SHS

Trends, Networks, and Critical

Thinking in the 21st Century
Quarter 1: Week 5 Module 5

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Trends, Networks, and Critical Thinking in the 21st Century
Grade 12 Quarter 1: Week 5 - Module 5
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Roselily A. Gamboa, T-III

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

AssistantSchools Division Superintendent
German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D,EPS in Charge of LRMS

Mario B. Paneda, Ed.D, EPS in Charge of Araling Panlipunan
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

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Trends, Networks, and Critical
Thinking in the 21st Century
Quarter 1: Week 5 - Module 5

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 Target

In the previous lesson, you have mastered the concepts of

collaboration and cooperation. In this module, the significant contributions of the
parts to a whole is given emphasis. In relation to global networks in the
context of practical situations. . In the same manner, the creative imagination
also plays a vital role in order for the student to discern and internalize the
concepts. Mind map and reflective essay are also key points of emphasis at the
latter part of the lesson.

This module gives you an in-depth discussion about the Gestalt

principles, creative imagination, mind map and reflection essay. After this lesson, it
is expected that you have gained thorough knowledge about the following:

1. Discuss the different contributions of the parts to a whole and the

important role of the creative imagination in putting together the various
parts of a whole (HUMSS_MCT12-If-g-5-6)
1.1 Define the Gestalt principle (Parts to a whole concept.
1.2 Identify the different Gestalt principles.
1.3 Explain the significance of the creative imagination in putting
together the various parts to a whole.

2. Illustrate the origin of the different components of a gadget, business

enterprise, technological/ agricultural/ agricultural product, etc. through
a mind map and reflection essay.
(HUMSS_MCT12-If-g-7-8)
2.1Compare and contrast mind map and reflection essay.
2.3 Write a reflection paper about emerging technological trend.
2.4 Construct a mind map about the various components of a
gadget.

Before you proceed to the main lesson, let us refresh your mind and
pour out that brilliant ideas you have as a critical thinker.

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 Jumpstart

In order to understand the lesson well, relax, brainstorm and do

the following activities.
Have fun and good luck !

Activity 1: Think, Craft and Connect Your Thought

Instruction. Read the following sentences below and craft your thought
creatively. Write your answers in a separate sheet of paper. Please be guided
with the rubrics below.

1. Describe your network of friends? Why do you always keep in touch with them?
2 .Can a family be considered as a family without children? Incorporate example
/s to prove your answer.

Activity 2. Explore The Mind

Instruction. Read the following sentences and answer briefly but substantially.
Write your answers in a separate sheet of paper. Please be guided with the rubrics
below.

1. As a student, what are the benefits to be derived from using mind map?
2. Discuss the significance of the creative imagination in crafting a refection
essay.
Paragraph Writing Rubrics
5 3 1
Complete Sentences Produced complete Some incomplete Several incomplete
sentences, correcting sentences. sentences.
inappropriate
fragments and run-
ons ,
Topic Sentences Produced a clear and Topic sentence Topic sentence was
logical sentence. needed strengthened. not relevant.
Relevant or Provided a sufficient More relevant or Little or no details
supporting Details amount of relevant supporting details were not evident.
or supporting details. needed.
Transition Words Used a variety of More transition Little or no
transitional words words needed. transition words
and phrases were evident.
tomanage
thesequence of the
paragraph.
Closing Sentences Provided a Conclusion needed A conclusion was not
conclusion that strengthened. evident.
follows the
paragraph different
from the topic

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 sentence,
C.U.P.S Used grade level Some C.U.P.S errors. Several C.U.P.S
capitalization, verb errors.
usage, capitalization
and spelling.

Source: www. rockinresources.com

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 Discover

Let us proceed to the lesson proper. Read critically the

comprehensive discussion of today’s lesson. Relax and internalize
the new concepts as you start your journey in the world of words
guided with your critical and analytic thinking.

This module consist of two lessons.

