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CHEMISTRY DEPARTMENT
FACULTY OF SCIENCE AND MATHEMATICS
SKP6014 CURRICULUM DESIGN AND INSTRUCTION IN CHEMISTRY
ASSIGNMENT 5: THINKING-BASED LEARNING: PROMOTING
QUALITY STUDENT ACHIEVEMENT IN THE 21ST
CENTURY
LECTURER: ASMAYATI BT YAHAYA
PREPARED BY NURSHUHADA BINTI NORDIN
M20122001482
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1.2 Framework for 21st
Century Learning
Figure 1: Framework for 21st
Century Learning (K. Kay & V. Greenhill, 2011).
The Partnerships framework for 21st
Century Learning focuses on 21st
century student
outcomes (a blending of specific skills, content knowledge, expertise, and literacies) with the
necessary support systems that must be present to help students acquire these critical skills.
1.3 21st
Century Learning Skills
P. Griffin et al., (2012) have organized the ten skills that have been identified into four
groupings:
A. Ways of Thinking
1. Creativity and innovation
2. Critical thinking, problem solving, decision making
3. Learning to learn, Metacognition
B. Ways of Working
4. Communication
5. Collaboration (teamwork)
c. Tools for Working
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6. Information literacy
7. ICT literacy
D. Living in the World
8. Citizenshiplocal and global
9. Life and career
10. Personal and social responsibilityincluding cultural awareness and competence
2.0 Higher-Order Thinking (HOT)
There is great emphasis in todays 21st-century landscapes for problem solving and open-
ended challenges. Anderson and Krathwohl (2001) define higher-order thinking as the mental
processes that allow students to develop factual, conceptual, and metacognitive knowledge within
the creative and critical domains. Bloom (1956) provided the firm teaching and learning foundation
from which most classrooms continue to operate. Defining and quantifying levels of student
thinking, Bloom (1956) identifies Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation levels. The model is designed to allow for foundational knowledge (knowledge and
comprehension) in order to apply higher levels of thinking (Application, Analysis, Synthesis, and
Evaluation) which integrate among and across content areas. Krathwohl (2002) recognizes the 21st-century need to better identify teaching strategies that may further engage learners thereby
producing higher-level thinkers. Based on his researched observations, cognitive processes are
better defined and observable based upon an expansion of Blooms work.The updated levels, then,
include: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating (Krathwohl
2002).
The Revised Blooms Taxonomys most notable difference from the original Blooms
Taxonomy lies within the complexity of each cognitive level. In effect, the revised taxonomy moves
into a two-dimensional model, whereby more specific types of knowledge, for instance, are
identified and observed (Krathwohl, 2002). In the revised taxonomy, knowledge is specified by
factual, conceptual, procedural, and metacognitive. As teachers plan lessons, this Knowledge level is
identified and subsequently charted against the higher levels of the revised taxonomy. Kreitzer
(1994) and his associates argue that there are more demands of knowledge than other levels might
involve and thus must be delineated for the teacher. As the taxonomy further evolved, a cognitive
process domain became more accepted for use. The Knowledge level, then, was replaced by
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Remembering and Understanding. Krathwohl (2002) and his colleagues believed this better
described and captured students initial thinking processes. The Applying level remained with
subdomains of executing and implementing. Analyzing, then, was described as breaking material
into constituent parts and could be thought of in terms of differentiating, organizing, or attributing.
Krathwohl (2002) also interchanged the original taxonomy Synthesis and Evaluation, and ultimately
changed Evaluation to Creating. Evaluating, or making judgments based on criteria and standards,
could be considered as checking or critiquing. The Creating level, according to Krathwohl et. al
(2002), replaced the original taxonomy level of Evaluation and added an original student product or
thought by generating, planning, and producing.
