TOPIC 2

COMPONENTS OF THINKING SKILLS

Jabatan Asas Pendidikan

 Learning Outcomes
• Define and explain the cognitive and affective
domains
• Discuss the importance of metacognitive and
reflective thinking domains
• Explain the creative and critical thinking
domains
 Glossary
• Cognitive
• Metacognitive
• Affective Domain
• Emotional intelligence (EQ)
• Critical thinking
• Creative thinking
THINKING, FEELING AND ACTION

Thinking

Feeling Action
COMPONENTS OF THINKING SKILLS
• Cognitive domain (brain/mind)
• Metacognitive domain
• Affective domain (heart/soul)
• Critical domain
• Creative domain
 Different Processes of Thinking
Anticipating Concluding Forgetting Reasoning

Being aware Considering Judging Reflecting

Being curious Creating Knowing Remembering

Believing Deciding Memorizing Understanding

Choosing Dreaming Perceiving Visualizing

Concentrating Evaluating Problem-solving Creating

COGNITIVE DOMAIN
 COGNITIVE DOMAIN

Complex
Abstract

Simple
Concrete
Bloom’s Taxonomy revised by Anderson et.al.

High-Order
Thinking Skills

Low-Order
Thinking Skills
 COGNITIVE DOMAIN
Introduced by Bloom (1956, 2001)
1. Remembering (Knowledge) - Recall data or information and
concept.
2. Understanding (Comprehension) - Understand the meaning,
translation, interpolation, and interpretation of instructions
3. Applying – Use a concept in a new situation or use of an
abstraction. Applies what was learned in the classroom into novel
situations in the work place.
4. Analysing - Separates material or concepts into component parts
so that its organizational structure may be understood.
Distinguishes between facts and inferences.
5. Evaluating - Make judgments about the value of ideas or materials.
6. Creating - Put elements together to form a coherent or
functional whole, reorganize elements into a new pattern or
structure
COGNITIVE DOMAIN

Higher order/level thinking

Creating
- high order (divergent) ->
Evaluating creativity e.g open-ended

Analyzing

Applying
Low level/order thinking
Understanding – low order (convergent) ->
single answer question e.g
Remembering
MCQ
Examples
Levels Verbs
Remember Make a list
Understand Re-tell the story in your own words
Apply Draw a diagram
Analyse Review a work of art in terms of form, colour and
texture
Evaluate Conduct a debate about an issue of special
interest
Create Create a new product. Give it a name and plan a
marketing campaign
Activities
Level Activities
Remember Quiz; Test; Watching video
Understand Label; Summary;
Apply Demonstrate; Presentation
Analyse Graph; Chart; Survey
Evaluate Debate; Persuasive speech; Group discussion
Create Film; Invention; Project
Activity Cognitive Domain:

1. Please transform 6 level of cognitive domain

according to Bloom into the other form.
2. Please write down one question to
representing each level of cognitive domain.
1. What is the definition of teaching and learning according to
Bloom ?
2. What is the meaning of teaching and learning in your own
words?

3. Please explain how the teaching and learning occur?

4. What the differences between students center learning and

teacher center learning method?
5. How far the method of teaching and learning will be contribute
to students performance? Please give your justification?

6. How to create the best method of teaching and learning in

classroom?
METACOGNITIVE DOMAIN
META

COGNITIVE
 Metacognitive Domain
• Brown (1980): realization and knowledge of
individual to control thinking process and daily
activities.
• Gardner (1992): ability to control thinking
process influenced by an individual age factor
and experience.
• Beyer (1992): ability to plan, monitor, and
evaluate a decision given.
In short, metacognitive is thinking about our
own thinking.
In Your Own Words?
• The ‘META’ refers to higher-order thinking.
• “Thinking about thinking”
• A regulatory system that helps a person
understand and control his or her own
cognitive performance.
• Metacognitive strategies are used to ensure
the learner reaches the goal they have set.
As an educator, administrator or…as human
beings.. We engage in metacognitive activities
everyday.
 Three Aspects of Metacognitive Skills
 Knowledge: the ability to reflect on how we learn and how we
improve our learning.
• Question we ask our self: “How did I learn?”
 Monitoring: ability to accurately monitor our progress and
achievement.
• Question we ask our self: “Am I doing good right now?”