LessonI. The Gestalt Principles and The Creative Imagination
Lesson 2. Mind Map and Reflective Essay

The Gestalt Theory

A “Unified whole”, as it means in a psychology term. It is about our visual

perception. We can use the Gestalt Theory in our design, since it is about how our
mind perceives wholes out of incomplete parts. This theory has different parts that
we can bring together to form a “whole” or a singular entity. By using the Gestalt
Theory, it will help us in our design to get the message out there; it gets us to see
the visual image. The Gestalt Theory is about how we use our brain to see the
“whole” out of incomplete parts.

The Different Gestalt principles

1.Similarity.Happens when we have shapes/objects that look similar to one

another. We tend to see them as patterns or groups, when they are unified
together. If there is an object that looks different, it is called an ‘anomaly’, and it
will be the focus point when it stands out of the group.
2.Continuation.Whenyour eyes move through one starting point to another, when
you have movement throughout the design, like an “arrow” pointing you in one
direction to another object.. This can be a line or a curve.
3.Closure.This is when our eyes see an unfilled shape, but our eyes “closes” the
design, because there is just enough information to do so. Therefore this is called
“Closure”, it is when we complete the shape.
4.Proximity. This is when single objects is placed close enough together, and
therefore are perceived as a group, even though there is distance between the
objects, they are seen as a “whole”.
5.Figure and Ground.It’s when our eyes differentiate an object/shape from its
surrounding area. Our eyes see objects, silhouettes or shapes as the figure, while
the surrounding white space is seen as the ground. The white space “ground” is as
important as the “figure”, they work together to balance one another. There is 3
different types of figure ground relationships, you have:
Stable.This is when you see it clearly what is figure or what is ground. You see
right away what dominates the composition.
Reversible. Both the figure and the ground are equally attracting the viewer. This
makes the design dynamic.

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Ambiguous. This is when elements both can look figure or ground. The shapes of
figure and ground can both be interesting, and it will be up to the viewer to decide
6. Symmetry. The gestalt grouping law that states that elements are
symmetrical to each other tend to be perceived as a unified group. Similar to the
law of similarity, this rule suggests that objects that are symmetrical with each
other will be more likely to be grouped together than objects not symmetrical with
each other.

The Neuroscience of Creativity: A Gestalt Perspective

It is common to look for the roots of creativity in some aspect of the

individual. We assume that the creative person must have a unique characteristic
or characteristics unavailable to others. Usually these characteristics are sought
in reductionist versions of personality theory, intellect and more recently, in some
aspect of the neuroscience revolution. Unlike other theories of psychotherapy and
personality, Gestalt theory takes the field as its basic unit of observation.

By field, Gestaltists mean that the whole context or ecosystem of which the
person and his or her neuropsychological system is a part or portion works as one,
and that it is impossible and misleading to try to understand and observe a person
“apart from” the field of which they are a portion.

Creativity - Imagination

Creativity is the ability to create original ideas that produce positive

effects. Creativity is the capacity and the ability to think uniquely
and imagine things in order to make things or cause things to be or to become or to
bring into existence. Having a creative outlet is important. But imagination can also
be misused, just like most technologies.

Imagination is the formation of a mental image of something that is not

perceived as real and is not present to the senses. The ability to form mental
images of things or events.The ability to deal resourcefully with unusual
problems. Imagination is the creative ability to form images, ideas, and sensations
in the mind without direct input from the senses, such as seeing or hearing.
Imagination helps make knowledge applicable in solving problems and is
fundamental to integrating experience and the learning process.

Mind Mapping
A mind map is a tool for the brain that captures the thinking that goes on
inside your head. Mind mapping helps you think, collect knowledge, remember and
create ideas. Most likely it will make you a better thinker. A mind map is a diagram
that displays information visually. The subject of a mind map is always located in
the center of the map. From there, related ideas and keywords branch out in all
directions, resulting in a radiant structure.

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Why Is Mind Mapping Helpful for Students?

