...Level Material Appendix A Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. Stages of Critical Thinking | How to Move to the Next Stage | Obstacles to Moving to the Next Stage | EXAMPLE:The Unreflective Thinker | Examine my thinking to identify problems that affect my thinking. | Deceiving myself about the effectiveness of my thinking | The Challenged Thinker | Becoming aware of my problems in my thinking | Egocentric defensiveness, intellectual arrogance, rationalization, and self-deception may lead the thinker to dismiss or avoid facing the challenge at this stage. | The Beginning Thinker | Try to improve but without regular practice | Egocentric defensiveness, intellectual, arrogance, rationalization, and self-deception may lead the thinker to dismiss or avoid facing the challenge at this stage. | The Practice Thinker | Recognize the necessity of regular practice | Egocentric defensiveness, intellectual arrogance, rationalization, and self-deception may lead the thinker to dismiss or avoid facing the challenge at this stage. | The Advance Thinker | We advance in accordance with our practice | Egocentric defensiveness, intellectual arrogance, rationalization, and self-deception may lead the thinker to dismiss or avoid facing the challenge at this stage. | The Master...
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...Associate Level Material Appendix A Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. |Stages of Critical Thinking |How to Move to the Next Stage |Obstacles to Moving to the Next Stage | |The Unreflective Thinker |Become aware of my thinking and what may |Not thinking that there is nothing wrong. | | |affect it. | | |The Challenged Thinker |Assess the challenges that may happen, when|Not facing the challenges that may arise in| | |problems come. |thinking. | |The Beginning Thinker |Become aware of my problems in my thinking.|Not recognizing the problems in thinking. | |The Practicing Thinker |Being able to be to recognize everything in|Not believing that I need to improve my way| | |my life and being able to scrutinize. |of thinking in many domains of my life. | |The Advanced Thinker |Knowing to notice and correct my thinking |Not improving on thinking habits, failing | | ...
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...Associate Level Material Appendix A Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. Stages of Critical Thinking How to Move to the Next Stage Obstacles to Moving to the Next Stage EXAMPLE: The Unreflective Thinker Examine my thinking to identify problems that affect my thinking. Deceiving myself about the effectiveness of my thinking The Unreflective Thinker I have to identify my think problems to overcome any obstacles in my thinking. Analyzing how effective my thinking is and not think everything is just fine. The Challenged Thinker I have to see my thinking problems and acknowledge them to move forward. I have to accept responsibility for my thinking by discovering my deficiencies in thinking. The Beginning Thinker I am recognizing more problems in my thinking and committing to finding these errors. Avoiding defensiveness, arrogance, and self deception will help to improve my thinking. The Practicing Thinker I have to utilize intellectual perseverance to overcome my thinking deficiencies. I have to analyze my thinking on a day to day basis to see how my thoughts are woven into my everyday life and how it affects me and others. My own arrogance may avoid me to rationally think and face my challenges. The Advanced Thinker I need to develop new habits of thought...
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...Associate Level Material Appendix A Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. Stages of Critical Thinking How to Move to the Next Stage Obstacles to Moving to the Next Stage EXAMPLE: The Unreflective Thinker Examine my thinking to identify problems that affect my thinking. Deceiving myself about the effectiveness of my thinking The Challenged Thinker Determine the problems that I have in my own thinking Thinking that there are no problems in my thinking The Beginning Thinker Take up new challenges and take control of my thinking Not taking control and taking on new challenges The Practical Thinker Determine new habits that I need to pick up Not being able to identify the habits that I need The Advanced Thinker Establish good habits Sticking to bad habits and not grasping the good ones The Accomplished Thinker Taking charge and also being aware of things that can be changed Not taking charge and not paying attention to things that can be changed Write a 150- to 200-word explanation of your current stage of critical-thinking development and explain why you placed yourself at that stage. Format your paragraph consistent with Associate Level Writing Style Handbook guidelines. I believe that I am a practical thinker. I believe this to be true because I don’t...
