GP Book 7

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Keely Laycock
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LEARNER’S SKILLS BOOK 7
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Copyright Material - Review Only - Not for Redistribution

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Cambridge Lower Secondary
Global Perspectives
Together with teachers

™
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LEARNER’S SKILLS BOOK 7
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Cambridge Lower Secondary
Global Perspectives
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University Printing House, Cambridge CB2 8BS, United Kingdom
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Information on this title: www.cambridge.org/9781108790512
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A catalogue record for this publication is available from the British Library
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ISBN 978-1-108-79051-2 Paperback

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factual information given in this work is correct at the time of first printing but
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NOTICE TO TEACHERS
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anthology and reproduction for the purposes of setting examination questions.

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NOTICE TO TEACHERS
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The photocopy masters in this publication may be photocopied or distributed

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[electronically] free of charge for classroom use within the school or institution that
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purchased the publication. Worksheets and copies of them remain in the copyright
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of Cambridge University Press, and such copies may not be distributed or used in
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any way outside the purchasing institution.

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Contents
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Introduction v
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How to use this book vi
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Section 1: Research
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Section 1 overview 1
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Starting with research skills: Lesson 1 2
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Developing research skills: Lesson 4 21
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Getting better at research skills: Lesson 7 38

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Section 2: Analysis
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Starting with analysis skills: Lesson 1 54

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Developing analysis skills: Lesson 4 70

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Getting better at analysis skills: Lesson 7 84

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Section 3: Evaluation
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Starting with evaluation skills: Lesson 1 102

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Developing evaluation skills: Lesson 4 118

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1 Research
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Getting better at evaluation skills: Lesson 7
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Section 4: Reflection
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Starting with reflection skills: Lesson 1 138
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Developing reflection skills: Lesson 4 153

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Getting better at reflection skills: Lesson 7 167
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Section 5: Collaboration
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Starting with collaboration skills: Lesson 1 182

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Developing collaboration skills: Lesson 4 198

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Getting better at collaboration skills: Lesson 7 213

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Section 6: Communication
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Starting with communication skills: Lesson 1 222
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Developing communication skills: Lesson 4 237

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Getting better at communication skills: Lesson 7 251

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Glossary 257
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Introduction
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Global Perspectives is all about helping you to develop a range of important skills
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that will aid you not only in your school and academic life but also in your future
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career. For example, in any job it’s likely that you’ll need to collaborate with others
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and of course you’ll need to communicate when doing this. Getting a job might
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seem a long way off now, but even at school, working well with your classmates
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is really important. For example, when carrying out a science experiment, or

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preparing a group presentation about a piece of literature. As you get older, you
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will increasingly be asked to reflect on how well an activity or a piece of work

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has gone. In studying Global Perspectives, you learn how to develop these really
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important practical skills as you explore fascinating topical issues and learn about
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different points of view from around the world.
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This learner’s skills book is designed to help you develop skills in research,
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analysis, evaluation, reflection, collaboration and communication as well as to
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understand what is meant by each of these terms. Each skills section follows the
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same approach, guiding you through a ‘Starting with’, ‘Developing’ and ‘Getting
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better at’ scaffold, building your awareness of your progress and allowing you
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to take charge of your own learning journey. A range of activities and tasks are
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included, with plenty of opportunities for peer-to-peer and group work, and to
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enable you to reflect on your progress, track your achievements and record your
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next steps.
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The learner’s skills books are write-in resources, so you can create and keep a
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portfolio of your work and track your progression through each skill and each
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stage as you head towards the Checkpoint assessment at the end of Stage 9. When
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responding to the Independent Reflection activities at the end of each lesson and
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to the Self-assessment activities to set learning targets, I encourage you to take the
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time to answer these questions about your own learning as honestly as possible.
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Being aware of how you learn will help you to learn more effectively, and this will
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be a very valuable skill for you to have.

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I hope that you will enjoy exploring a wide range of global topics and discovering
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different viewpoints from around the world – these, and the skills you will learn
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and develop, will equip you in countless ways, both in school, in your career, and
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in your life.
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Keely Laycock
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1 Research
How to use this book
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This book contains lots of different features that will help your learning.
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skills: Lesson 1
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These are explained below.
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1.1 Construct relevant research questions

These are the learning objectives that will
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1.2 Identify and begin to reference a range of print and multimedia sources and use them to
be covered in each lesson.
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locate relevant information and answer research questions

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My learning goals are to start to:

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This list sets out what you will learn • understand what the term ‘research’ means
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• understand how to write some basic questions about a topic

in each lesson. You can use these
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• recognise a good research question
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learning goals to identify the important
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• identify some of the features of a good research question
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topics for the lesson.

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How will I know if I reach my goals?
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As you work through this lesson, tick the ‘Achieved’ box to show you have achieved your
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learning goals. If you haven’t quite achieved your learning goals, tick ‘Not there yet’. Start
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to think about how you are going to show your learning goals in your challenge. Add an
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example from your challenge once you have achieved each learning goal.
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Lesson 1 Not there yet Achieved Example

This will help you to know when you I think I know what the
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have met your learning goals. term ‘research’ means.

I can write some basic
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questions about a
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topic.
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I can recognise
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a good research
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I can identify some

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features of a good
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research question.
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Prior learning
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These are questions or tasks to help

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What do you think the term ‘research’ means?

check your level of understanding before
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beginning a lesson. Research is ...................................................................................... .

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...........................................................................................................
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Tip
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Each tip provides useful information

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Bullet point notes

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and key points to consider. should be a few

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words only, not

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full sentences.
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Independent reflection activity
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What do you think has helped your learning in this lesson? Explain why, if you can.
This focuses on how you are learning,
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A Working on my own: ...........................................................................................................
rather than what you are learning, and
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B Working with a partner: ......................................................................................................
you can set yourself learning targets
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for the next lesson/s. C Whole class discussion: ......................................................................................................
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D Writing things down in my Learner's Skills Book: ..............................................................
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Other skills you have used today
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....................................................................................................................................................
These are checkpoints at the end of
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each lesson, to encourage you to reflect

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Check your learning
on your progression through the
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If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ table
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learning goals, and relate this to your with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge.
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Challenge topic.
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Self-assessment 3
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Look back at self-assessments 1 and 2. How much further progress do you feel you have
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made so far in developing your research skills?
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For each learning objective below, shade in the response that matches yours most closely.
This allows you to consider your Give one example for this response. Eventually, you are aiming for green!
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progress through the learning goals. Learning objectives: RED AMBER GREEN
to get better at . . .
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The red-amber-green checklist

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1.1 Construct I know the features I can write at least I can write research
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relevant research of a good research one good research questions and help
encourages you to think about where questions. question and can question. others with their
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write a research research questions.

