Description
Critical Thinking and Problem-Solving Digital Resource |
Understanding the functions of the brain is of great value to all professionals involved in teaching, learning, and curriculum and instructional design. Professionals will be more effective in their efforts if they understand the development and processes of the brain, and how to apply this information to their work. By understanding and effectively applying brain research, professionals will see growth in the learning of those they work to instruct or support.
Choose one of the following deliverables to outline the importance of critical thinking and problem-solving in brain-based learning in your field:
- Newsletter (using a digital tool like a newsletter template in Microsoft Word, Google Documents, or Microsoft Publisher)
- 10-12 slide digital presentation, including presenter’s notes with documentation of resources and a title slide.
- Webpage (using a tool like Wix, Google Sites, or Weebly)
Select a specific audience related to your field of study (early childhood or elementary parents, junior high or high school students and parents, college students, or other adult learners in a professional setting). Your digital resource should be based on critical thinking and problem-solving, including the thinking levels presented in Bloom’s Taxonomy as applied to your audience.
In the digital resource include the following:
- What critical thinking and problem-solving are and how they relate to brain-based learning and your respective professional field.
- The role of metacognition in critical thinking and problem-solving.
- The role of experiential and problem/project-based learning in critical thinking and problem-solving.
- Levels of Bloom’s Taxonomy and how your audience can apply these levels to their learning, teaching, or training.
- Five audience-appropriate resources and strategies to improve critical thinking, problem-solving, and brain function.
- Support your deliverable with 4-5 scholarly resources.
Your deliverable should include graphics that are relevant to the content and audience you chose, visually appealing, and use space appropriately.
Make sure your document or website can be accessed by others before submitting to the LMS.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
TCH-520
Class Code
TCH-520-O500
Criteria
Criteria
Percentage
100.0%
Critical Thinking and Problem-solving
15.0%
Metacognition
15.0%
Experiential/Problem/Project-Based Learning
15.0%
Bloom’s Taxonomy
15.0%
Resources and Strategies
15.0%
Organization
5.0%
Visual Appeal
5.0%
Research Citations and Format (citations,
footnotes, references, bibliography, etc., as
appropriate to assignment and style)
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Total Weightage
100%
Assignment Title
Critical Thinking and Problem-Solving Digital Resource
No Submission (0.00%)
Not addressed
Not addressed
Not addressed
Not addressed
Not addressed
Not addressed
Not addressed
Not addressed
Not addressed
Total Points
125.0
Insufficient (69.00%)
The digital resource offers an erroneous description of critical
thinking and problem-solving or discussion of how they relate
to brain-based learning in the professional field is unrealistic.
The digital resource provides an insufficient description of the
role of metacognition in critical thinking and problem-solving.
The digital resource inadequately explains the role of
experiential and problem/project-based learning in critical
thinking and problem-solving.
Levels of Bloom’s taxonomy are incompletely explained and
how the audience will apply the levels to their learning,
teaching, or training is unrealistic.
Resources and strategies to improve critical thinking, problemsolving, and brain function are irrelevant or not logical for the
audience.
The content is not organized. The ideas presented cannot be
reconciled into a cohesive unit.
The layout is cluttered, confusing, and does not use spacing,
headings, and subheadings to enhance the readability. Few or
no graphic elements are included.
Many citations are missing where needed; or many of the
sources are inappropriate for the submission; or APA is
attempted where required, but many aspects are missing or
mistaken.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Approaching (74.00%)
The digital resource offers a shallow description of critical
thinking and problem-solving. Discussion of how they relate
to brain-based learning in the professional field is vague.
The digital resource provides a superficial description of the
role of metacognition in critical thinking and problem-solving.
The digital resource minimally explains the role of
experiential and problem/project-based learning in critical
thinking and problem-solving.
Levels of Bloom’s taxonomy are explained somewhat
inaccurately and how the audience will apply the levels to
their learning, teaching, or training is weak.
Resources and strategies to improve critical thinking, problemsolving, and brain function are lacking detail or partially
proficient for for the audience.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized and may not relate to each other.
The layout uses space, color, and font appropriately. Minimal
use of graphic elements is evident. Some elements may not
contribute to the understanding of concepts.