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...Material Appendix A Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. Stages of Critical Thinking | How to Move to the Next Stage | Obstacles to Moving to the Next Stage | EXAMPLE:The Unreflective Thinker | Examine my thinking to identify problems that affect my thinking. | Deceiving myself about the effectiveness of my thinking | The Challenged Thinker | Take active steps that aid in taking command of my thinking. Determine if I am willing to commit myself to developing my critical thinking abilities. Discover my own prejudices and misconceptions. Determine if I am willing to resist the egocentric defensiveness and rationalization that I will most likely feel when I am faced with admitting my deficiencies. | Putting up the defensive when it comes to my egocentricity. Possessing arrogance about my level of intellect. Utilizing rationalization. Deceiving myself in a way that makes me want to avoid facing the challenge at this stage. Obstacles are unstable in this stage. | The Beginning Thinker | Do things on a day-to-day basis that allow me to take command of my thinking. Recognize mistakes in my thinking and commit myself to finding them. Identify the egocentricity in myself and others. Understand that the quality of life depends on the quality of thinking. Realize that...
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...Associate Level Material Appendix A Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. |Stages of Critical Thinking |How to Move to the Next Stage |Obstacles to Moving to the Next Stage | |EXAMPLE: |Examine my thinking to identify problems |Deceiving myself about the effectiveness of| | |that affect my thinking. |my thinking | |The Unreflective Thinker | | | |Challenged Thinker |I have to become of aware of the |Develop ways in creating strategy in | | |determining role in my life and of the |overcoming these problems. Such as making | | |basic problems that come from poor |goals to help better your thinking. | | |thinking. | | |Beginning Thinker |Recognize that I do have basic problems in |Start developing daily routines such as | ...
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...Reflective thinking, in distinction from other operations to which we apply the name of thought, involves (1) a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) an act of searching, hunting, inquiring to find material that will resolve the doubt, settle and dispose of the perplexity’. (Dewey, 1933 p.12) Part 1: With this in mind, consider critically and analytically the purpose and value of reflection and reflective practice, supporting your discussion with relevant reading. Chloe Carter-Miles 6th November 2012 Contents Main Body of Text Page 3 References Page 11 Bibliography Page 13 Appendices Page 16 List of Appendices Appendix 1 Kolb’s Cycle of Experiential Learning Appendix 2 Gibbs Model of Reflection (1988) Appendix 3 Moon’s Model of Reflection Appendix 4 Blooms Taxonomy; original and revised This essay will explore the purpose and value of reflective practice as a trainee teacher, and how it supports learning. Dewey (1916) defines education as ‘It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.’ The pertinent word to note in this quote is ‘experience’. Since Dewey highlighted the importance of reflective practice in the early part of the 20th Century, many other academics and practitioners have explored and written about it. Many different reflective models have been published...
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................................................. Page 2 INTRODUCTION: PURPOSES, PARAMETERS AND CONTEXT..........................Page 3 CRITICAL REVIEW OF LITERATURE.....................................................................Page 7 SCOPE, SAMPLE AND ETHICAL CONSIDERATION........................................... Page 15 CRITICAL REFLECTION ON OWN RESEARCH FINDINGS.....................................................................................................................Page 17 MY CHANGE INITIATIVE.........................................................................................Page 28 REFERENCES...............................................................................................................Page 44 ABSTRACT This paper reports the findings of a small scale enquiry and the change initiative based on the findings and outcomes of leading a change initiative in a secondary school in the South East of England. The paper evaluates the impact of a change theory on teaching and learning and it assesses the implications of new knowledge on practices and performances of students in Religious Education. The focus of change is on the utilisation of planning strategies to promote interest in learning and the adaptation of critical thinking tools for the purpose of engaging the students in learning. A critical evaluation of the impact of effective questioning and dialogue forms part of the recommendations made. The new knowledge in this report...
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...Associate Level Material Appendix B Strategies to Develop Critical Thinking Now that you identified your current stage as a critical thinker, it is necessary to adopt strategies to develop your thinking. Of the nine strategies you read about this week, choose three that you can begin to practice. Identify the strategies and describe how you can implement each strategy in your daily life. |EXAMPLE | |Strategy: Deal with my emotions. | |Implementation Plan: | |When I am faced with a decision, I will examine the positive and negative emotions associated with my decision. This will help me | |limit the influence of my emotions on my decisions. | |Strategy 1: Reshaping your character | |Implementation Plan: | |When having a discussion I need to be more open minded to other ideas. I tend to assume I know better than some people and will | |dismiss their ideas...
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...conceptualizing, formalizing, implementing, and testing followed by reiterating the stages thereby insuring knowledge acquisitioned is in its totality. There are many knowledge elicitation techniques and their success is in choosing the right method(s) used for the knowledge being acquired. The five general stages of knowledge acquisition will be discussed, as will a few knowledge elicitation methods. It is not the intent of this paper in giving a complete listing and discourse of elicitation methods, rather an introduction of knowledge acquisition design steps and methods of elicitation. Knowledge Acquisition is extracting the knowledge from any source and Knowledge Elicitation deals with attaining that knowledge specifically from people (Burge, 1998). There five general stages in knowledge acquisition giving knowledge engineers (KE) certain activities preparing the knowledge /deliverables from that stage to be used as input in the next (Marakas, p246). Hayes-Roth (1983) as referenced by Marakas (2003) and by De Kock (2003) views knowledge acquisition as consisting of five stages, having the output from one stage becoming the input for the next consecutive stage. The five stage model is a reiterative process of constant improvement and fine tuning to ensure the systems correctness and make certain the entirety of the knowledge domain is captured. (Marakas, p246). Figure 1 Five general Stages of Knowledge Acquisition (Marakas, p246) Identification Identification or definition...
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...CIPD No: Unit Code: 5DPP Name of Unit: DEVELOPING PROFESSIONAL PRACTICE Contents Introduction Page 3 Project PlanningPage 3 Risk Assessment Page 4 Creative ThinkingPage 5 Working Together / ConflictPage 6 Political BehaviourPage 7 RecommendationsPage 9 ConclusionPage 9 Reference ListPage 10 BibliographyPage 10 AppendicesPage 11 Introduction Within the confines of this report we will investigate the 6 keys headline statements in delivering the finding. These are the project plan, risk assessment, creative thinking, and team working and conflict, political behaviour, ending with formal recommendations. The principal argument will look at the functionality of project management and the delicate balancing act of the different element that would bring a successful outcome or possibly result in failure. 1. Project Planning Definition: What is a project? A project is a programme of activities that have a beginning and end. Projects are generally used to instigate change, improvements or developments. This statement is underpinned by PMI ‘a project is a temporary endeavour undertaken to produces a product, service or result. (Project Management Institute 2008). What is Project Management? Project management is defined by, ‘initiating processes - clarifying the business need; planning processes - detailing the project scope; executing processes - establishing and managing the project team; monitoring and controlling processes -...
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...January 2007 Word Count: 3220 Tutor: Gillian Forster Contents Introduction: p 3 Application of Honey and Mumford Theory: p 3 Analysis of Kolb’s Learning Styles: p 6 Application of Belbin analysis: p 10 Personal SWOT Analysis: p 12 Rationale behind Personal Development Objectives: p 14 Conclusion: p 15 Bibliography: p 16 Appendix: p 17 Introduction In this assignment it is my intention to analyse a range of learning style models and relate them to a personal analysis in order to determine strengths and weaknesses and demonstrate a process of critical evaluation. These strengths and weaknesses will tie in to a personal SWOT analysis which will combine to highlight the rationale behind the Personal Development Objectives outlined towards the end of the assignment. Telford states that ‘It’s hard to imagine that our self improvement efforts will be successful without considering what is this “self” we want to improve’ Telford (2005) p9. And it is this concept which is sometimes difficult for us to embrace. The notion of looking closely at oneself and carrying out a critical analysis can at times be quite uncomfortable but as demonstrated above it is necessary in order to embark upon the process of self improvement. Honey and Mumford The dictionary definition of learning is ‘to obtain knowledge or awareness of something not known before, through observation or study’. The learning process is something which is a continual...
