Students can form ideas and hypotheses and support them {thinking, education}.
skills
Thinking skills are deciding, judging, assessing priorities, and scanning deeply and widely. Thinking happens mostly at perception stage, not analyzing stage.
understanding
Follow written and spoken directions, instructions, and questions for applications and interviews. Remember main discussion points.
analysis
Recognize fallacies, argument tricks, persuasion techniques, and fact and opinion differences. Recognize communication patterns. Find system goals. Find methods. Realize personal feelings and emotions. Analyze group, system, or passage for efficiency in meeting goals or using methods.
cognitive skills
Speak, write, draw, act out, perform gross and fine motor movements, and otherwise express self. Read, listen, perceive, and comprehend expressions. Reason, plan, and decide among choices. Create, be open, inquire, tolerate, act independently, choose goals and tasks, complete goals and tasks, and control self. Share, cooperate, lead, follow, and plan together.
thinking levels
Repeat, describe, or perform instruction. Classify, create concept, organize, recognize, compare, or recall. Restate, illustrate, discriminate, or apply principle. Explain, predict, estimate, infer, interpret data, criticize, or solve problem. Discover, hypothesize, find new problem from old problem, generalize, create, or evaluate.
Higher level is more independent of immediate stimuli and uses more models, rules, and verbalization.
thinking levels: alternate
Recall terms. Recall facts. Recall rules or principles. Perform processes and procedures. Reorganize, paraphrase, summarize, and give examples. Analyze, find relationships, and discover essential attributes or relations. Infer, find consequences, and extend knowledge in new directions. Use rules and principles to solve problems, and apply problem solution to new situation or context. Create new hypothesis or theory, and relate diverse knowledge together. Evaluate and judge idea using criteria or standards, and find evidence to support the judgment.
memory skills
Perceive relationships. Pay attention. Concentrate. Put in sequences. Memorize.
reading textbooks
Read chapter and section headings. Read whole lesson very fast. Read lesson slowly, taking notes. Review lesson and notes. Ask questions about lesson facts. Recite lesson summary. Note important words and their meanings. Know principles and rules. Work problems using rules and discover problem patterns and solution methods. Work out problems in short steps to outline method. Analyze assignment style, technique, theme, and facts.
Read fiction and nonfiction at grade level. Know book features and their uses. Relate reading to previous knowledge. Understand, summarize, recognize purposes in, recognize styles in, and criticize passage.
reviewing
Review subject in short bursts, separated by rests.
studying
Learn the most-important basic information and then add detail. Know what is the most-important information.
Vocabulary typically is the most-important information.
time for study
Process requires time to manipulate symbols and language and so gain understanding. Teaching requires time for planning. Teaching requires time for more, professional training. Teaching requires time for practice.
understanding
The best way to learn and remember information is to understand it. Understanding means that people can predict effects from causes and reasons. Understanding requires declarative learning, not just procedural learning.
Social Sciences>Education>Thinking
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Description of Outline of Knowledge Database
Date Modified: 2022.0224