Some citations may be missing where needed; or some of the
sources do not support the submission; or APA is attempted
where required, but some aspects are missing or mistaken.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.
Acceptable (87.00%)
The digital resource offers a capable description of critical
thinking and problem-solving. Discussion of how they relate
to brain-based learning in the professional field is clear.
The digital resource provides a logical description of the role
of metacognition in critical thinking and problem-solving.
The digital resource appropriately explains the role of
experiential and problem/project-based learning in critical
thinking and problem-solving.
Levels of Bloom’s taxonomy are explained in detail and how
the audience will apply the levels to their learning, teaching,
or training is effective.
Resources and strategies to improve critical thinking, problemsolving, and brain function are credible and logical for the
audience.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
The layout of the digital resource uses a background and text
that complement each other and enable the content to be
easily read. The fonts are easy to read and point size varies
appropriately for headings and text. Thematic graphic
elements are used appropriately
All sources are credible, adequate, and support the
submission. All required aspects of APA format are correct
within the submission.
Submission includes some mechanical errors, but they do not
hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and contentrelated language.
Target (100.00%)
The digital resource offers an exemplary description of critical
thinking and problem-solving. Discussion of how they relate
to brain-based learning in the professional field is convincing.
The digital resource provides a high-quality description of the
role of metacognition in critical thinking and problem-solving.
The digital resource convincingly explains the role of
experiential and problem/project-based learning in critical
thinking and problem-solving.
Levels of Bloom’s taxonomy are explained in depth and how
the audience will apply the levels to their learning, teaching,
or training is compelling.
Resources and strategies to improve critical thinking, problemsolving, and brain function are thought-provoking and
creatively appropriate for the audience.
The content is well-organized and logical. There is a
sequential progression of ideas that relate to each other. The
content is presented as a cohesive unit and provides the
audience with a clear sense of the main idea.
Comments
The layout of the digital resource is visually pleasing and
contributes to the overall message with appropriate use of
headings, subheadings, and white space. Creative thematic
graphic elements are used to make visual connections that
contribute to the understanding of concepts.
All sources are credible, appropriate, and strongly support the
submission. All required aspects of APA format are correct
within the submission.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Points Earned
Thinking and Learning
Skills for Students Pre K
Through 12th
SAMANTHA ROGERS
WEEK 6
JANUARY 22, 2020
Types of thinking
Convergent Analytical Thinking
The process of using your memory to come up with the best answer to a
question;
Commonly used for standardized and multiple choice tests;
Key Elements:
Speed
Accuracy and Logic
Divergent Thinking
Complete opposite of convergent thinking; involves coming up with
solutions/new ideas when there is no single correct answer;
Mostly encouraged at a young age through play;
Types of thinking (cont.)
Critical Thinking
Involves analyzing something in order to form a judgement about it;
Critical thinkers use three processes to develop critical insights on a topic:
Deduction: process of drawing conclusions based on facts;
Induction: process of drawing conclusions based on a generalization;
Abduction: coming to a conclusions that is based upon a small amount of knowledge;
Creative Thinking
Involves thinking about a topic in different ways in order to generate new ideas
about the topic;
Creative thinkers try to address an issue from a perspective that has never been
used before;
Cognitive thinking
Involving conscious intellectual
activity such as thinking, reasoning
or remembering;
Involves the ability to understand
factual information (information
that can be tested)
5 times slower/weaker
Emotional Thinking/Emotional
Reasoning
A cognitive process by which we shape an idea of a belief
based upon how we feel;
5 times more fast and powerful
We tend to base our reasoning on how we feel about
something more than we would like to believe, which
sometimes makes us have a hard time interpreting and
managing out own emotions;
The difference between complexity
and difficulty (Sousa, 2011)
Complexity is known as the thought process required to address a task
(Sousa, 2011);
Can be thought of as the difference between remembering a fact or
imitating a procedure and developing its original process (Sousa, 2011);
Difficulty is a more static component of an objective that simply refers to
the amount of work or effort a students must use in order to complete a
task, regardless of its complexity (Sousa, 2011);
The difficulty objective does not foster creative or strategic thinking, it only
reinforces and imitation and regurgitation of information and processes
(Sousa, 2011);
Bloom’s Taxonomy
Analyzing
Evaluating
Learner must be able to break their knowledge on the topic/topics down into parts
and show/explain the relationship between the topics;
Learner must be able to judge/assess the value of the material/methods for a given
purpose;
Creating
Learner must be able to pull together parts of their knowledge and form a whole new
relationship for new situations ;
Bloom’s Taxonomy (cont.)