In Marzanos exploration about delivering high-quality teaching and learning in the 21st-
century classroom, cognitive thinking skills were identified and codified into writing techniques,
thinking techniques, and general information processing strategies. Marzano reported positive
results when coaching students to make inferences about processes. Inferential methods are
routinely skipped or ignored by classroom teachers but are the foundation for higher-order thinking
processes (Marzano, 2010). The learning target or objective of a lesson can be raised to higher levels
of cognitive thinking. As teachers raise the learning target of a particular lesson, it can be argued
that instruction has improved. When objectives, activities, and assessments are properly aligned at
higher levels of cognitive thinking, not only has instruction improved but also student learningimproves (Raths, 2002).
3.0 Thinking Based Learning (TBL)
Thinking-based learning is the most powerful type of learning in education. It combines the
use of the appropriate forms of skilful thinking with the content material that students are learning.
The learning engages in a systematic process on how to implement thinking-based learning in the
classroom and integrate it into existing curricula designs.
3.1 Thinking Skills
There are four major types of thinking that are needed in order to engage in skilful thinking:
1. Generating Ideas:
a. Alternative Possibilities
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i. Multiplicity of ideas
ii. Varied ideas
iii. New ideas
iv. Detailed ideas
b. Composition
i. Analogy / Metaphor
2. Clarifying Ideas:
a. Analysing Ideas
i. Compare / contrast
ii. Classification / definition
iii. Parts / whole
iv. sequencing
b. Analysing Arguments
i. Finding reasons / conclusions
ii. Uncovering assumptions
3. Assessing the Reasonableness of Ideas
a. Assessing Basic Informationi. Reliability of sources / accuracy of observation
b. Interference
i. Use of evidence
Casual explanation / prediction
Generalization
Reasoning by analogy
ii. Deduction
Conditional reasoning (if... then)
Categorical reasoning (some all)
4. Complex Thinking Tasks
a. Decision Making
b. Problem Solving
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3.2 Infusing Thinking into Instruction
In figure 2, these thinking skills and processes are shown within the more comprehensive context of the thinking domain (WWW.CRITICALTHINKING.COM)
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3.3 Thinking Skills Involved in the Decision Making Process.
Figure 3 shows how various thinking skills from each of these categories are combined in decision making (WWW.CRITICALTHINKING.COM).
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3.4 Approaches to Teaching Thinking
Figure 4 shows the approaches to teaching thinking (WWW.CRITICALTHINKING.COM).
The teaching of thinking by direct instruction means that, in a time period designated for
thinking instruction, students learn how to use explicit thinking strategies, commonly guided by the
teacher. Such lessons employ the language of the thinking task and procedures for doing it skillfully.
Usually the teaching of thinking occurs in separate, self-contained courses or programs with specially
designed materials and is taught outside the standard curriculum. For example, students are guided
in using the terms and procedures of classification to classify buttons, to demonstrate and practice
the thinking skill, or they are asked to assess arguments from text books on critical thinking, to
practice skills in logic. Since the skills are taught using examples that are not curriculum-related, they
must then be bridged into the curriculum if students are to apply them to content learning.
In contrast to this approach, infusion lessons are not taught in separate courses or programs
outside the regular curriculum. They do, however, employ direct instruction in the thinking skills and
processes that they are designed to improve. In infusion lessons, direct instruction in thinking is
blended into content lessons
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Teaching for thinking involves employing -methods to promote students deep
understanding of the content. Such methods include using cooperative learning, graphic organizers,
higher order questioning, Socratic dialog, manipulatives, and inquiry learning. While students may
respond thoughtfully to the content, no thinking strategy is taught explicitly. In contrast, although
infusion lessons also feature such methods, infusion lessons are characterized by direct instruction in
thinking skills and processes
4.0 Characteristics of Good Thinkers
Ways of thinkingcreativity and innovation (Erstad et al., 2012)
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4.2 Critical Thinking, Problem Solving, and Decision Making
Ways of thinkingcritical thinking, problem solving, and decision making (Erstad et al., 2012).
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4.3 Learning to Learn and Metacognition
Ways of thinking -Learning to Learn and Metacognition (Erstad et al., 2012).
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4.4 Communication
Ways of workingcommunication (Erstad et al., 2012).
Knowledge Skills Attitudes/values/ethics
Competency in language in
mother tongue.