Compared to traditional linear notes, studying using flashcards, or

brainstorming with bullet points and outlines, mind maps have a lot of advantages.
Here are just a few of the reasons why mind maps are so effective:

 A mind map’s radiant structure directly corresponds to the way our brains
store and retrieve information.
 A mind map conveys the hierarchy and relationships between individual
ideas and enables you to see the big picture.
 A mind map makes use of mental triggers (such as pictures, colors, and
connections) to help your brain memorize things more easily.
 The best part: mind mapping doesn’t feel like work!

Creative Mind Map for Students

1. Brainstorming Mind Map. Mind mapping is one of the best brainstorming

techniques.Drawing a mind map when you’re trying to come up with ideas
for an essay, project, or any other creative task can really help get your
creative juices flowing.

Source: www.mindmeister.com

2.Note-taking mind map. Most students use some form of linear note-taking to
capture the information presented to them in class. Mind maps, however, are
a much more effective tool when it comes to note-taking.

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 Source: www.mindmeister.com

2.Memorization Mind Map.Mind maps can help you memorize all kinds of
information, from a second language to important names and dates you need to
know for your history exam.

Source:www.mindmeister.com

4.Reading Comprehension Mind Map. Some texts can be quite difficult to

understand. Old novels, highly scientific articles, and scholarly essays can be full of
words we’re not familiar with, and they often have a complex structure that can
throw us off.Taking notes in a mind map while reading such a text can make it
much easier to understand its structure and content. Here are a few tips:

 Break the information down into smaller, more manageable chunks.

 Capture the key concepts and ideas of the text.

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  Make a list of unfamiliar words and other questions that turn up while you
read.
 Summarize the plot of a text and describe its main characters.
 Use the map to review your notes before an exam.

Source: www.mindmeister.com

5.Group Project Mind Map. If you’re one of the many students who dread group
projects in school, mind maps can be the key to change this. A mind map can
make it much easier to visualize what needs to be done and work together with
your teammates to accomplish all tasks.

Source:www.mindmeister.com

6. Homework Mind Map. You can also use mind maps to create to-do lists and
ensure you never forget important homework or a reading assignment.

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 Source: www.mindmeister.com

7. Essay Mind Map. Mind maps can not only help you brainstorm ideas for the
topic of your essay, but they’re also great for collecting arguments and quotes from
the various sources you want to cite and for outlining the structure of your essay.

Source: www.mindmeister.com

8.. Exam preparation Mind Map. Additionally, you can note down instructions from
the teacher and other information about the exam, such as date and time, format
(essay, multiple-choice, etc.), what you need to bring (calculator, pens, ruler), and
so on.

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 Source: www.mindmeister.com

9. Creative Writing Mind Map. If you have to write a short story for one of your
classes, a mind map is a great way to outline the story you want to tell. You can
define your characters’ looks and personalities, even add images you find online
showing what you think you those characters look like for reference.

Source: www.mindmeister.com

10.Lab report mind map. If you’re more interested in art than science, creating an
artistic mind map to use for capturing and documenting tests you ran in the
science lab can ignite your interest during your science classes.

Source: www.mindmeister.com.

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Format of a Reflective Essay
A reflective essay is an essay in which the writer examines his or her
experiences in life. The writer then writes about those experiences, exploring how
he or she has changed, developed or grown from those experiences.
The format of a reflective essay may change slightly depending on who the
audience is. For example, writing a reflective essay for a college course and an
academic audience will have slight changes in how the essay is organized from
writing a reflective essay for a magazine or a collection of essays, which has a
broader audience, without people who have necessarily gone to college. However,
some major elements go into a typical reflective essay: introduction, body and
conclusion.