 Control: involves having the discipline and control needed to

make the best decisions in our own interests.
• Question we ask our self: “What should I do now?”
 Example
• Your assignment…
– What did I learn from my assignments?
– What is my progress in finishing my
assignments?
– What should I do now to work the best for my
assignment?
AFFECTIVE DOMAIN
 Persoalan

Apa itu domain afektif?

Bolehkah kita dapat menilai tahap domain
afektif seseorang?
Bagaimana cara yang boleh kita gunakan untuk
mengukur tahap afektif seseorang?
 AFFECTIVE DOMAIN
• Suggested by Krathwohl (1973)
• Affective element, belief, confidence in making
decisions, give opinions, making of individual
personality and belief system.
• Level in the affective domain:
– Receiving/Accepting – Merely aware of
– Responding – Active attention
– Valuing – Perceived as having worth
– Organizing – Employment of concepts
– Characterization - Acting consistently with the new
value (Philosophy of life)
– Receiving - aware of or attending to something in the
environment. E.g. Aware the existence of sustainability campaign

– Responding - show some reaction as a result of certain ideas or phenomena. E.g.

Stop using plastic bags because the sustainability campaign claimed that they
harm the environment.

– Valuing - Show some definite involvement/commitment E.g. Understand the

importance of using biodegradable materials to preserve the
environment.

– Organizing - Integrating a new value into one's general set of values, giving it
some ranking among one's general priorities.
E.g. Able to relate values of sustainable environment with religious
values.
E.g. Balance between the value of family and work.

– Characterization by value set - Acting consistently with the new value. Values are
internalized and consistently become a part of someone’s philosophy/beliefs.

E.g. Would never accept bribery

– Receiving (Penerimaan)- aware of or attending to something in the
environment.
Accept responsibility of attending a seminar and listening with attention

– Responding (Tindak Balas) - show some new behaviors as a result of experience.

Question and answers/discussion and completing a task

– Valuing(Menilai/menghargai) - Show some definite involvement/commitment

Appreciating one’s aim to be honest /adopting a professional attitude
– Organizing (menyelaras) - Integrating a new value into one's general set of
values, giving it some ranking among one's general priorities.
Evaluating a new value like ethical value

– Categorization by value set (Perwatakan/Mengamalkan nilai) - Acting

consistently with the new value.
Value internalised till it becomes consistent with an individual’s life as in
being punctual
 Level in Affective Domain
Affective Domain Examples of Behaviour
Acceptance Racial tolerance/Listening to talk on rules/

Response Showing readiness and willingness to cooperate

Upholding the law

Valuing/Evaluate Working actively

Being a loyal member of a group
To organize Forming technique of self-control
Accepting the limit of ability, interest and physical
condition
To practice/apply Ready to adjust stance, adopting new information
Using systematic planning to overcome an obstacle
 Affective Domain Examples of Behaviour

Acceptance Berdiri dan mendengar lagu negaraku

(Penerimaan)

Response Berdiri, menyanyikan lagu tersebut bersama-sama

(Tindak balas)

Valuing/Evaluate Berdiri, menyanyikan dan meneliti nilai-nilai dalam

(Nilai) lagu tersebut.

To organize Berdiri, menyanyikan, menilai nilai-nilai dan

(Selaraskan) menyesuaikan nilai diri dengan nilai dalam lagu
tersebut.

To practice/apply Berdiri, menyanyikan, menilai nilai-nilai,

(Mengamalkan) menyesuaikan nilai diri dengan nilai dalam lagu
tersebut dan nilai dalam lagu negaraku diterapkan
dan diamalkan dalam kehidupan seharian
 Activity Affective Domain
1. Please write down example of behavior for
each level in affective domain?
 Example Behavior: Honesty
L1-Receiving/Acceptance
- I know honesty it is important in our life.
L2-Responding
-Prioritize attitude of honesty in life.
L3- Valuing
-Appreciate the attitude of honesty that in
yourself or others
L4-Organizing/Conceptualizing
-The attitude of honesty as part of a set of ethics
in yourself.
L5- Categorization by value set/ Value Concept
-Value of honesty internalized till it becomes

consistent with an individual’s life in whatever

the situation
 “Your EQ is the level of your
ability to understand other people,
what motivates them and how to
work cooperatively with them,”
says Howard Gardner
 Emotional Intelligence (EQ)
Self Realization Ability to realize a feeling or emotion
Manage emotions Ability to manage emotions, feeling and
attitude in a certain action