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question with help.

look back at past self-assessments to 1.2 Identify and I am getting better at I know why I need I understand the
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see clearly how you are progressing. begin to reference knowing why I need to add a reference importance of
a range of print and to say where I get list to all my reference lists
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multimedia sources information from and written work and and can reference
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and use them to locate can reference author, can reference at some sources of
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relevant information date and title of an least one source information with
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and answer research article. of information with some accuracy.

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questions. some accuracy.

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Challenge topic review

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This provides an opportunity to reflect Think about the challenge topic you have been exploring and complete the following
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statements.
on your Challenge topic as you progress
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I was surprised to discover that: ………............…….……………………………………………

through each skill.
I didn't know: ………………………………………………………………………………………..
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I now think: ………………………………………………………………………………...………..

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Register to access free supporting resources through Cambridge GO –

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the home for all of your Cambridge digital content. Visit cambridge.org/go
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Section 1
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Research
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This section of your Learner’s Skills Book helps you to develop your research skills using
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interesting global topics.

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Starting with . . .
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As you start to develop your research skills, you will learn what the term ‘research’ means,
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and you will start to identify, discuss and write basic questions to help you focus on
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information you need to find out� You will practise discussing global topics and making
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notes on the information that you find so that you can tell someone about a topic in your
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own words� You will start to understand how to select different research methods for
different purposes and give credit to the words of others�
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Developing . . .
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As you develop your research skills, you will begin to start constructing research questions�
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There are good and bad research questions and you will discuss the features of a good research
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question and begin to be able to tell the difference between good and bad research questions� You
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will also explore the difference between primary and secondary research methods and learn how
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to produce a questionnaire to get information about local issues from the people you know�
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Getting better at . . .
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As you get better at research, you will explore different sources of information on a variety
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of global issues and use the information you gain in a variety of ways, including creating
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presentations� You will increase your understanding of primary and secondary sources of
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information and become more confident in using a search engine� You will also understand
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why it is important to give credit to other peoples’ work and how their work can make yours
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even better�
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Starting with research

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skills: Lesson 1
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• understand what the term ‘research’ means

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• understand how to write some basic questions about a topic

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• recognise a good research question

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• identify some of the features of a good research question

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Starting with research skills: Lesson 1
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I think I know what the
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term ‘research’ means.

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I can write some basic

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questions about a
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topic.
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I can recognise
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question.
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research question.
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Prior learning
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What do you think the term ‘research’ means?

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Research is �� .
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Starter activity
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Which do you think is the best research question? Put the questions
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A–D in order (the best at number 1 and the worst at number 4)�
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A When do children start school?

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B Should we remove all sugar from our diet?

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C What is poverty?
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D Why are social networking sites bad?

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1 Research
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1 ..................................................................................................
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2 ..................................................................................................
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3 ..................................................................................................
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4 ..................................................................................................
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2 Look at each of the questions in task 1� Answer the following:
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a Is the question something that I and others care about?

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b Is the question too broad, too narrow or too vague?
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c Will I be able to find some information to answer the question?
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3 With your partner, have another look at the order you decided on�
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Make any changes based on the answers to the three questions in
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task 2� Try to say why you have put them in the order you have�
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1 ..................................................................................................
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2 ..................................................................................................
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3 ..................................................................................................
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4 ..................................................................................................
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Reason for your order .....................................................................

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Do your classmates agree with your order and reasons for this
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order?
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Main activity
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The topic I am working on today is …
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1 Produce a mind map of as many questions about the topic as you
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can think of�
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2 a Work with a partner to discuss your questions� Using what you

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have learnt so far about a good research question, write down

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your three best research questions� Remember to check whether

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each of your questions:

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• is something that you and others care about

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• is not too broad, too narrow or too vague

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• is a question you will be able to find some information about

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to answer�
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2 ..................................................................................................
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3 ..................................................................................................
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Does your partner agree with your choice?

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1 Research
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b Why did you choose these three questions?
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Question 1 .................................................................................
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Question 2 ��
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Question 3 ��
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Class discussion
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3 As a class, discuss all the best questions� Which do you as a class

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think is the best question and why?
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Best question: ��
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Reason: ��
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What do you think has helped your learning in this lesson? Explain why, if you can.
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A Working on my own: ��

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B Working with a partner: ��

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C Whole class discussion: ��

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D Writing things down in my Learner's Skills Book: ��

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Check your learning

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with ‘Not there yet’ or ‘Achieved’. Don’t forget to add examples from your challenge.
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Which part of this lesson have you found difficult? If you can, explain why.
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skills: Lesson 3
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9 Now write down three sub-questions to help you start your research makes it hard
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that can be argued
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10 Ask your teacher if your research question and three sub-questions

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are suitable for the topic� an opinion and

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support your opinion

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with evidence.
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23
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1 Research
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Do you think this is a good research question:
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Can sporting events bring about world peace? Yes/No
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Why?
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24
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5
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Developing research
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s
es
y
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skills: Lesson 5
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
research question
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w
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id
ev
br
am
• the difference between different research methods

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• the characteristics of good and bad research questions
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s
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• writing questions for a questionnaire to gain information about an issue

y
Pr
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ity
C

rs
w
ie
ve
y
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ge
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br
I am starting to
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understand the difference

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between different
es
research methods.
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I can identify good and

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bad research questions.

rs
w
I can write questions for

ie
ve
a questionnaire to gain
y
ev
op
ni
information about an
R
issue.
e
w
g
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id
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br
am
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25
-C
s
es

ity
rs
ve
y
1 Research
op
ni
U
C
ge
w
Prior learning
ie
id
ev
br
1 When you want to find out what different people think about an issue, which research
am
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method do you choose? Match (A–D) with (1–4) for the most suitable research method
(Refer back to Lesson 2). Discuss with a partner. Explain your choices.
-C
s
es
A Teacher 1 Questionnaire
y
Pr
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B Peers in a different school 2 Survey
ity
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C National government 3 Interview
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D Local people 4 Internet

ve
y
ev
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A ��
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Why? ��
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id
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B ��
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Why? ��
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Pr
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Why? ��
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w
ie
ve
D ��
y
ev
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ni
R
Why? ��
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w
ie
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2 Discuss your ideas with your classmates.

ev
br
am
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-C
Starter activity
s
es
y
Pr
1 Which two of these five options (A–E) do you think are the most
op
important?
ity
C
rs
w
Questions should:
ie
ve
A be worded so that the researcher gets the information they need

y
ev
op
ni
R
B relate to the purpose of the study

U
C
e
C be able to be answered quickly

w
g
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id
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br
am
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26
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es

ity
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U
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D be clear in what they are asking
w
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E not be leading�
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…………�� is important because ................................................
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…………�� is important because ................................................
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2
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After discussion about the features of questions, did you change

your mind? Why?
ity
C
rs
w
��
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y
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Main activity
C
ge
w
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id

ev
br
A good question
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should not be
��
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leading.
s
es
Look at the questionnaire your teacher gives you�

y
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1 Is this a good questionnaire? Yes/No

ity
C
Tip
Why?
rs
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A good question
ie
ve
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should give the