Remembering and Recalling:
Understanding
Learner must be able to recall information
such as dates, places, ideas, definitions,
etc;
Learner must be able to grasp the
meaning of the information in order to
explain the content in their own words;
Applying
Learner must be able to apply their
knowledge/skills in order to use that
informati9on to solve a problem, answer a
questions, or perform another task;
How Bloom’s Taxonomy applies to
students learning
Bloom’s Taxonomy is a series of
cognitive domains/categories that
educators used to formulate their
student’s learning objectives;
The categories range from simple to
complex depending upon the
student’s basic knowledge;
Is known to be a foundational and
essential element within the
educational process;
Resources and Strategies to improve
thinking and brain function
Provide Opportunities to Apply Learning
Introduce Activities to Support Developing Executive Function
Model Higher Thinking Skills
Judgement, Prioritizing, Setting Goals, Providing Self-feedback
and Monitoring Progress; Prior Knowledge Activation and Transfer
Opportunities, Metacognition;
Making the Case for Investing in Executive Functions
Make predictions, solve a variety of different problems, pursue
inquiries, analyze what information is needed, consider how to
acquire skills/knowledge that they are lacking in order to reach
desirable goals;
Spending time wisely
Taking Care of Yourself
References
Sousa, D.A. (2017). How the brain learns. (5th ed.). Thousand Oaks, CA: Corwin.
{{leaf[currentLeaf][infoType].title}}. (n.d.). Retrieved January 1, 2020, from
https://lc.gcumedia.com/are337/blooms-taxonomy/v2.1/
Maza, E. (2018, February 15). Emotional reasoning – when we listen to our
emotions, not our reasoning. Retrieved January 22, 2020, from
https://exploringyourmind.com/emotional-reasoning-when-emotions-cloudour-thinking/
chris.drew.98031506. (2019, December 24). The 4 Types of Thinking Skills,
Explained! (2020). Retrieved January 22, 2020, from
Don’t Be Fooled: Complexity Versus Difficulty: Chris Tienken. (2016, June 28).
Retrieved January 22, 2020, from https://christienken.com/2016/06/28/dont-befooled-complexity-versus-difficulty/
Willis, J. (2011, October 5). Three Brain-Based Teaching Strategies to Build
Executive Function in Students. Retrieved January 22, 2020, from
https://www.edutopia.org/blog/brain-based-teaching-strategies-judy-willis
THINKING AND
LEARNING 101
GRADE: 7
Ednor Brevil
April 29, 2020
Grand Canyon University- TCH520
What is
Thinking?
2
As defined by the Oxford Dictionary,
thinking is referred to the mind’s process
of reasoning information (Oxford
Dictionary, 2020). Simply put it is the
brain’s way of taking input stimuli and
with reason explaining what is going on
outside of the brain. Without thinking, one
cannot exist as outside stimulus
constantly needs to be understood for
development and survival.
This Photo by Unknown Author is licensed under CC BY-SA
TYPES OF THINKING
1
Convergent
This type of thinking is also
known as analytical thinking;
it is the most straightforward
of all types that uses
memory and logic to solve
presented problems (Cropley,
2015).
2
Divergent
This type of thinking solves
problems by presenting
multiple solutions and
pathways or ideas; it is
opposite of convergent
thinking (Razumnikova,
2012).
3
Creative
3
4
Critical
This uses creative and
This type of thinking is more
analytical thinking to develop
commonly known as the
deduction, evaluation and
most radical of the types; it
interpretation of thoughts
involves using
and stimuli to yield an
unconventional thinking to
effective result (Ghazivakili,
generate new ideas and
2014).
thoughts (Halpern, 2001).
