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Customer support all-time availability: Original and well-researched content: It has been said that the best way to have a good idea is to have a lot of ideas. In order to have a lot of ideas, we need to brainstorm. When brainstorming, the goal is to generate as many ideas as possible, regardless of the feasibility of the idea. Becoming good at brainstorming has a practical application to adult life as well as being useful in school. Many new products, such as the iron that turns itself off, were developed by adults through brainstorming.
Another way to form ideas is to use critical thinking. For example, a friend decides that Babe Ruth is the best baseball player who ever lived. But another friend may feel that Mark McGuire deserves that title, and he may have lots of facts to support his position.
A person does this when he is deciding which new telephone or book to buy. Of course, critical thinking can sometimes be carried too far. Nobody likes the person who argues about everything and only feels his point of view is right. If used reasonably, however, critical thinking can help a student be successful in school and elsewhere. Creativity can be measured by its fluency, flexibility, originality, and elaboration. The most creative minds are those for whom creative thought is fluid.
Creative thinkers are able to elaborate on their creation, largely because it is their creation and not one that has been borrowed. When creative thinkers are at the peak of their creative process, they may enter a state of concentration so focused that they are totally absorbed in the activity at hand.
They may be in effortless control and at the peak of their abilities. But creative thinking is also convergent, for when someone has created something, his thinking may converge only on ideas and information that pertain to that particular invention. Robert Sternberg, a well-known professor of psychology and education at Yale University, says that successful people use three kinds of intelligence: A successful person, according to Sternberg, uses all three.
Analytical intelligence uses critical thinking. The analytical student most often gets high grades and high test scores in traditional school. The analytical student likes school and is liked by her teachers. A person with analytical intelligence is good at analyzing material. Analytical thinking includes judging, evaluating, comparing, contrasting, critiquing, explaining why, and examining.
When students are given three choices for a project in science, they analyze each in their own way and then make their choices. In literature class, students critique a poem. In math class, they solve word problems. And after school at football practice, the football coach and the team analyze their upcoming opponents each week. Analytical thinking is also used to evaluate things. A person does this when he uses critical thinking to decide which computer or skateboard to buy.
He also does this when he decides which movie to go to or which TV program to watch. Creative thinkers are original thinkers who see things differently. Creative thinkers often feel confined by school because they are asked to do things in an uncreative way.
Forming creative ideas means coming up with an unusual, novel, or surprising solution to a problem. People who have creative ideas are able to apply problem-solving skills in a new situation.
Inventors such as Thomas Edison took the information they had and regrouped it until something new happened. Creative thinking has novelty, flexibility and originality. He also solved a problem common to many people, and now many people are buying his product.
The invention of Velcro is a good example. The inventor of Velcro got his idea from a cock-a-bur that stuck on his pants when he walked in the woods. He also noticed how firmly the cock-a-bur was stuck to his pants. He decided that pointed and looped surfaces could be a good way to join two items. Thus, Velcro was born. For example, the Apollo 13 mission had a problem with the air filter in the lunar module.
The filter in the lunar module needed to be replaced with the one from the command module, but the two filters had differently shaped fittings that could not be interchanged.
The ground crew brainstormed and figured out a way to make the new filter fit into the old hole by using plastic baggies, duct tape, and a sock, and creatively solved the problem with the materials at hand. They reside in the minds of creative, inventive people. People with good practical intelligence are said to have good common sense. They may not make the best grades in traditional school, but they know how to use knowledge, how to adapt it to different situations, and often how to get along with others.
Practical thinkers can take knowledge and apply it to real life situations. Practical thinking involves practicing, demonstrating, using, applying and implementing information. For example, in science class, students may tell all the ways reptiles are useful to people.
In math class, students may develop a monthly food budget for a family of four based on actual food costs at the local grocery. In history class, students may explain how a certain law has affected their lives, and how their lives might be different if that law did not exist.
All of these are examples of how to use practical intelligence. There is no one, best way to be smart or to think. All three kinds of thinking are useful and interrelated, and all three contribute equally toward successful intelligence. Analytical thinking is good for analyzing and information. Creative thinking allows us to come up with novel solutions and original ideas.
Practical thinking helps us adapt to our environments and use common sense in real life. The Velcro inventor first used creative intelligence to transform the relationship of cock-a-burs and his pants into a broader concept.
He used practical intelligence to realize the many applications for his creative invention. He also used analytical intelligence to examine each of those potential applications and then decide which applications he would pursue first.
Although many of us are stronger in one of the three intelligences than the other two, more success is achieved when we learn to balance and use all three. Metacognition means thinking about thinking. There are two basic parts to metacognition: Everyone needs to understand the way he or she thinks.
A person needs to know his mental strengths and weaknesses. Is he more analytical, creative or practical in your thinking? Does he learn best by listening, seeing, doing, or by using a combination of all three? Which memory techniques work best for him? The second part of metacognition is monitoring and regulating how he thinks and learns. It is deciding how to best accomplish a task by using strategies and skills effectively.
For example, how would he best learn new spelling words? By writing them out several times? By spelling them out loud a number of times? Or by spelling them out loud while he writes them a few times? Thinking about the way he understands things and monitoring your progress can help a person become a better learner and thinker. For example, a student who knows he is not good at remembering assignments realizes he should use a plan book. A student who knows he is not a fast reader realizes that he must give himself extra time to complete the assignment.
Both of these students know their weak spots and are doing something to get around them. Robert Sternberg defines successful intelligence as mental self-management. Mental self-management can be described as an expanded view of metacognition.
According to Sternberg, mental self-management is composed of six steps:. According to Sternberg, wisdom requires one to know what one knows and what one does not know, as well as what can be known and cannot be known. Further, Sternberg asserts that wise people look out not just for themselves, but for all to whom they have a responsibility. He further asserts that teachers should actively teach their students ways of thinking that will lead them to become wise.
Here are the different levels and examples of each. When brainstorming, it is important to remember all ideas are put out on the table. Encourage consideration of alternative explanations and a means of evaluating them.
Where would we find that information? The number of elevator shoes sold in Holland? Encourage consideration of alternative explanations plus a means of evaluating them, and follow-through on evaluations. Then we will get back together next week and evaluate our findings. This method can be equally effective with schoolwork and with everyday matters such as how late an adolescent can stay out on Saturday night or who is getting to go to a concert.
These following strategies are offered for enhancing higher level thinking skills. This listing should not be seen as exhaustive, but rather as a place to begin. Take the Mystery Away. Teach students about higher level thinking and higher level thinking strategies. Help students understand their own higher level thinking strengths and challenges.
Teach the Concept of Concepts. Explicitly teach the concept of concepts. Concepts in particular content areas should be identified and taught. Teachers should make sure students understand the critical features that define a particular concept and distinguish it from other concepts. Often students who perform poorly in math have difficulty with nonverbal concepts.
When these students have adequate ability to form verbal concepts, particular attention should be given to providing them with verbal explanations of the math problems and procedures. Simply working problems again and again with no verbal explanation of the problem will do little to help these students. Conversely, students who have difficulty with verbal concept formation need multiple examples with relatively less language, which may confuse them.
Move from concrete to abstract and back. It can be helpful to move from concrete to abstract and back to concrete. When teaching abstract concepts, the use of concrete materials can reinforce learning for both young and old alike. If a person is able to state an abstract concept in terms of everyday practical applications, then that person has gotten the concept.
Teach Steps for Learning Concepts. Go From Basic to Sophisticated. Teachers should be sure that students have mastered basic concepts before proceeding to more sophisticated concepts. If students have not mastered basic concepts, they may attempt to memorize rather than understand.
This can lead to difficulty in content areas such as math and physics. A tenuous grasp of basic concepts can be the reason for misunderstanding and the inability to apply knowledge flexibly.
Teachers should lead students through the process of connecting one concept to another, and also putting concepts into a hierarchy from small to large. Compare the New to the Already Known. Students should be asked to stop and compare and connect new information to things they already know. For example, if they are about to read a chapter on electricity, they might think about what they already know about electricity.
They will then be in a better position to absorb new information on electricity. Students should be explicitly taught at a young age how to infer or make inferences. For example, when a teacher or parent tells a child to put on his coat and mittens or to get the umbrella before going outside, the adult may ask the child what that might mean about the weather outside.
When students are a little older, a teacher may use bumper stickers or well-known slogans and have the class brainstorm the inferences that can be drawn from them. Clarify the Difference Between Understanding and Memorizing. When a student is studying, his parents can make sure that he is not just memorizing, but rather attempting to understand the conceptual content of the subject matter.
Parents can encourage the student to talk about concepts in his own words. His parents can also play concept games with him. For example, they can list some critical features and let him try to name the concept. The student should be encouraged to engage in elaboration and explanation of facts and ideas rather than rote repetition. His teachers and parents could have him relate new information to prior experience, make use of analogies and talk about various future applications of what he is learning.
A Picture is Worth a Thousand Words. Students should be encouraged to make a visual representation of what they are learning. They should try to associate a simple picture with a single concept. Teach Concept Mapping and Graphic Organizers. A specific strategy for teaching concepts is conceptual mapping by drawing diagrams of the concept and its critical features as well as its relationships to other concepts.
Graphic organizers may provide a nice beginning framework for conceptual mapping. Students should develop the habit of mapping all the key concepts after completing a passage or chapter. Some students may enjoy using the computer software Inspiration for this task. To develop problem-solving strategies, teachers should give credit to students for using a step-wise method of accomplishing a task in addition to arriving at the correct answer. Teachers should also teach students different methods for solving a problem and encourage students to consider alternative problem-solving methods if a particular strategy proves unrewarding.
It is helpful for teachers and parents to model different problem-solving methods for every day problems that arise from time to time. Psychologist Robert Sternberg states that precise problem identification is the first step in problem solving. According to Sternberg, problem identification consists of 1 knowing a problem when you see a problem and 2 stating the problem in its entirety.
Teachers should have students practice problem identification, and let them defend their responses. Divergent questions asked by students should not be discounted. When students realize that they can ask about what they want to know without negative reactions from teachers, their creative behavior tends to generalize to other areas. Many students who exhibit language challenges may benefit from cooperative learning.
Cooperative learning provides oral language and listening practice and results in increases in the pragmatic speaking and listening skills of group members. Cooperative learning requires that teachers carefully plan, structure, monitor, and evaluate for positive interdependence, individual accountability, group processing, face to face interaction, and social skills.
Use Collaborative Strategic Reading. CSR is an ideal tactic for increasing reading comprehension of expository text in mixed-level classrooms across disciplines. Using this tactic, students are placed into cooperative learning groups of four to six students of mixed abilities.
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