Sound knowledge of basic
vocabulary, functional grammar
and style, functions of language
Awareness of various types of
verbal interaction
(conversations, interviews,
debates, etc.) and the main
features of different styles and
registers in spoken language
Understanding the main
features of written language
(formal, informal, scientific,
journalistic, colloquial, etc.)
Competency in additional
language/s.
Sound knowledge of basic
vocabulary, functional grammar
and style, functions of language Understanding the
paralinguistic features of
communication (voice-quality
features, facial expressions,
postural and gesture systems)
Awareness of societal
conventions and cultural
aspects and the variability of
language in different
geographical, social, an
communication environments
Competency in language in
mother tongue and additional
language/s.
Ability to communicate, in
written or oral form, and
understand, or make others
understand, various messages
in a variety of situations and for
different purposes
Communication includes the
ability to listen to and
understand various spoken
messages in a variety of
communicative situations and
to speak concisely and clearly
Ability to read and
understand different texts,
adopting strategies appropriate
to various reading purposes
(reading for information, for
study, or for pleasure) and tovarious text types
Ability to write different types
of texts for various purposes
and monitor the writing
process (from drafting to
proofreading)
Ability to formulate ones
arguments, in speaking or
writing, in a convincing manner
and take full account of other
viewpoints, whether expressed
in written or oral form
Skills needed to use aids (such
as notes, schemes, maps) to
produce, present, or
understand complex texts in
written or oral form (speeches,
conversations, instructions,
interviews, debates)
Competency in language in
mother tongue.
Development of a positive
attitude to the mother tongue,
recognizing it as a potential
source of personal and cultural
enrichment
Disposition to approach the
opinions and arguments of
others with an open mind and
engage in constructive and
critical dialogue
Confidence when speaking in
public
Willingness to strive for
aesthetic quality in expression
beyond the technical
correctness of a word/phrase
Development of a love of
literature
Development of a positiveattitude to intercultural
communication
Competency in additional
language/s.
Sensitivity to cultural
differences and resistance to
stereotyping
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4.5 Collaboration and Teamwork
Ways of workingcollaboration, teamwork (Erstad et al., 2012)
Knowledge Skills Attitudes/values/ethics
Interact effectively with others
Know when it is appropriate
to listen and when to speak
Work effectively in diverse
teams
Know and recognize the
individual roles of a successful
team and know own strengths
and weaknesses and
recognizing and accepting them
in others
Manage projects
Know how to plan, set, and
meet goals and to monitor and
re-plan in the light of
unforeseen developments
Interact effectively with others
Speak with clarity andawareness of audience and
purpose. Listen with care,
patience, and honesty
Conduct themselves in a
respectable, professional
manner
Work effectively in diverse
teams
Leverage social and cultural
differences to create new ideasand increase both innovation
and quality of work
Manage projects
Prioritize, plan, and manage
work to achieve the intended
group result
Guide and lead others
Use interpersonal and
problem-solving skills toinfluence and guide others
toward a goal
Leverage strengths of others
to accomplish a common goal
Inspire others to reach their
very best via example and
selflessness
Demonstrate integrity and
ethical behaviour in using
influence and power
Interact effectively with
others Know when it is appropriate
to listen and when to speak
Conduct themselves in a
respectable, professional
manner
Work effectively in diverse
teams
Show respect for cultural
differences and be prepared to
work effectively with peoplefrom a range of social and
cultural backgrounds
Respond open-mindedly to
different ideas and values
Manage projects
Persevere to achieve goals,
even in the face of obstacles
and competing pressures
Be responsible to others Act responsibly with the
interests of the larger
community in mind
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4.6 Information Literacy
Tools for workinginformation literacy (Erstad et al., 2012)
Knowledge Skills Attitudes/values/ethics
Access and evaluate
information Access informationefficiently
(time) and effectively (sources)
Evaluate information
critically and competently
Use and manage information
Use information accurately
and creatively for the issue or
problem at hand Manage the
flow of information from a wide
variety of sources Apply a fundamental
understanding of the
ethical/legal issues surrounding
the access and use of
information
Basic understanding of the
reliability and validity of the
information available
(accessibility/acceptability) and