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researcher the
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information they
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2 Answer the questions on the questionnaire� Which ones did you find need.
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difficult to answer?
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Why?
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study.
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e
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27
-C
s
es

ity
rs
ve
y
1 Research
op
ni
U
C
ge
Class discussion
w
Tip
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id
3 Do you still think this is a good questionnaire? Yes/No
ev
br
am A good question
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Why? should be clear in
what it is asking.
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Tip
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4 Using what you have learnt from class discussion, improve the
A good question
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questionnaire�
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should be able to
ie
ve
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be answered fairly
ev
op
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quickly.
R
C
1
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2
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3
es
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4
ity
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5
y
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6
w
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br
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7
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8
y
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9
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10
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e
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28
-C
s
es

ity
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U
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w
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br
How did you help someone else learn today?
am
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Check your learning
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br
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br
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e
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br
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29
-C
s
es

ity
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y
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ni
U
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6
ge
w
ie
id
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br
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Developing research
y
Pr
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ity
C
rs
w
skills: Lesson 6
ie
ve
y
ev
op
ni
R
C
ge
w
ie
research question
id
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br
am
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-C
s
es

y
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• how to write a questionnaire to gain information

ity
C
• recording information gained from primary research

rs
w
ie
ve
y
ev
op
ni

R
C
ge
w
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id
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br
am
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-C

s
es
I can write questions to gain

y
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op
information related to my research.

ity
C
I can identify good and bad

rs
w
questions for primary research.

ie
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I understand the importance of

y
ev
op
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recording information gained from

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primary research.
e
w
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id
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br
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30
-C
s
es

ity
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ni
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Prior learning
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id
ev
br
1 Which of these questions are good questions for finding out what your classmates
am
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think about the issue of ‘litter’ at your school? Discuss with a partner.
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A Do you agree that there is a litter problem in school?
s
es
Yes ....................
y
Pr
op
B What do you think are the most common items of litter at school?
ity
C
Food packaging ....................

rs
w
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Drink bottles ....................
y
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Other ��
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C Do you think litter can harm humans?
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Yes ....................
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No ....................
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Maybe ....................
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D Who do you think leaves the most litter?

y
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Teachers ....................
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Students ....................
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2 What do you think?

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a I think question .................... is a good question because

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31
-C
s
es

ity
rs
ve
y
1 Research
op
ni
U
C
ge
w
ie
id
ev
br
��
am
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-C
Starter activity
s
es
y
Pr
1
op
Look at the picture your teacher shows you� What questions can you ask about this picture?
ity
C
When .....................................................................................................................................?
rs
w
ie
ve
What .....................................................................................................................................?
y
ev
op
ni
R
Which ....................................................................................................................................?
C
ge
w
Who .......................................................................................................................................?
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id
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br
Where ....................................................................................................................................?
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-C
Why .......................................................................................................................................?
s
es
y
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How .......................................................................................................................................?
op
ity
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2 Share with your partner� Which one of your partner’s questions do you
rs
w
think is the best? Why?

ie
ve
y
ev
op
ni
Question ...............................................................................................
R
C
ge
Reason .................................................................................................
w
ie
id
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..............................................................................................................
br
am
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..............................................................................................................
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..............................................................................................................
y
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ity
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rs
w
ie
ve
y
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e
w
g
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br
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32
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s
es

ity
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y
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ni
U
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ge
Main activity
w
Tip
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id
ev
br
1 Work in pairs to write a questionnaire to gain information related to Primary research
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your topic� enables the
researcher to
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s
gain a first-hand
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account of events
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or opinions about
ity
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issues.
rs
w
2
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ve
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Tip
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Secondary
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research comes
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4 from secondary
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sources of
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information,
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5 which are created

s
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later by someone
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who did not

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6 experience an
ity
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event first-hand
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or is reporting
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7
y
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someone else’s
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ni
viewpoint or
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opinion.
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w
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9
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10
y
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br
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33
-C
s
es

ity
rs
ve
y
1 Research
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ni
U
C
ge
2 Give feedback to another pair’s questionnaire� Ask the following
w
ie
id
questions:
ev
br
1 Are the questions all clear?
am
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2 Are any of the questions leading?
-C
s
3 Does each question relate to the topic and purpose of the study?
es
y
Pr
4 How might you improve your questionnaire?
op
ity
C
��
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w
ie
ve
��
y
ev
op
ni
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3 Before next lesson, give your questionnaire to ten of your classmates
C
to complete� Collect in the completed questionnaires and bring them
ge
w
to the lesson�
ie
id
ev
br

am
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-C
What did you find difficult in today’s lesson? ��

s
es
y
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op

ity
C
��
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w
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ni
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Check your learning

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id
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br
am
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Self-assessment 2
es
y
Look back at self-assessment 1. How much further progress do you feel you have made so
Pr
op
far in developing your research skills?

ity
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rs
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ie
ve
Give one example for this response. Eventually, you are aiming for green!
y
ev
op
ni
R
C
e
w
g
ie
id
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br
am
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34
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Continued
ie
id
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br
am RED AMBER GREEN
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to develop my
knowledge and
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s
understanding
es
y
about . . .
Pr
op
1.1 Construct I know some of the I can write at least I can write a research
ity
C
relevant research features of a good one good research question and help
rs
w
questions. research question question. others with their

ie
ve
and can write a research questions.
y
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op
ni
research question
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with help.
ge
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1.2 Identify and I am starting to I understand why I understand why
ie
id
begin to reference understand why I I need to add a I need to add a
ev
br
a range of print and need to say where reference list to any reference list to any
am
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multimedia sources I get information written work that I written work that I do
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and use them to from, but am not do and can reference and can reference at
s
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locate relevant yet sure how to at least one source least one source of
y
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information and reference sources of of information with information.

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answer research information correctly. help.

ity
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questions.
rs
w
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1.3 Select an I am starting to I know when to use I know when to use

ve
y
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appropriate method understand the primary research to primary research

op
ni
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and conduct importance of gain information, methods to gain

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research to test primary research to and am starting information and

ge
predictions and gain information. to understand the can tell someone

ie
id
begin to answer a difference between else the difference

ev
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research question. primary and between primary and

am
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secondary research secondary research

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methods. methods.
es
y
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ity
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rs
w
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y
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e
w
g
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br
am
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35
-C
s
es

ity
rs
ve
y
1 Research
op
ni
U
C
ge
w
Continued
ie
id
ev
br
am RED AMBER GREEN
-R
to develop my
knowledge and
-C
s
understanding about
es
y
...
Pr
op
1.4 Select, organise I can identify a I can identify good/ I can write some
ity
C
and record relevant bad question on a bad questions on good questions for
rs
w
information from primary research primary research a primary research

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ve
a range of sources questionnaire with questionnaires and questionnaire to gain
y
ev
op
ni
and findings from help. can write a good relevant information