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...Increased Awareness for Visitors of Bushfire Prone Areas Design Thinking Report Task 1 – “What Is?” 29/4/2016 ENT60005 Creativity and Innovation Assignment 2: Creative Problem Solving Assignment Group Members: 9231315 Ivonne Milano 101088515 Jeffrey Vanderveen 101123348 Raja Sekhar Ravi 100856384 Isaac Husain Aditya Vaggani 1 Executive Summary Visitors, particularly international travellers to regional Victoria are often unaware of and are illprepared for the fire hazards posed by the dry Australian country side. Early warning and response are critical in improving the chance of escape and survival from a bushfire event. Previous bushfire events including the recent fires in the Cape Otways, Great Ocean Road, Victoria (December 2015/January 2016) caused widespread devastation and impaired access into and out of the main towns. Many visitors to these areas were caught in the event and were unsure as how best to respond and what action to take. This report presents the findings from the investigation into the observed problem of the lack of awareness of bushfire hazards and risks amongst visitors of regional Victoria. The report describes how the Group has come to a better understanding of the problem through the use of various Design Thinking and Lean UX tools and approaches. The application of the tools has identified invaluable insights into the customer’s needs which provided the Group with the confidence to better define the problem statement...
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...that the level of literacy amongst today’s school leavers was not adequate in terms of the functional skill. The report highlights the importance of increasing student’s level of literacy and functional skills. There are areas specifically in terms of cross-curricular activities that could be further explored. The report recommends the creation of a learning tool in the form of a booklet to enable students to develop and improve their literacy skills within the business curriculum and thus the functional skill. Once the initial proposal was agreed in order to maintain focus throughout the project, SMART objectives were established and addressed, a time plan was created and the personal tutor was involved during the project (Refer to Appendix 1). Introduction ‘Literacy is a fundamental human right and the foundation of lifelong learning. It is fully essential to social and human development in its ability to transform lives. For individuals, families, and societies alike, it is an instrument of empowerment to improve one’s health, one’s income, and one’s relationship with the world.’ (UNESCO) Literacy skills has never been more important. Advancements in technology has resulted in the sharing of knowledge, ideas and information on a global platform via verbal, text messaging and of course the internet encouraging greater social and political participation. The UK is the fifth richest economy in the world, and yet in a survey conducted...
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...Arts and Humanities Pennsylvania Department of Education 22 Pa. Code, Chapter 4, Appendix D (#006-276) Final Form-Annex A July 18, 2002 Academic Standards for the Arts and Humanities XXV. TABLE OF CONTENTS Introduction………………………………………….……. XXVI. THE ACADEMIC STANDARDS Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts…………..……………… A. Elements and Principles in each Art Form B. Demonstration of Dance, Music, Theatre and Visual Arts C. Vocabulary Within each Art Form D. Styles in Production, Performance and Exhibition E. Themes in Art Forms F. Historical and Cultural Production, Performance and Exhibition G. Function and Analysis of Rehearsals and Practice Sessions H. Safety Issues in the Arts I. Community Performances and Exhibitions J. Technologies in the Arts K. Technologies in the Humanities Historical and Cultural Contexts..……………………….. A. Context of Works in the Arts B. Chronology of Works in the Arts C. Styles and Genre in the Arts D. Historical and Cultural Perspectives E. Historical and Cultural Impact on Works in the Arts 9.1. F. Vocabulary for Historical and Cultural Context G. Geographic regions in the arts H. Pennsylvania artists I. Philosophical context of works in the arts J. Historical differences of works in the arts K. Traditions within works in the arts L. Common themes in works in the Arts Critical Response…………………………………………. A. Critical Processes B. Criteria C. Classifications D. Vocabulary for Criticism E. Types of Analysis...
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