Structure of a Reflective Essay

Reflective essays always have an introduction, where the speaker shares,
either directly or indirectly, what the overall focus of the reflection will be. Many
popular essay writers might be a bit indirect about their main topic, or about what
part of their lives they will focus on. However, an academic writer should be more
direct in explaining what aspect of his or her experiences that he or she will talk
about.
The body of the reflective essay explains how the writer has changed or what
the writer has learned. It also explains what things caused the writer to change.
For example, many academic writers are asked to reflect on how they improved as
writers over the semester or quarter. Those writers often share how different
assignments and lessons made them stronger writers.
A strong reflective writer will not only share the change but also give
examples as supporting details. For example, if a writer discusses becoming more
optimistic in life, then examples should be given of what made this change, such as
sharing an incident in which the writer took a positive approach to resolving the
incident.
In the conclusion of a reflective essay, the writer sums up how he or she
has changed or the effect of those changes. The writer also might look ahead or
look backward. If looking ahead, the writer shares how he or she thinks the
experiences in the essay will change him or her in the future. If looking backward,
the writer will note how different he or she was in the past. Often, the writer will
compare past and future selves to emphasize the difference.

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 Explore

Let us continue today’s lesson through various

enrichment activities in order for you to master the
basic concepts you have learned.

Enrichment Activity 1: Deduce parts from the whole.Answer the following

questions briefly but substantially. Write your answers in a separate sheet of
paper. Please be guided with the rubrics below.
1.Using the principle of the so-called “ similarity “ , extract concepts from the
word “ NEW NORMAL “ and group it accordingly based from their commonality.
2. Combining visual perception, creative imagination and analytic thinking,
express your ideas in no. 1 through an illustration.
Assessment 1.Read and analyze the following questions. Write your answers in a
separate sheet of paper. Please be guided with the rubrics below.

1. If there are irrelevant concepts extracted from the given word in Activity 1,
no.1 which is not in conformity with the said principle, suggest possible newly
coined principle to suffice your answer.
2. Based from your illustrative example in no. 2 provide an explanation with a
minimum of five sentences. Be guided with the rubrics below.
Enrichment Activity2. Mind Me! Reflect Me!
1. As a student, what do you think is the best type of mind map for you to
use?Why?

2. Compare and contrast reflection essay and mind map.

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 Paragraph Writing Rubrics
5 3 1
Complete Sentences Produced complete Some incomplete Several incomplete
sentences, correcting sentences. sentences.
inappropriate
fragments and run-
ons,
Topic Sentences Produced a clear and Topic sentence Topic sentence was
logical sentence. needed strengthened. not relevant.
Relevant or Provided a sufficient More relevant or Little or no details
Supporting Details amount of relevant supporting details were not evident.
or supporting details. needed.
Transition Words Used a variety of More transition Little or no
transitional words words needed. transition words
and phrases to were evident.
manage the
sequence of the
paragraph.
Closing Sentences Provided a Conclusion needed A conclusion was not
conclusion that strengthened. evident.
follows the
paragraph different
from the topic
sentence,
C.U.P. S Used grade level Some C.U.P.S errors. Several C.U.P.S
capitalization, verb errors.
usage, capitalization
and spelling.

Source: www. rockinresources.com

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 Deepen

In this particular phase of the module, let us try to enhance

your writing skills, critical and analytic thinking skills by trying
to incorporate the concepts you have learned in real life
situations.

I. Apply Me In Your Life Output No. 1.

Instruction. Reflect on the following realistic situations. Craft your answers

creatively. Incorporate the Gestalt principles in dealing with the global networks.
(Similarity, Continuation, Closure, Proximity, Figure / Ground and Symmetry).Be
guided with the rubrics below.

1.Why is there a need for interconnections among the different nations? Cite
timely situational example /s to justify your stand.

2.As a student, what is the role of social media in establishing connection with your
teachers during the new normal class?
II. Apply Me In Your Life Output No. 2.