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research, using question with help. to help answer my
ge
w
appropriate methods. research question.
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br
Example:
am
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1.1 .........................................................................................................................................
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s
es
1.2 .........................................................................................................................................
y
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ity
1.3 .........................................................................................................................................
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rs
w
ie
1.4 .........................................................................................................................................
ve
y
ev
op
ni
Reflect on your responses in your self-assessment and identify two areas for
R
improvement. Set yourself two learning targets; how you will improve upon the two
C
ge
areas. For example, ‘I will make sure that my questions are not leading questions by
w
avoiding use of “agree/disagree” in the question’.

ie
id
ev
br
Learning targets:
am
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How I will improve: ........................................................................................................ .

y
Pr
op

ity
C
How I will improve: .........................................................................................................

rs
w
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y
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op
ni
R
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e
w
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br
am
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36
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es

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ni
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w
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id
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br
am
statements.
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I was surprised to discover that: ………............……….…………………………………………
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s
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I didn't know: ………………………………………………………………………………………..
y
Pr
op
ity
I now think: ………………………………………………………………………………...………..
C
rs
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37
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ity
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ni
U
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7
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w
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br
am
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Getting better at
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s
es
y
Pr
op
ity
C
research skills: Lesson 7 rs

w
ie
ve
y
ev
op
ni
R
U
C
research question
ge
w
ie
id
ev
br

am
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-C
My learning goals are to get better at:

s
es
• understanding when to use primary research methods

y
Pr
op
• selecting which information to use from primary research

ity
C
• recording information gained from primary research

rs
w
ie
ve
y
ev
op
ni

R
C
ge
ie
id
ev
br
am
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-C

es
I understand when to use primary

y
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op
research methods.
ity
C
I can select which information I

rs
w
need to use from primary research.

ie
ve
I can record some of the

y
ev
op
ni
information gained from primary

R
research.
e
w
g
ie
id
ev
br
am
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38
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s
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ity
rs
ve
y
Getting better at research skills: Lesson 7
op
ni
U
C
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Prior learning
ie
id
ev
br
1 Finish this sentence:
am
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Primary research helps us ��
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s
es
��
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Share your ideas in class.
ity
C
rs
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2 Using what you have learnt, now finish this sentence in less than ten words.
ie
ve
y
ev
Primary research helps us ��
op
ni
R
C
��
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w
ie
id
ev
br
Starter activity
am
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-C
1 Read the source of information your teacher has given you, then
es
answer the following questions�

y
Pr
op
a What kind of information source is it?

ity
C
��
rs
w
ie
ve
y
b
ev
Who created the source? What do you know about them?

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ni
R
��
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c When was the source created?

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id
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br
��
am
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d Why do you think the source was created?

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s
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e Who do you think the audience for the source is?

ity
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rs
w
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ve
y
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w
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br
am
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39
-C
s
es

ity
rs
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y
1 Research
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ni
U
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Class discussion
w
ie
id
2 Using your new learning from class discussion about the source and Tip
ev
br
a different colour pen, add to or change any of your answers (a–e)�
am
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You need to find
the most suitable
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s
Main activity
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way of presenting
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your findings.
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ity
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Tip
w
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How you present
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your findings will

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1 How might you report your findings from your questionnaire?
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depend on your
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• �� audience.
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id
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br
• ��
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Tip
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Your presentation
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es
method will
y
• ��
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depend on the
information
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C
• ��
you’ve gained.
rs
w
ie
ve
2 Does your partner have further ideas?

y
ev
op
ni
• ��
R
C
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• ��
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id
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br
am
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s
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ity
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w
g
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br
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40
-C
s
es

ity
rs
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y
op
ni
U
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3 Choose a way of presenting your findings and check with your teacher if this is suitable�
w
ie
id
��
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br
am
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4 Write down your primary research findings�
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s
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y
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Something you have done well today:

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Check your learning

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If you haven’t already done so, complete the ‘How will I know if I reach my goals?’ Table
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41
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8
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Getting better at
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research skills: Lesson 8

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research question
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• understanding the difference between primary and secondary information sources
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• knowing how to do an internet search to find information

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• recording information gained from secondary information sources

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I understand the difference

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between primary and secondary

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sources of information.
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I know how to do an internet

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search to find information.

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I can record some of the

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information gained from

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secondary information sources in

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my own words.
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42
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Prior learning
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Look at the words below. Discuss with a partner and then answer the questions.
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first-hand direct second-hand textbook interview
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a Which five words relate more to primary sources?
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Primary ��
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b Which five words relate more to secondary sources?
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Secondary ��
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c Using what you have learnt from class discussion about primary and secondary
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information sources, answer this question.

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What’s the main difference between primary and secondary sources of information?
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Starter activity
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Put these steps to finding secondary information sources in order starting with the first�
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B Click on the website to open it�

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C Decide what information I need to look for�

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D Skim read the text� Is it easy to follow? Do I understand it? Might it be useful?
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E Look further down the page beyond the first few results of the search�
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Check your order with your partner’s�

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43
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1 Research
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Main activity
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If the name of
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a website ends
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abbreviation
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Look at the information source your teacher gives you� (e.g. .au or .in),
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1 Answer the following questions� it is probably
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a reliable
a What is the title of the source?
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government
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�� website.
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b Who is the author?
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c When was the source written? ends in .org,
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the website of
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a non-profit
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d What is the topic and the main idea?

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organisation.
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are good
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information
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sources.
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e What do you think the author’s opinion about the topic is?
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in it, be careful,
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media websites
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anyone so the
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information might
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not be true.
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44
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g Overall, do you think the author’s argument is convincing?
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Why? / Why not?
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h Write the reference for this source of information�
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Class discussion
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2 Using your new learning from class discussion about the information source and a different
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colour pen, add to or change any of your answers (a–h)�
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Something you needed help with today:

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Check your learning

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45
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9
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Getting better at
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research skills: Lesson 9 rs

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research question
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• referencing the sources of information I use

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• finding relevant information

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• recording relevant information in my own words

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I can include the author, title of

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article, date and website when

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writing a reference for a source.

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I can find some relevant information

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using a search engine.

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g
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46
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Continued
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Lesson 9 am Not there yet Achieved Example
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I can record some of the information
gained from secondary information
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sources in my own words.
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Prior learning
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What are some key steps to consider when using a search engine to find information?
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(Refer back to the Starter activity in Lesson 8.)

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Starter activity
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What words/phrases come to mind when looking at the picture?

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47
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1 Research
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Peer feedback
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Add to your list in a different colour�
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1 Look at the website addresses your teacher has given you� Write out
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Reason: ��
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48
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Something that helped you learn today:
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Check your learning

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Self-assessment 3
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made so far in developing your research skills?

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1.1 Construct I know the features I can write at least I can write research
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relevant research of a good research one good research questions and help
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questions. question and can question. others with their

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write a research research questions.

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question with help.

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1.2 Identify and I am getting better at I know why I need I understand the
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a range of print and to say where I get list to all my reference lists
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multimedia sources information from and written work and and can reference
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and use them to locate can reference author, can reference at some sources of
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relevant information date and title of an least one source information with
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and answer research article. of information with some accuracy.

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questions. some accuracy.

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49
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1 Research
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Learning am RED AMBER GREEN
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method and engine to gain some to gain relevant to gain relevant
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and begin to always be relevant. use a search engine.
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50
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Continued
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areas. For example, ‘I will make sure that I understand what I read and write notes in my
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Learning targets:
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How I will improve: ....................................................................................................... .
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How I will improve: ........................................................................................................
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statements.
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I was surprised to discover that: ………............…….……………………………………………

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I didn't know: ………………………………………………………………………………………..

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I now think: ………………………………………………………………………………...………..

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R R R
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Section 2
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Analysis
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This section of your Learner’s Skills Book helps you to develop your analysis skills using
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interesting global topics�
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Starting with . . .
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As you start to develop your analysis skills, you will learn what the term ‘analysis’ means,
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the difference between an issue and a perspective and how to identify the causes and
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consequences of situations and issues� You will also start to understand how to analyse data
y
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by exploring bar graphs�

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Developing . . .
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As you develop your analysis skills, you will discuss the basic problem-solving steps
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needed to help resolve an issue� You will explore the difference between a national
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and global perspective and consider how to identify information from each of these
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perspectives� You will also develop your ability to give your own perspective about an issue�
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As you get better at analysing topics and issues, you will explore how to use information
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from different perspectives to address specific issues� You will identify the people that
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might be interested in a particular issue and who want to try to help resolve this issue�
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You will also produce a questionnaire to find out learners’ perspectives about an issue of
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importance to them�
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Starting with analysis rs

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skills: Lesson 1
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2.3 Explain causes of a local or global issue and the consequences on others
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• understand what the term ‘analysis’ means

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• make notes of relevant information in my own words

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the term ‘analysis’ means.

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I am starting to know what to look

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for when analysing something.

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I can make some relevant notes in

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my own words.
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54
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Starting with analysis skills: Lesson 1
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Prior learning
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1 Look at the picture your teacher has given you. Discuss with a partner. Write down as
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many words and phrases as you can about the picture in the time limit.
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2 Discuss with another pair and add further words/phrases to your list.
Pr
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Starter activity
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Using words/phrases from your prior learning, work with your partner
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to complete the following sentences:

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b This situation is due to ....................................................................

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c As a result of the action in the picture, ............................................

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55
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2 Analysis
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Main activity
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1 In a small group, each choose one of the questions your teacher gives you to find out more
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about your picture� Carry out your own research, making notes to answer your question�
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Question:
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Notes
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2
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3
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References (author, date, title, website address)

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2
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2 As a group, share your information�

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56
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3 Write a commentary for your picture� Then record your commentary�
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the result or effect
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of something that
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4 Listen to each of the commentaries and record the information
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Situation/Issue Cause(s) Consequence(s) Other relevant

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57
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2 Analysis
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Which part of today’s lesson did you find the most difficult?
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Why do you think this was?
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Check your learning
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58
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Starting with analysis rs

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skills: Lesson 2
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2.1 Identify ideas and evidence from different perspectives within different sources on a given topic
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• understand what a perspective is • identify a perspective

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I think I understand what

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an issue is.
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59
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2 Analysis
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1 Discuss with a partner and then write down words/phrases that signal a cause.
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2 Discuss with a partner and then write down words/phrases that signal a consequence.
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3 Do you have the same words/phrases as your classmates? Add to your lists in a
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A perspective is a
perspectives, complete these statements�
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whole world.
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Class discussion
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3 Share your three issues and perspectives with your partner�
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4 Do you think your partner understands the difference between an
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Which part of this lesson did you find easy? If you can, explain why.
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B Identifying a perspective: ��
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Check your learning

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I think I understand what a

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1 Look at the picture your teacher shows you. Read the list of people your teacher gives
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perspectives, what is your understanding of:
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your teacher gives you�

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1 ..........................................................................................................................................
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2 ..........................................................................................................................................
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3 ..........................................................................................................................................
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5 ..........................................................................................................................................
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6 ..........................................................................................................................................
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2 Write four more questions�
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4 ..................................................................................................
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Class discussion
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3 Using what you have learnt from class discussion about graphs,
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do you feel more confident about analysing data from a graph?
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Try to give a reason and/or example if you can�
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4 What would help you further?

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Main activity
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I predict ..........................................................................................
your research
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findings.
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2 Analysis
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2 Create a double-bar graph using the data�
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You can use a bar
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graph as evidence
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A double-bar
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graph allows
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for comparison;
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for example,
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between boys
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Label:
x axis and girls or
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two different
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3 Check your predictions against your graph� Answer the questions:

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a How does the data compare with your predictions?

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about what you

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b Which of your predictions were close to the actual data?

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think might
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Peer feedback
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4 Share your graph with your classmates� Do the graphs look similar?
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If not, discuss where the differences are and why there might be
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What have you learnt today?
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What has helped you to learn today?
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Self-assessment 1
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How much progress do you feel you have made so far in developing your analysis skills?
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to start to . . .
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and evidence understand what a difference between difference between

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perspectives within I know the difference perspective is and perspective is

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different sources on between an issue can identify ideas and can identify
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a given topic. and a perspective. from at least one ideas from one
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help.
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2 Analysis
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Continued
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am RED AMBER GREEN
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to start to . . .
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graphical or graph is. I can understand how to create a basic
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supports an information from a to present research research findings. I
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argument. graph. findings. I can identify can identify relevant
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relevant information information from a

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from a graph with help. graph.
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2.3 Explain causes I am starting to I understand what I understand what
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of a local or understand what it means to analyse it means to analyse
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global issue and analysis is. something and can something and can
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identify a cause/ identify a cause and a
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2.1 ........................................................................................................................................
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2.3 ........................................................................................................................................
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areas. For example ‘I will check the difference between a cause and a consequence with
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my teacher’.
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Learning targets:
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statements.
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I was surprised to discover that: ………............…………….……………………………………
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I didn't know: ………………………………………………………………………………………..
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I now think: ………………………………………………………………………………...………..
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Developing analysis
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skills: Lesson 4
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2.4 Suggest and justify different actions to make a positive difference to a national or global issue
op
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w
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I can describe how to

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approach resolving an issue.

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70
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Developing analysis skills: Lesson 4
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Work with a partner / in a small group. Read the text your teacher gives you. What are the
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issues?
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1 What order, starting with the first step, do you think

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these problem-solving steps go in?
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F Form a plan�
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My order: .......................................................................................
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2 Analysis
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Main activity
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When considering
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1 Choose one of the issues your teacher has given you and complete
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the table�
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Issue (as a question)

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Possible courses Reasons for/against Other factors
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2 Using what you’ve learnt from partner and class discussion about Courses of
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courses of action, decide on your best possible course of action and action need to
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give reasons for your choice� be realistic. For

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Reasons for this choice: �� resolve an issue.

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Do you think you might be better able to come up with courses of action to help resolve
am
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issues after this lesson?
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Why?
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Check your learning

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Developing analysis
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skills: Lesson 5
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• the difference between a national and a personal perspective

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perspective.
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y
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from a national perspective and

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summarise it in my own words.

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w
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74
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Prior learning
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Discuss with a partner. Write what each of these terms means.
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A personal perspective:
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Discuss your ideas with your classmates. Do they agree?
id
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Starter activity
s
es
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Look at the pictures your teacher shows you�

op
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a Which picture shows a positive perspective? ....................................

rs
w
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Why? ..............................................................................................
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b Which picture shows a negative perspective? ....................................

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Why? ..............................................................................................
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have different or
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perspectives
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depending on the
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75
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2 Analysis
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Look at the text your teacher gives you� Answer the following questions:
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Tip
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perspective is what
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a result of any
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research findings.
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3 Are specific issues mentioned? If so, what are they? perspective can
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change as you
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become more
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informed about a
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topic or issue.
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based on the
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needs of the
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whole country.
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5 Are any consequences mentioned? If so, what are they? Tip

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perspective can
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negative or a
s
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6 Is the perspective positive or negative? Explain why�

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Different viewpoints
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ve
and opinions can

ev
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make up a national
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2.4 ........................................................................................................................................
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areas. For example, ‘I will try to help others explain the cause of an issue’.
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Learning targets:
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statements.
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I now think: ………………………………………………………………………………...………..
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Section 3
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Evaluation
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This section of your Learner’s Skills Book helps you to develop your evaluation skills using
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interesting global topics�
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Starting with . . .
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As you start to develop your evaluation skills, you will identify what the term ‘evaluation’
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means and try to understand the difference between evaluation and analysis� You will
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start to understand how to evaluate an information source, considering the author and
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purposes of the source, and start to judge whether information sources contain bias and
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are real or fake�

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Developing . . .
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As you develop your evaluation skills, you will discuss different sources of information
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on a variety of global issues� You will explore what an ‘argument’ is and what makes an
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effective argument� You will discuss the effectiveness of different information sources in
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communicating and developing an argument� You will also discuss what a claim is and how
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to test a claim�
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As you get better at evaluating, you will evaluate a variety of information sources,
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considering the author and purpose of each source� You will get better at knowing the
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difference between fact and opinion� You will also understand that some sources may
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contain bias and will know better how to recognise it in a source�

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skills: Lesson 1
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3.1 Evaluate sources, considering the author and purpose, recognising that some sources may be biased
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• understand what the term ‘evaluation’ means

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• understand the difference between evaluation and analysis

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the term ‘evaluation’ means.

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difference between analysis and

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evaluation.
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some news might be fake news.

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102
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Starting with evaluation skills: Lesson 1
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1 Answer these questions:
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a What do you like about Global Perspectives?
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b Why? ��
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d Why? ��
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2 Using what you have learnt from class discussion about analysis and evaluation,
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complete these sentences:

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Evaluation is ��
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A One strength is that he listens to the ideas of others�

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E The sentence is not clear�
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Share your ideas to see if your classmates agree�
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b Are you becoming more confident in knowing the difference between analysis
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and evaluation? Yes/No
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a Analysis: ...........................................................................................................................
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b Evaluation: .......................................................................................................................
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Answer the following questions:

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a How much time roughly do you spend per week looking for information?
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b Where do you look to find out information?

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c Which of the places you mention in task b do you trust to tell you the truth? Why?
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d What do you think the term ‘news’ means?

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f Do you think the websites / news stories your teacher gives you are
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real/true? Why? / Why not?
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a news item, try
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why you think it
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fake.
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Why do you think this was?

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whether an information source

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is real or fake.
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1 Answer these questions:
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a What is ‘news’?
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b What is ‘fake news’?
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c What is a ‘fake news site’?

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d Why do people publish fake news?

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2 Using what you have learnt from class discussion about news and fake news, add to
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your answers in a different colour.

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Do you think the information in this source is real or fake? Why?

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Checklist Yes/No Notes
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anywhere else?
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4 Does the website where you found
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5 Does the website address at the

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very top of the page look real?
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6 Does the story sound believable?

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7 Are there any errors in spelling or

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8 Is the author a real person?

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10 Is there any other evidence to

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Do you think the information in this source is real or fake? Why?
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b Why do you think fake internet sources exist?
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A Saying what ‘news’ is ��

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B Saying what ‘fake news’ is ��
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D Using a checklist to explore information sources ��

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Check your learning

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skills: Lesson 3
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3.1 Evaluate sources, considering the author and purpose, recognising that some sources may
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an information source is fake.

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information from a source for a
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newspapers?
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organisation that published the
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story?
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4 Does the website where you
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found the story look real?

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support the story?

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a Do you think this information source is real or fake? .........................................................

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b Why? .................................................................................................................................
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c What does your partner think? ��
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2 Using what you have learnt from class discussion about real and fake news, do you feel more
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2 Complete the table for each of your sources�
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newspapers?
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the story look real?
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support the story?

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3 Using the information in your table, would you still use these information sources? Why?
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a Source A ...........................................................................................................................
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b Source B ...........................................................................................................................
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4 Write a short blog using information gained from your sources to
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5 Share your blog with someone else� Do the blogs look similar? If not,
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discuss where the differences are and why there might be differences�
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Self-assessment 1
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How much progress do you feel you have made so far in developing your evaluation skills?
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Example 3.1: ........................................................................................................................

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statements.
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I now think: ………………………………………………………………………………...………..
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3.2 Discuss the effectiveness of a source, making explicit reference to its development of an argument
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Developing evaluation skills: Lesson 4
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1 Discuss with a partner. Which of these words/phrases do you think relate to the term
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‘argument’?
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reasoning shouting support for an idea premise
y
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falling out claim debate conclusion
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logical disagreement fight evidence

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2 Using what you have learnt from class discussion about what an argument is, write
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down the words you think relate to identifying and forming an argument in Global
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claim, the reasons

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An argument is made up of: ��

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1 Which of these questions can you ask to identify a claim?
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Did you choose the same as your partner?

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122
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Claim 1: ................................................................................................
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debatable.
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Claim 2: ................................................................................................
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Claim 3: ................................................................................................
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write a claim start

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Claim 5: ................................................................................................
with ‘The author
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I believe ................................................................................................
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2 ........................................................................................................ back up a claim;

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3 ........................................................................................................
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4 ........................................................................................................
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6 ........................................................................................................
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3.2 Discuss the effectiveness of a source, making explicit reference to its development of an argument
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• writing relevant questions

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types of evidence.
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125
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1 What is the difference between a questionnaire and an interview to gain information?
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Questionnaire: ��
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Interview: ��
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2 Using what you’ve learnt from discussion about questionnaires and interviews, make
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Starter activity
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1 Look at the questions your teacher shows you� Discuss with a partner� Which of the questions
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gives numerical evidence and which gives narrative evidence?

y
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Question Numerical Narrative

ity
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evidence evidence
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1
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126
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Do your classmates agree with your answers? Yes/No
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If not, which answers do they disagree with?
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2 Using what you’ve learnt from discussion about numerical and
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narrative evidence, tell your partner what you think the difference is�
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Numerical evidence .........................................................................
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In this context,
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the word
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‘relevant’ means
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Narrative evidence .......................................................................... related to the
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topic or claim
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your questions gave numerical evidence and which gave narrative

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something you
ve
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evidence? believe to be
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Numerical evidence ......................................................................... true to see if

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127
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2 Using the information gained from your questionnaire, create a spider diagram of what you
w
found out�
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br
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s
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Claim:
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e
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128
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3 Which question(s) allowed you to test your claim best?
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4 Which question(s) gave you the most relevant information? evidence refers
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6 Did anything surprise you about the information you gained? Why? respondents
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refers to evidence
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Has your partner’s thinking changed or developed? Yes/No

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y
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Why?
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Check your learning
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Self-assessment 2
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far in developing your evaluation skills?

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ve
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ni
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ge
w
to develop
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id
knowledge and
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br
understanding of
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how to . . .
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es
sources, to understand to understand means to evaluate a

y
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Learning targets:
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evaluation skills: Lesson 7

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3.1 Evaluate sources, considering the author and purpose, recognising that some sources
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example from your challenge once you have achieved each learning goal
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I can identify a fact.

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132
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Give your definition of the following:
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Bias can be seen

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for or against
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3 Evaluation
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Research question: ................................................................................

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Fact Opinion Bias

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134
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Self-assessment 3
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3.1 Evaluate I am starting I am starting I understand

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sources, to understand to understand what it means to
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considering the what it means to what it means to evaluate a source

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author and purpose, evaluate a source evaluate a source of information. I can
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recognising that of information. I can of information. I help others identify
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some sources may identify a fact and an know the difference facts, opinions and
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be biased. opinion with help. between a fact and bias.

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3.2 Discuss the I think I know what I know what an I know what an
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effectiveness of an argument is. I can argument is and can argument is. I can
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a source, making identify an argument identify the elements help others identify
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135
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3 Evaluation
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Learning targets:
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136
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Section 4
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Reflection
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This section of your Learner’s Skills Book helps you to develop your reflection skills using
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interesting global topics.
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Starting with . . .
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As you start to develop your reflection skills, you will learn what reflection is and
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identify your own and others’ personal strengths and weaknesses, and identify areas for
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and challenges of teamwork.

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As you develop your reflection skills, you will work in a team to discuss how to produce a
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As you get better at reflection, you will continue working with others towards a shared
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teamwork, and you will consider any improvements you might make when contributing
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Starting with reflection
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the term ‘reflection’ means�

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Starting with reflection skills: Lesson 1
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1 What do you think the term ‘reflection’ means?
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Does your partner agree?

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1 In a small group, discuss the text your teacher gives you� Answer the encourage
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140
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Which of these did you do this lesson?
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141
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skills: Lesson 2
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4.2 Consider the benefits and challenges of teamwork experienced when working together to
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learning goals� If you haven’t quite achieved your learning goals, tick ‘Not there yet’� Start
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to think about how you are going to show your learning goals in your challenge� Add an
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example from your challenge once you have achieved each learning goal�
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I think I can work as part of a
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I can identify a benefit of
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teamwork�
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teamwork�
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Which of these is the most important for teamwork?

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Teamwork is ��
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Teamwork is not ��

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teamwork
relies on the
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id
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each member
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144
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Look at your completed diagram� What do you and your team
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notice?
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One benefit of working as a team is:
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One challenge of working as a team is:
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skills: Lesson 3
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for improvement
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teamwork�
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I can explain a challenge of
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teamwork�
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Prior learning
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Look at the pictures your teacher shows you� Discuss with a partner�
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What do each of the pictures show?

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1 What do you think the benefits of teamwork are?

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the benefits of
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The topic I am working on today is … about what you

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might not like
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with a team�
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1 Using the information gained from the main activity in Lesson 2,

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plan a team outcome, such as a video clip or podcast with a series of

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pictures�
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Purpose A personal
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strength is
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Section 5
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Starting with . . .
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As you start to develop your collaboration skills, you will learn what is meant by
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As you develop your collaboration skills, you will discuss the types of conflict that can occur
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shared aim and outcome. You will practise contributing your own ideas to impact a shared
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As you get better at collaboration, not only will you continue to work in teams to produce
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5.1 The team assign roles and divide tasks fairly, considering the skills of team members and time
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Starting with collaboration skills: Lesson 1
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Section 6
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Communication
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This section of your Learner’s Skills Book helps you to develop your communication skills
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As you develop your communication skills, you will present your own arguments and discuss
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Starting with
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communication skills:
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Lesson 1
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6.1 Present information and arguments clearly with some reasoning, referencing sources where
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6.2 Listen to ideas and information and offer relevant and well-judged contributions that
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demonstrate understanding of the issue

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Starting with communication skills: Lesson 1
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the term ‘communication’ means�
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6 Communication
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ev
evidence anything that can support or back up a claim

op
ni
fact something that can be proven to be true

R
feedback giving information to someone about something

ge
global thinking about a situation or issue as it relates to the whole world

ie
id
perspective
ev
br
usually something that is lacking or not done very well

am
limitation
-R
narrative evidence provided by open-ended questions like ‘why’ questions that require
-C
evidence respondents to answer in more detail

es
national thinking about a situation or issue as it relates to a specific country

y
Pr
op
perspective
ity
C
non-verbal feedback that is not spoken, including nodding, leaning forward and
feedback making eye contact
rs
w
ie
ve
numerical evidence provided by closed questions that require a ‘Yes/No’ answer or

y
ev
evidence where respondents choose one answer from a list

op
ni
R
open-ended a question requiring a longer answer than Yes/No; often prompted by ‘why’
C
question or ‘how
e
w
g
ie
id
ev
br
am
-R
257
-C
s
es

ity
rs
ve
y
op
ni
U
opinion a viewpoint/idea that cannot be proven
C
Glossary and Index
ge
paragraph usually presents a main idea and further details
w
ie
id
personal what an individual thinks about a topic/issue as a result of research findings
ev
br
perspective
am
-R
personal something an individual is good at
strength
-C
s
perspective a certain world view or way of looking at something
es
y
prediction a statement about what might happen in the future
Pr
op
primary the method for collecting data that has not been collected before and
ity
C
research is collected directly from individuals, groups of people or research
rs
w
observations
ie
ve
reference details of a source of information, including the author, title, publication
y
ev
op
ni
date, any website address and date the website was accessed
R
C
reference list a list of all the sources of information researched and used in written work
ge
w
reflection to think hard about something
ie
id
reflective to think hard about what you are learning
ev
br
learning
am
-R
reliable source a source that can be trusted to be true
of information
-C
s
es
research a way of collecting information

