the

interests of the larger

community in mind


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4.6 Information Literacy

Tools for workinginformation literacy (Erstad et al., 2012)


Access and evaluate

information Access informationefficiently

(time) and effectively (sources)

Evaluate information

critically and competently

Use and manage information

Use information accurately

and creatively for the issue or

problem at hand Manage the

flow of information from a wide

variety of sources Apply a fundamental

understanding of the

ethical/legal issues surrounding

the access and use of

information

Basic understanding of the

reliability and validity of the

information available

(accessibility/acceptability) and

awareness of the need to

respect ethical principles in theinteractive use of IST

Apply technology effectively

Use technology as a tool to

research, organize, evaluate,

and communicate information

Use digital technologies

(computers, PDAs, media

players, GPS, etc.),

communication/networking

tools, and social networksappropriately to access,

manage, integrate, evaluate,

and create information to

successfully function in a

knowledge economy

Access and evaluate

information Ability to search, collect,and

process (create, organize, and

distinguish relevant from

irrelevant, subjective from

objective, real from virtual)

electronic information, data,

and concepts and to use them

in a systematic way


Ability to use appropriateaids, presentations, graphs,

charts and maps to produce,

present, or understand

complex information

Ability to access andsearch a

range of information media

including the printed word,

video, and websites and to use

internet-based services such as

discussion for a and email

Ability to use informationtosupport critical thinking,

creativity, and innovation in

different contexts at home,

leisure, and work

Ability to search, collect,and

process written information,

data, and concepts in order to

use them in study and to

organize knowledge in a

systematic way; Ability to

distinguish, in listening,peaking, reading, and writing,

relevant from irrelevant

information

Access and evaluate

information Propensity to use information

to work autonomously and in

teams; critical and reflective

attitude in the assessment of

available information


Positive attitude and

sensitivity to safe and

responsible use of the internet,

including privacy issues andcultural differences

Interest in using information

to broaden horizons by taking

part in communities and

networks for cultural, social

and professional purposes


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4.8 Examples of Activities: Science

Apply a Rule: The student could be asked to explain why a shotgun "kicks" when fired. His

response would include a statement to the effect that for every action there is an equal and

opposite reaction (Newton's Law of Motion), and that the "kick" of the shotgun is equal to the force

propelling the shot toward its target. The faster the shot travels and the greater the weight of the

shot, the greater the "kick" of the gun.

Classify:Given several examples of each, the student could be asked to classify materials according

to their physical properties as gas, liquid, or solid.

Construct:The student could be asked to construct a model of a carbon atom.

Define: Given several types of plant leaves, the student could be asked to define at least three

categories for classifying them. NOTE: Defining is not memorizing and writing definitions created by

someone else -- it is creating definitions.

Demonstrate:Given a model of the earth, sun, and moon so devised that it may be manipulated to

show the orbits of the earth and moon, the student could be asked to demonstrate the cause of

various phases of the moon as viewed from earth.

Describe:The student could be asked to describe the conditions essential for a balanced aquarium

that includes four goldfish.

Diagram:The student could be asked to diagram the life cycle of a grasshopper.

Distinguish:Given a list of paired element names, the student could be asked to distinguish betweenthe metallic and non-metallic element in each pair.

Estimate:The student could be asked to estimate the amount of heat given off by one liter of air

compressed to one-half its original volume.

Evaluate: Given several types of materials, the student could be asked to evaluate them to

determine which the best conductor of electricity is.

Identify:Given several types of materials, the student could be asked to identify those which would

be attracted to a magnet.

Interpret:The student could be asked to interpret a weather map taken from a newspaper.

Locate:The student could be asked to locate the position of chlorine on the periodic table. NOTE: To

locate is to describe location. It is not identification of location.

Measure:Given a container graduated in cubic centimeters, the student could be asked to measure

a specific amount of liquid.

Name:The student could be asked to name the parts of an electromagnet.

Order:The student could be asked to order a number of animal life forms according to their normal

length of life.


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Raths, J. (2002). Improving instruction. Theory into Practice, 41(4), 233-237.

Website Article base: http://www.articlesbase.com/education-articles/metacognition-1067882.html

Website if UNC Charlotte:http://teaching.uncc.edu/articles-books/best-practice-

articles/instructional-methods/promoting-higher-thinking

WWW.CRITIKALTHINKING.COM
http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://www.critikalthinking.com/http://www.critikalthinking.com/http://www.critikalthinking.com/http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinking

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Report Assignment 5