5 Dimensions Of Thinking

FIVE DIMENSIONS OF THINKING
METACOGNITION

Awareness and control of thinking, including attitudes toward thinking

CRITICAL AND CREATIVE THINKING

Critical Thinking

Dispositions (For example, seeking reasons, seeking precision, being open-minded)
Analyzing and assessing claims, evidence, support, reasoning

Creative Thinking
Forming "new combinations of ideas to fulfill a need" (Halpern)
Applying strategies for discovery and resourcefulness

THINKING PROCESSES (Larger, multi-step uses of thinking skills)
Forming concepts and principles

Comprehending

Problem solving

Decision making

Research

CORE THINKING SKILLS

Micro skills (21) such as inferring, analyzing, classifying, evaluating, comparing, summarizing, formulating questions, identifying errors, verifying

CONNECTING THINKING TO CONTENT KNOWLEDGE

Applying the previous four dimensions to specific courses and curricula; assessing

Source: Robert J. Marzano and Others. Dimensions of Thinking: A Framework for Curriculum and Instruction. Association for Supervision and Curriculum Development, 1988

16 Habits Of Mind

A Habit of Mind is knowing how to behave intelligently when you DON'T know the answer.


A Habit of Mind means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known: dichotomies, dilemmas, enigmas and uncertainties.


Our focus is on performance under challenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship. The critical attribute of intelligent human beings is not only having information, but also knowing how to act on it.


Employing Habits of Mind requires drawing forth certain patterns of intellectual behavior that produce powerful results. They are a composite of many skills, attitudes and proclivities including:


Value: Choosing to employ a pattern of intellectual behaviors rather than other, less productive patterns.


Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.


Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of behavior.


Capability: Possessing the basic skills and capacities to carry through with the behaviors.


Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behavior.





The 16 Habits of Mind identified by Costa and Kallick include:


Persisting


Thinking and communicating with clarity and precision


Managing impulsivity


Gathering data through all senses


Listening with understanding and empathy


Creating, imagining, innovating


Thinking flexibly


Responding with wonderment and awe


Thinking about thinking (metacognition)


Taking responsible risks


Striving for accuracy


Finding humor


Questioning and posing problems


Thinking interdependently


Applying past knowledge to new situations


Remaining open to continuous learning

NO BOUNDARIES

SUSAN BOYLE : DREAM

This made me think how important it is to believe and never give up.

ON MY WAY HERE

STRESS RELIEF WITH LOCUS OF CONTROL

Those who feel that their circumstances are in their control

( internal locus of control ) experience less stress.

The term ‘locus of control’ refers to whether you feel your life is controlled by you or by forces outside yourself. Those with an internal locus of control feel that they have choice in their lives and control over their circumstances; conversely, those with an external locus of control feel more at the mercy of external events. As you may have guessed, those with a more internal locus of control tend to feel happier, more free, and less stress. They also enjoy better health (likely because they experience less of the damaging chronic stress that can come from feeling powerless), and are more satisfied with life in general. Perhaps not surprisingly, those with an external locus of control are more susceptible to depression as well as other health problems, and tend to keep themselves in situations where they will experience additional stress, feeling powerless to change their own circumstances, which just adds to their stress load.

Your locus of control can be shaped by events in your childhood or adulthood (whether you were able to have a strong impact on your environment can lead to a sense of empowerment or of learned helplessness) and perpetuated by habitual thinking patterns. If you feel your locus of control could use a shift, start today!

BEING A CREATIVE TEACHER

For my students a game is the best way to learn.

In this game I create a chance to have my students recognize numbers ,.

I use attractive colours.

TING HUNG LING

( I am a beginning teacher just having fun... and learning a lot. Do you have any ideas to share?)