awareness of the need to
respect ethical principles in theinteractive use of IST
Apply technology effectively
Use technology as a tool to
research, organize, evaluate,
and communicate information
Use digital technologies
(computers, PDAs, media
players, GPS, etc.),
communication/networking
tools, and social networksappropriately to access,
manage, integrate, evaluate,
and create information to
successfully function in a
knowledge economy
Access and evaluate
information Ability to search, collect,and
process (create, organize, and
distinguish relevant from
irrelevant, subjective from
objective, real from virtual)
electronic information, data,
and concepts and to use them
in a systematic way
Use and manage information
Ability to use appropriateaids, presentations, graphs,
charts and maps to produce,
present, or understand
complex information
Ability to access andsearch a
range of information media
including the printed word,
video, and websites and to use
internet-based services such as
discussion for a and email
Ability to use informationtosupport critical thinking,
creativity, and innovation in
different contexts at home,
leisure, and work
Ability to search, collect,and
process written information,
data, and concepts in order to
use them in study and to
organize knowledge in a
systematic way; Ability to
distinguish, in listening,peaking, reading, and writing,
relevant from irrelevant
information
Access and evaluate
information Propensity to use information
to work autonomously and in
teams; critical and reflective
attitude in the assessment of
available information
Use and manage information
Positive attitude and
sensitivity to safe and
responsible use of the internet,
including privacy issues andcultural differences
Interest in using information
to broaden horizons by taking
part in communities and
networks for cultural, social
and professional purposes
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4.8 Examples of Activities: Science
Apply a Rule: The student could be asked to explain why a shotgun "kicks" when fired. His
response would include a statement to the effect that for every action there is an equal and
opposite reaction (Newton's Law of Motion), and that the "kick" of the shotgun is equal to the force
propelling the shot toward its target. The faster the shot travels and the greater the weight of the
shot, the greater the "kick" of the gun.
Classify:Given several examples of each, the student could be asked to classify materials according
to their physical properties as gas, liquid, or solid.
Construct:The student could be asked to construct a model of a carbon atom.
Define: Given several types of plant leaves, the student could be asked to define at least three
categories for classifying them. NOTE: Defining is not memorizing and writing definitions created by
someone else -- it is creating definitions.
Demonstrate:Given a model of the earth, sun, and moon so devised that it may be manipulated to
show the orbits of the earth and moon, the student could be asked to demonstrate the cause of
various phases of the moon as viewed from earth.
Describe:The student could be asked to describe the conditions essential for a balanced aquarium
that includes four goldfish.
Diagram:The student could be asked to diagram the life cycle of a grasshopper.
Distinguish:Given a list of paired element names, the student could be asked to distinguish betweenthe metallic and non-metallic element in each pair.
Estimate:The student could be asked to estimate the amount of heat given off by one liter of air
compressed to one-half its original volume.
Evaluate: Given several types of materials, the student could be asked to evaluate them to
determine which the best conductor of electricity is.
Identify:Given several types of materials, the student could be asked to identify those which would
be attracted to a magnet.
Interpret:The student could be asked to interpret a weather map taken from a newspaper.
Locate:The student could be asked to locate the position of chlorine on the periodic table. NOTE: To
locate is to describe location. It is not identification of location.
Measure:Given a container graduated in cubic centimeters, the student could be asked to measure
a specific amount of liquid.
Name:The student could be asked to name the parts of an electromagnet.
Order:The student could be asked to order a number of animal life forms according to their normal
length of life.
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Raths, J. (2002). Improving instruction. Theory into Practice, 41(4), 233-237.
Website Article base: http://www.articlesbase.com/education-articles/metacognition-1067882.html
Website if UNC Charlotte:http://teaching.uncc.edu/articles-books/best-practice-
articles/instructional-methods/promoting-higher-thinking
WWW.CRITIKALTHINKING.COM
http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://www.critikalthinking.com/http://www.critikalthinking.com/http://www.critikalthinking.com/http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinking