COGNITIVE STRATEGIES

AND
SKILLS
Lecture 3
 PROBLEM SOLVING
Its cognitive procedures:
1. RECOGNIZING A PROBLEM
2. REPRESENT THE PROBLEM
3. DEVISE/CHOOSE SOLUTION PLAN
4. EXECUTE THE PLAN
5. EVALUATE THE SOLUTION
 DECISION MAKING
Its cognitive procedures:

1. DEFINE THE GOAL

2. IDENTIFY ALTERNATIVES
3. ANALYZE ALTERNATIVES
4. RANK ALTERNATIVES
5. JUDGE HIGHEST-RANKED ALTERNATIVES
6. CHOOSE BEST ALTERNATIVE
 CONCEPTUALIZING
Its cognitive procedures:

1 IDENTIFY EXAMPLES
2. IDENTIFY COMMON ATTRIBUTES
3. CLASSIFY ATTRIBUTES
4. INTERRELATE CATEGORIES OF ATTRIBUTES
5. IDENTIFY ADDITIONAL
EXAMPLES/NONEEXAMPLES
6. MODIFY CONCEPT ATTIBUTES/STRUCTURE
 Characteristics of CRITICAL
THINKING SKILLS
1 DISTINGUISHING BETWEEN VERIFIABLE FACTS
AND VALUE CLAIMS
2. DISTINGUISHING RELEVANT FROM IRRELEVANT
INFORMATION, CLAIMS OR REASONS
3. DETERMINING THE FACTUAL ACCURACY OF A
STATEMENT
4. DETERMINING THE CREDIBILITY OF A SOURCE
5. IDENTIFYING AMBIGUOUS CLAIMS OR
ARGUMENTS
CONT:
6. IDENTIFYING UNSTATED ASSUMPTIONS
7. DETECTING BIAS
8. IDENTIFYING LOGICAL FALLACIES*
9. RECOGNIZING LOGICAL INCONSISTENCIES IN
THE LINE OF REASONING
10. DETERMINING THE STRENGHTH OF AN
ARGUMENT OR CLAIM
*Fallacies are arguments that break rules or where
the premises fail to support the conclusion.
 Asking Defining Examining
Questions Problem Evidence

Avoid
Analyzing Oversimplification
Assumptions Skills of
& Biases Critical Thinking

Consider
Avoiding Tolerating
Other
Emotional Ambiguity
Interpretations
Reasoning

Wade’s Critical Thinking Skills (1995)

 Characteristics of CREATIVE
THINKING SKILLS
“Creative thinking involves the ability to produce
original ideas, to perceive new and unsuspected
relationships, or to establish a unique and
improved order among seemingly unrelated
factors.
Creative thinking does not involve just one kind of
behavior. It operates a various fields of human
endeavor. It is a potential that all people have,
but in different degree”
(Razik, 1996)
Types of ideas
An idea
An alternative idea
An improved idea
An implemented idea
 MICRO-THINKING SKILLS
1. RECALL
2. COMPREHENSION
3. INTERPRETATION
4. EXTRAPOLATION
5. APPLICATION
6. ANALYSIS
7. SYNTHESIS
8. EVALUATION
 REASONING
 INDUCTIVE (examining specific examples to
find a common characteristics that leads to the
formation of a generalization or rule)
 DEDUCTIVE ( considering a given generalization
or rule and then applying it to specific examples
or situations)
ANALOGY ( a partial similarity between things
that are otherwise dissimilar. Example : hand is
to glove as foot is to shoe
 DEWEY’S MODEL OF LEARNING
Dewey believed that “learning should deal with
authentic true-to-life situations and should be an
active process. “Doing” must be accompanied by
reflective thinking during and after an experience.
Dewey viewed learning as problem-solving which
include:
 awareness of difficulty
analysis of the problem to understand its nature
generation of possible solutions
testing the solutions
accepting or rejecting them
 TABA’S INDUCTIVE THINKING MODEL
(Hunkins, 1995)
FIRST STAGE (Concept Formation)
- identifying information
- developing clusters of information with common attributes
- labeling each cluster

SECOND STAGE ( Interpretation of Data)

- explore relationships
- make inference
- make generalization

THIRD STAGE ( Application of Principles)

- relate with new information/prior experience
- predict consequences
- verify predictions
 EVALUATE
(judge)
SYNTHESIS
(putting together)

AMALYSIS (taking apart

APPLICATION (making use of)

COMPREHENSION
(interpreting & understanding

KNOWLEDGE (remembering & retaining

BLOOM’S TAXONOMY
Bloom’s Taxonomy for “Saving the Whales”

KNOWLEDGE: Ability to recall information about whales.

COMPREHENSION: Awareness and understanding of the

plight of whales.

APPLICATION: Determining ways to save the whales

ANALYSIS: Identifying issues related to saving the whales;

weighing pros and cons.

SYNTHESIS: Creating an innovative response, such as

development of public awareness program.

EVALUATION: Making judgments about the need to save

whales and the most effective procedures to use.
deBONO’S SIX THINKING HATS
RED hat: Feelings, Emotions, Intuition (how do I feel about
this?)
YELLOW hat: Strengths, Benefits (what are the good points?)
BLACK hat: Weaknesses, Caution (what could be wrong with
this?)
GREEN hat: New ideas, Creativity (what are the alternatives)
WHITE hat: Information, Questions ( what new information we
need to get?)
BLUE hat: Organization of thinking (how far have we come and
what should we do next)
 BRIAN CAMBOURNE’S MODEL OF
NATURAL CONDITIONS FOR LEARNING
IMMERSION: Involving learners in all kinds of texts.
DEMONSTRATION: Showing learners how texts are constructed
and used.
ENGAGEMENT: Convincing the learner that the task is doable,
worthwhile, and safe to ‘have a go’.
EXPECTATION: Maintaining high standards for students with
whom one has bonded.
RESPONSIBILITY: Empowering learners to make their own
decisions about learning tasks.
USE: Providing time and opportunities for learners to use their
developing control in authentic ways.
APPROXIMATION: Allowing students to take risks and to
make educated guesses, realizing that mistakes are
necessary for learning to occur.

RESPONSE: Providing timely, relevant, nonthreatening

feedback.

(Cambourne, 1988)
THANK YOU