TYPES OF THINKING (Cont’d)
5
Emotional
Thinking occurs without cognitive
input (Sousa, 2017). Emotional
thinking deals with the present
context to determine a solution
to a persistent problem (emotionled judgment).
6
Cognitive
This type of thinking is unlike
emotional thinking where
processing of information is
not induced by emotions but
rather cognitive processing
and is no danger to learners.
4
COMPLEXITY vs DIFFICULTY
Complexity
Is HOW the brain deals with
information; it describes the
“thought process used by the
brain” (Sousa, 2017).
(Simply can be explained by any
of the following processes: Create,
Evaluate, Analyze, Apply,
Understand, Remember)
2
Difficulty
Is HOW MUCH effort the
brain must show with
information; it an
adjustment to a certain level
of complexity (Sousa, 2017).
Difficulties expend in the
same level of complexity.
5
What is Learning?
• Learning is defined simply as the brain’s ability to gain and retain
knowledge from study, experience or being taught (MerriamWebster, 2020). Learning is making sense out of information
exposed to in subject matter as well as experiences of the real
world.
6
BLOOM’S TAXONOMY
• A framework created by Benjamin Bloom and other collaborators
• This is broken into six main categories that the brain processes
information.
• This taxonomy is used in the education world to assist teachers and
educators to encourage higher-order thinking
• Incorporation of these six categories starting from remembering
down to creating (as pictured in the graphic) allow different
objectives and skills to be engineered to gear the students’
learning.
(Vanderbilt University, 2001).
7
1
Create
This is the production of new work
2
Evaluate
This is the justification of an idea
3
Analyze
This is the process of connecting ideas
4
Apply
This is using information in a different, new situation
5
Understand
This is describing ideas and/or concepts
6
Remember
This is recall of facts and concepts
LEVELS OF
TAXONOMY
APPLICATIONS
OF BLOOM’S
TAXONOMY
1
Create: What would it be like
if…?
2
Evaluate: Would it be better if…?
3
Analyze: What was the problem
with…?
4
Apply: Would this help you if you
had a…?
5
Understand: Can you describe…?
6
Remember: What is…?
Resources
1
Khan Academy
2
Study.com
3
K12 Blueprint
4
BrainFacts.org
5
CPALMS.org
10
Strategies
1
Use every level of taxonomy (this will broaden
scope of student knowledge)
2
Spiral through the levels, start from basic
recall to higher thinking
3
Use technology to emphasize higher levels
(especially create)
4
Allow Students to lead (this speaks to
analyzing and evaluating)
5
Plan project-based learning sequences which
allows students to access all levels of the
taxonomy
6
Give points for progression up the Bloom’s
taxonomy hierarchy (more points for more indepth levels)
References
Cropley, D. (2015). Process. Creativity In Engineering, 87-129. doi: 10.1016/b978-0-12800225-4.00005-7
Definition of LEARNING. (2020). Retrieved 30 April 2020, from https://www.merriamwebster.com/dictionary/learning
Ghazivakili, Z., Norouzi Nia, R., Panahi, F., Karimi, M., Gholsorkhi, H., & Ahmadi, Z.
(2014). The role of critical thinking skills and learning styles of university students in their
academic performance. Journal of advances in medical education & professionalism, 2(3),
95–102.
Hager P., Beckett D. (2019) Complex Systems and Complexity Thinking. In: The
Emergence of Complexity. Perspectives on Rethinking and Reforming Education.
Springer, Cham
Halpern, D. (2001). Critical Thinking, Cognitive Psychology of. International Encyclopedia
Of The Social & Behavioral Sciences, 2990-2994. doi: 10.1016/b0-08-043076-7/01586-2
Razumnikova O.M. (2012) Divergent Thinking and Learning. In: Seel N.M. (eds)
Encyclopedia of the Sciences of Learning. Springer, Boston, MA
Review of A taxonomy for learning, teaching, and assessing; a revision of Bloom’s
taxonomy of educational objectives, complete edition.]. (2001). Reference and Research
Book News, 16(3), n/a. Retrieved from http://search.proquest.com/docview/199579418/
Think | Definition of Think by Lexico. (2020). Retrieved 30 April 2020, from
https://www.lexico.com/en/definition/think
12
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