Module 2:

Thinking Tools

Zaid Ali Alsagoff

zaid.alsagoff@gmail.com
 Do You Agree with These Statements?

“There are many students who are

educated but few who can think out of the
box.” – Pak Lah Why?

“We want the development of modal insan

(model citizen), students who can think
critically and creatively, who are able to
solve problems and have the ability to
adapt themselves to an ever-changing
global environment.”
- Blueprint for Education Development (2006 – 2010)
* During the launch of the National Education Blueprint 2006-2010 at the Putrajaya International Convention Centre 16/01-2007.
Questions?

Look at this picture. What kind of questions can we

ask in relation to this picture?
Use your imagination 
Questions?

Look at this picture. What kind of questions can we

ask in relation to this picture?
Use your imagination 
Module 2: Thinking Tools

1. Questioning 2. Concepts

3. Mindmaps
4. Cognitive Research
Trust (CoRT)
But first, What is a Thinking Tool?

A Thinking Tool is an instrument that can help us in

using our minds systematically and effectively. With the use
of thinking tools, the intended ideas will be arranged more
systematically, clearly, and easy to be understood.

This module will explore four (4) types of thinking Tools:

Questioning
Concepts
Mindmaps
Cognitive Research Trust (CoRT)
2.1 Questioning
Questioning is one approach to motivate others to:

Get information Why

Test understanding me?
Develop interest
Evaluate the ability of individuals towards
understanding certain things.

““AA person
person who
who asks
asks questions
questions
is
is aa person
person who
who thinks.”’
thinks.”’
--William
WilliamWilen
Wilen
2.1 Questioning (2)
Look at this picture. Let’s construct questions
using What, Who, Where, When, Why and How.
2.1 Questioning - Five Ws and H
The Five W’s and H, H is an
influential, inspirational and
imaginative checklist (often used
by journalists) to generate: What
Who
Data-gathering questions, during
the early stages of problem Where 5Ws
solving when you are gathering When
data.
Idea-provoking questions (e.g. Why
whilst brainstorming).
Criteria for evaluating options.
How H
2.1 Questioning - Bloom’s Taxonomy
Evaluation

Synthesis
Higher-Level
Thinking
Analysis

Application

Interpretation
Lower-level
Thinking
Knowledge
2.1 Questioning – Fact
Fact – Seek to determine the basic information of a
situation: 5 Ws and H

What happened?
Who…?
Where…?
When…?
Why…?
How…?
2.1 Questioning – Interpretation

Interpretation – Seek to select and organize facts

and ideas, discovering the relationships between
them.

What is the main idea of…

Retell in your on words what happened.

““There
There are
are many
many students
students who
who are
are educated
educated
but
but few
few who
who can
can think
think out
out of
of the
the box
box.”
.” –– Pak
Pak Lah
Lah
2.1 Questioning – Application

Application – Help us take knowledge or concepts

learnt in one situation and apply them to other
situations.
How would you apply the principles of decision
making when seeking a job?
How do you apply this rule in your daily life?

Really?
You’re
Fired!
2.1 Questioning – Analysis

Analysis - To separate the entire process into

component parts and understand the relation of
these parts to the whole.

What are the parts or features of …

What evidence can you present to support…
Explain the reasons why you think…
I was fired
because I
was…
1. Intelligent
2. Hardworking
3. Proactive
2.1 Questioning – Synthesis
Synthesis - to combine ideas and come to a
conclusion.

What ideas can you add to…

What might happen if you combine … with …?
What solution would you suggest for…
2.1 Questioning – Evaluation

Evaluation - to make informed judgments and

decisions by determining the reliability of things.

Do you agree with…?

Why or why not?
What criteria would you use to assess…
2.2 Concepts

Concepts - General ideas that we use to identify and

organize our experience.
Structure of Concepts:
1) Sign - word/symbol that names the concept
2) Referents - examples of the concept
3) Properties - qualities that all examples of the concept
share in common.
Properties
Words
Wordsare
arethe
thevocabulary
vocabularyof
oflanguage;
language;
Concepts
Conceptsare
arethe
thevocabulary
vocabularyofofthought.
thought.
Concepts

Sign Referents
2.2 Concepts: Example
Properties:
Wheels, Engine, Seats, Dashboard
Aristotle
Aristotleonce
once
said
saidthat
thatanan
intelligent
intelligent
person
personisisaa
'master
'masterof of
concepts'.
concepts'.