Instruction. By incorporating unity, coherence and emphasis, write a reflection

essay entitled “Student Memoirs To Cherish During The Covid-19 Pandemic “

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 Paragraph Writing Rubrics
5 3 1
Complete Sentences Produced complete Some incomplete Several incomplete
sentences, correcting sentences. sentences.
inappropriate
fragments and run-
ons,
Topic Sentences Produced a clear and Topic sentence Topic sentence was
logical sentence. needed strengthened. not relevant.
Relevant or Provided a sufficient More relevant or Little or no details
Supporting Details amount of relevant supporting details were not evident.
or supporting details. needed.
Transition Words Used a variety of More transition Little or no
transitional words words needed. transition words
and phrases were evident.
tomanage the
sequence of the
paragraph.
Closing Sentences Provided a Conclusion needed A conclusion was not
conclusion that strengthened. evident.
follows the
paragraph different
from the topic
sentence,
C.U.P. S Used grade level Some C.U.P.S errors. Several C.U.P.S
capitalization, verb errors.
usage, capitalization
and spelling.

Source: www. rockinresources.com

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 Gauge

I. Directions: Identification. Read and analyze the following statements and

identify what is being referred to in each item.Write your answer in a separate
sheet of paper.

1.____________________It happens when we have shapes/objects that look similar to

one another.
2.____________________ When your eyes move through one starting point to another,
when you have movement throughout the design, like an “arrow” pointing you in
one direction to another object.
3._____________________ This is when our eyes see an unfilled shape, but our eyes
“closes” the design, because there is just enough information to do so.

4._____________________This is when single objects is placed close enough together,

and therefore are perceived as a group, even though there is distance between the
objects, they are seen as a “whole”.

5._____________________It’s when our eyes differentiate an object/shape from its

surrounding area.

6._____________________Creativity is the ability to create original

ideas that produce positive effects.

7._____________________A mind map is a tool for the brain that captures the
thinking that goes on inside your head.

8. ____________________You can also use mind maps to create to-do lists and ensure
you never forget important homework or a reading assignment.

9. ___________________ An essay in which the writer examines his or her experiences

in life.

10.___________________A reflective essay explains how the writer has changed or

what the writer has learned.

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II. Test Your Curiosity. Construct a mind map about the components of a gadget.
Be guided with the rubrics below.

Mind Map Rubrics

5 4 3 2 1
Neatness and The mind The mind The mind The mind The mind
Presentation map was map was map was map was map was not
well well mostly well not neat neat enough
presented all presented all presented enough to to
the the but some of understand understand.
information information the most
is easy to is easy to information concepts.
understand. understand was difficult
to
understand.
Use of Most Some A few The mind The mind
images / categories categories categorioes map map includes
symbols are enhanced are enhanced are enhanced includes a few images.
with simple with simple with simple some
symbols or symbols or symbols or images.
diagrams. diagrams. diagrams.
Use of colors Has included Has included Has included Has used Has failed
color r to color to some color in very little color to
show all demonstrate the mind but color in the include in
connections some has not used mind map the map.
and / or to connections color to and has not
categorize and or categorize used color to
topics topics throughout categorize
throughput throughout the mind throughout
the mind the mind map. the mind
map. map. map.

Source: www.slideshare.net

Great job!
You are almost done with this module.

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Answer Key

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References

Website Sources
https://www.basicknowledge101.com/subjects/creativity

https://educators.brainpop.com/teaching-tip/assessment-tips-concept-maps/

https://grafisk.torilsorlie.no/2017/09/03/learning-activity-gestalt-theory/learning
activity

https://link.springer.com/chapter/10.1007/978-3-7091-6023-7_7

https://www.mindmeister.com/blog/students-guide-to-mind-mapping/

https://rockinresources.com/product/writing-rubrics-paragraph-rubrics-essay-
rubrics-editable

https://simplemind.eu/how-to-mind-map/basics/

https://www.slideshare.net/lina.c.o/rubric-for-mind-map

https://study.com/academy/lesson/what-is-a-reflective-essay-definition-format-
examples.html

https://writemyessay4me.org/blog/reflective-essay

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