y
Pr
research a question that enables you to carry out research about a specific issue
op
question
ity
C
search engine a program on a computer that searches for and identifies suitable
rs
w
information
ie
ve
y
secondary the method of collecting data from existing/published sources of
ev
op
ni
research information
R
shared something produced as a team

ge
outcome
ie
id
stakeholder someone with a vested interested in a topic/issue

ev
br
subject-specific words that are related to a main idea/topic

am
-R
words
-C
teamwork working with a group of people towards a shared outcome

s
es
text structure how the text is organised so that the reader can follow it
y
Pr
op
unreliable a source that cannot be trusted to be true

source
ity
C
verbal spoken feedback, including affirmations like ‘I see’, ‘I know’, ‘sure’ and
rs
w
feedback ‘I understand’
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
258
-C
s
es

ity
rs
ve
y
op
ni
Acknowledgements
C
ge
w
ie
id
The authors and publishers acknowledge the following sources of copyright material and
ev
br
are grateful for the permissions granted.
am
-R
Thanks to the following for permission to reproduce images:
-C
s
Cover Gina Pricope/Getty Images
es
y
Pr
Unit 1: Portra/GI; track5/GI; Maarten Wouters/GI; apcuk/GI; idimair/GI;
op
Gannet77/GI; triloks/GI; Ruth Jenkinson/GI; Nakhorn Yuangkratoke/EyeEm/
ity
C
GI; bymuratdeniz/GI; Shoyeb Azim/500px/GI; Jon Arnold/GI; Mark Murphy/GI;
rs
w
svetikd/GI; scibak/GI; Nora Carol Photography/GI; spooh/GI; Avalon/Universal

ie
ve
Images Group via Getty Images; Peter Dazeley/GI; franckreporter/GI; Aaltazar/
y
ev
op
ni
GI; Hero Images/GI; Richard Sharrocks/GI; LUIS ROBAYO/AFP via Getty

R
Images; Epoxydude/GI; Education Images/Universal Images Group via Getty
C
ge
Images; Christopher Hopefitch/GI; ryasick/GI; kyoshino/GI; Unit 2: FARSHAD
w
USYAN/AFP via Getty Images; Richard Drury/GI; Vectorig/GI; CGinspiration/
ie
id
GI; Westend61/GI; Patra Kongsirimongkolchai/EyeEm/GI; Flavio Coelho/GI;
ev
br
Hero Images/GI; Ian McKinnell/GI; Mordolff/GI; kali9/GI; Nodar Chernishev/

am
-R
EyeEm/GI; AMAURY HAUCHARD/AFP via Getty Images; Erik Dreyer/GI;
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enot-poloskun/GI; Richard Drury/GI; Carol Yepes/GI; Klaus Vedfelt/GI; Unit 3:

s
MIXA/GI; Henrik Sorensen/GI; Hero Images/GI; hh5800/GI; EVERSOFINE/GI;

es
y
Mike Brinson/GI; Aumphotography/GI; AskinTulayOver/GI; PeopleImages/GI;

Pr
op
kali9/GI; porcorex/GI; Unit 4: Hero Images/GI; Emilija Manevska/GI; mikroman6/

ity
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GI; Uwe Krejci/GI; Compassionate Eye Foundation/Martin Barraud/GI; Greg

Kessler/GI; Mario Regalado/EyeEm/GI; Busà Photography/GI; ollo/GI; Peter
rs
w
ie
Dazeley/GI; Caiaimage/Robert Daly/GI; iMrSquid/GI; SolStock/GI; pidjoe/GI;

ve
y
ev
SERGII IAREMENKO/SCIENCE PHOTO LIBRARY/GI; Unit 5: Klaus Vedfelt/

op
ni
GI; aydinmutlu/GI; Richard Drury/GI; FatCamera/GI; anucha sirivisansuwan/

R
GI; Martin Barraud/GI; kate_sept2004/GI; Kameleon007/GI; lvcandy/GI; Frédéric

ge
Soltan/Corbis via Getty Images; malerapaso/GI; StockPlanets/GI; Hero Images/

ie
id
GI; filo/GI; Hero Images/GI; Unit 6: Hero Images/GI; jayk7/GI; Jason Hawkes/
ev
br
GI; Kanok Sulaiman/GI; Fairfax Media via Getty Images; Robert Armstrong/GI;
am
-R
mixetto/GI; Alina555/GI; Dmitry Feoktistov\TASS via Getty Images; Caiaimage/

Robert Daly/GI; timsa/GI
-C
s
es
y
Pr
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Key: GI= Getty Images.

ity
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rs
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ie
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y
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Copyright Material - Review Only - Not for Redistribution

Cambridge University Press is part of the University of Cambridge.

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Information on this title: www.cambridge.org/9781108790512

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Starting with research skills: Lesson 3 13

Developing research skills: Lesson 6 30

Getting better at research skills: Lesson 7 38

Getting better at research skills: Lesson 9 46

Starting with analysis skills: Lesson 1 54

Starting with analysis skills: Lesson 2 59

Starting with analysis skills: Lesson 3 63

Developing analysis skills: Lesson 4 70

Developing analysis skills: Lesson 5 74

Developing analysis skills: Lesson 6 78

Getting better at analysis skills: Lesson 7 84

Getting better at analysis skills: Lesson 9 94

Section 3 overview 101

Starting with evaluation skills: Lesson 1 102

Starting with evaluation skills: Lesson 2 106

Starting with evaluation skills: Lesson 3 110

Developing evaluation skills: Lesson 4 118

Copyright Material - Review Only - Not for Redistribution

Starting with reflection skills: Lesson 1 138

Starting with reflection skills: Lesson 2 142

Starting with reflection skills: Lesson 3 146

Developing reflection skills: Lesson 4 153

Developing reflection skills: Lesson 5 157

Developing reflection skills: Lesson 6 161

Getting better at reflection skills: Lesson 7 167

Getting better at reflection skills: Lesson 8 171

Getting better at reflection skills: Lesson 9 175

Section 5 overview 181

Starting with collaboration skills: Lesson 1 182

Starting with collaboration skills: Lesson 2 186

Starting with collaboration skills: Lesson 3 191

Developing collaboration skills: Lesson 4 198

Developing collaboration skills: Lesson 5 202

Developing collaboration skills: Lesson 6 206

Getting better at collaboration skills: Lesson 7 213

Section 6 overview 221

Starting with communication skills: Lesson 2 227

Starting with communication skills: Lesson 3 231

Developing communication skills: Lesson 4 237

Developing communication skills: Lesson 5 241