Concept:
Concept:
Automobile
Automobile
Sign: Referents:
“Automobile”
Lamborghini
Proton Satria Neo
2.2 Forming Concepts

You form concepts by the interactive process of:

Generalizing - Focusing on the

common properties shared by a
group of things.

Interpreting - Finding
examples of the concept.
2.2 Forming Concepts: Example
Study the following dialogue on the concept of Friendship:

Amir Is 'friendship' what happens when two people meet and say hello?

Alfonso No, I think 'friendship' takes time to develop.

Amir Does 'friendship' occur after they have an interesting conversation?

Alfonso I think 'friendship' involves an amount of trust and loyalty, which

can hardly be established after just one interesting conversation.

Amir So can I say that the relationship between my employee and I at

work as a 'friendship'.

Alfonso I think in a 'friendship', trust and loyalty is given willingly and

unconditionally. It should touch on different aspects of people's
lives; and not just work.
2.2 Forming Concepts: Example
By studying the dialogue, we can imply that in order to
determine which concept to apply to a situation, we have to:

Be aware of the properties that form the boundaries of the

concept.
Be sure that the experience meets the properties or
requirements.
2.2 Applying Concepts

Applying concepts means meeting the concept’s

necessary requirements. In determining exactly
what the requirements of the concept are, ask:

Would something still be an example of this

concept if it did not meet this requirement?

When we are able to identify all of the

requirements of the concept, we say these
requirements are both necessary and sufficient
for applying the concept.
2.2 Applying Concepts (2)
When you apply a concept to an object, idea, or
experience, you are in effect classifying the object, idea, or
experience by placing it into the group of things defined by
the properties/requirements of the concept.

The way you classify reflects and influences the way you
see the world, the way you think about the world, and the
way you behave in the world.

The specific categories you use depends on the purposes

of your classification.
2.2 Applying Concepts: Example

Some may attribute a girl's BEAUTY to her fair skin,

rosy cheeks and long silky hair. Others, however,
may attribute beauty to the kindness of her heart
and considerate nature.

How do you classify the concept of

BEAUTY?
2.2 Defining Concepts
Giving an effective definition of a concept means both:

Identifying the general qualities of the concept, which

determine when it can be correctly applied.

Using appropriate examples to demonstrate actual

applications of the concept. That is, examples that embody
the general qualities of the concept.

Role
Models?
2.2 Defining Concepts: Example

How would you define the word car?

What are the properties of a car?
Tony Buzan
2.3 Mindmaps

A mindmap can be defined as a visual presentation

of the ways in which concepts can be related to
one another.

It’s the
Ultimate
Learning Tool!
2.3 Mindmaps – Why?
It Helps You to:

Save time as it uses only keywords (or concepts).

Understand better
Increase your ability to remember by utilizing the seven
principles of Super Memory:
The Rock
 Visualization Agrees!
 Association
 Making Things Outstanding
 Imagination
 Colour
 Rhythm
 Holism
2.3 Mindmaps: When?

Mindmaps are useful for:

Note taking (listening)

Oral presentation (speaking)
Writing
YEAH!
2.3 Mindmaps: How?

Step 1: Draw the topic at the centre.

Step 2: Add the Sub-Headings.
Step 3: For each Sub-Heading, Add the Main
Points and Supporting Details.
Step 4: Use your Imagination (pictures/images)
to make it outstanding and memorable.

The Rock Says

You Must Try…!
2.3 Mindmaps: Example

The Rock
Likes
Barry
Mapp…!

Source: http://www.positivehealth.com/permit/Articles/Mind_Matters/mapp18b.jpg
Edward de Bono
CoRT Thinking Method

The essence of the CoRT (Cognitive Research

Trust) Thinking Method is to focus attention
directly on different aspects of thinking and to
crystallize these aspects into definite concepts and
tools that can be used deliberately.
It is designed to encourage students to broaden
their thinking.
CoRT Thinking Tools

CAF: Consider All Factors

FIP: First Important Priorities
PMI: Plus, Minus, Interesting (ideas)
APC: Alternatives, Possibilities, Choices
OPV: Other People's Views   
AGO: Aims, Goals, Objectives (purpose)
C&S: Consequence and Sequel  
 CAF: Consider All Factors
Used to look as widely as possible at all the factors
involved in a situation.

Steps involved:
List down all the factors.
Consider each factor.
What is the appropriate decision to be made?

Example:
Should UNITAR have a main campus?
 FIP: First Important Priorities
Choosing from a number of different possibilities and
alternatives (e.g. putting priorities in order).

Steps involved:
What are the important matters involved?
Which is the most important one to be considered?
Which one should be given priority?

Example:
Helping the flood victims in Johor.
 PMI: Plus, Minus, Interesting
Examining an idea for good, bad or interesting points,
instead of immediate acceptance or rejection.

Steps involved:
List down all the plus points.
List down all the minus points.
List down all the interesting points.
What is your decision after considering all the factors?

Example:
Should UNITAR have OLT?
APC: Alternatives, Possibilities, Choices
Generating new alternatives and choices, instead of
feeling confined to the obvious ones.

Steps involved
What are the other alternatives to overcome the
problem?
What are the implications incur if every step is taken?
What is the best solution?
Example
Exams should be abolished.
OPV: Other People's Views  
Moving out of one’s own viewpoint to consider the points
of view of all others involved in any situation.

Steps involved
Will this idea influence others?
Other’s people opinion on this matter?
Is your idea relevant before actions are taken?

Example
Student should be barred from VOISS if they do
not pay their study fees.
AGO: Aims, Goals, Objectives
Picking out and defining the objectives so as one is
clear about his own aims and understanding those of
others (Purpose).

Steps involved:
What is the AGO of the plan?
Are the implementations out of The AGO?
How do I make sure that the AGO is achieved?
Example
What is the AGO of the Critical Thinking
Course?
C&S: Consequence and Sequel
Considering the immediate, short (e.g. 1 - 2 years),
medium (e.g. 2 - 5 year) and long term (e.g. over 5
years) consequences.

Steps involved:
What are the long term effects?
What are the risks I have to face?
To what extent the new plan would bring changes?
Example:
The future of e-Learning at UNITAR.
 The Rock
Group Activity Likes
UNITAR.

Break into groups of 4-5, and then discuss:

How can UNITAR students help the flood

victims in Malaysia?

Choose one member of your group to take notes.

10 min Use one (or more) of the CoRT thinking tools

to come up with suggestions.
5 min Draw a mindmap of your group findings.

15 min Group presentation & discussion

 Summary
1. Questioning Questioning is one approach to motivate others to get
information, test understanding, develop interest, and evaluate
the ability of individuals towards understanding certain things.
Tools include the “5 Ws and H”, Bloom’s taxonomy, etc.

2. Concepts Concepts are general ideas that we use to identify and organize
our experience. Structure of Concepts: Sign, Referents and
Properties.

3. Mindmaps Helps you to save time as it uses only keywords (or concepts),
understand better and Increase your ability to remember. It is
useful for: Note taking, Oral presentation and Writing.

4. CoRT CAF: Consider All Factors

FIP: First Important Priorities
PMI: Plus, Minus, Interesting
APC: Alternatives, Possibilities, Choices
OPV: Other People's Views   
AGO: Aims, Goals, Objectives
C&S: Consequence and Sequel  
Any Questions?
The End
References

Online Resources
Mindmapping in 8 Easy Steps:
http://www.thinksmart.com/mission/workout/mindm
apping_intro.html
Contact Details

Zaid Ali Alsagoff

UNIVERSITI TUN ABDUL RAZAK
16-5, Jalan SS 6/12
47301 Kelana Jaya
Selangor Darul Ehsan
Malaysia
E-mail: zaid.alsagoff@gmail.com    

Tel: 603-7627 7238

Fax: 603-7627 7246