Empathy Sensitivity towards feeling and views of

others

Communication Ability to communicate and be aware of

feeling that needs to be shared

Cooperation Ability to put oneself as a leader or a

follower

Managing conflicts Ability to use emotions to solve a problem

•Goleman (1995) states the following factors as
influencing EQ:

a) Self-control: ability to identify own self and others

b) Self motivation: ability to delay feeling of satisfaction, hope of
achieving aimed at self-motivation
c) Empathy: aware and sensitive towards feelings and emotion of
others
d) Managing relationships: Having social skills that enhance effective
interaction
What the differences between IQ and EQ?
 Intelligence Quotient(IQ) Emotional Quotient

Merujuk pada bio kapasiti otak manusia · Merujuk pada emosi mental atau
kepintaran emosi

Seorang yang memiliki IQ tinggi, mudah Seorang yang mampu mengawal emosi
belajar dan mudah faham berbanding dengan baik dan bersifat mulia serta
orang biasa (sederhana atau rendah). mampu membuat keputusan yang tepat.

Digunakan untuk menguji tahap Digunakan untuk menguji tahap emosi

kemampuan minda

Semakin tinggi IQ seseorang itu, semakin Semakin tinggi EQ seseorang itu, semakin
tinggi tahap kepintarannya. tinggi tahap pengawalan emosinya
 So far we know that …
• The primary focus of our modern educational
system is cognitive learning. Cognitive Domain
learning, is directly linked to knowledge
attainment, and is consistent with advancing a
student's Cognitive Intelligence (IQ).
• In contrast to Cognitive Intelligence (IQ),
Affective Domain learning is consistent with
emotional learning, hence, Emotional
Intelligence (EQ or EI).
 Emotional Intelligence (EQ)
Self Realization Ability to realize a feeling or emotion
Manage emotions Ability to manage emotions, feeling and
attitude in a certain action
Empathy Sensitivity towards feeling and views of
others
Communication Ability to communicate and be aware of
feeling that needs to be shared
Cooperation Ability to put oneself as a leader or a
follower
Managing conflicts Ability to use emotions to solve a problem
• Knowledge of EQ makes students more stable in
social relations and interactions.
• This aspect of intelligence also encompasses
following meanings:
– It is not restricted to being merely good and allowing
freedom to control feeling
– Each individual has his/her own different strengths and
weaknesses.
– Intelligence level increases throughout one’s lifetime
• Emotional intelligence (EQ) is built by reducing
stress, remaining focused, and staying connected
to yourself and others.
• You can do this by learning key skills.
• The first two skills (self-realization and manage
emotions) are essential for controlling and
managing overwhelming stress and the last three
skills (communications, cooperations, managing
conflicts) greatly improve communication.
• Each skill builds on the lessons learned in
practicing the earlier skills and include:
 The ability to quickly reduce stress in the
moment in a variety of settings
 The ability to recognize your emotions and
keep them from overwhelming you
 The ability to connect emotionally with
others
 The ability to use humor and play to stay
connected in challenging situations
 The ability to resolve conflicts positively and
with confidence
• Goleman (1995) states the following factors as
influencing EQ:
a) Self-control: ability to identify
own self and others
b) Self motivation: ability to delay feeling of
satisfaction, hope of achieving aimed at
self-motivation
c) Empathy: aware and sensitive
towards feelings and emotion of
others
d) Managing relationships: Having social skills
that enhance effective interaction
 CRITICAL DOMAIN
Definition of critical thinking:
The disposition/tendency to suspend your
judgment, and then find and validate
information, analyze and evaluate ideas (and
other critical skills) before deciding to accept or
reject an idea/conclusion.
 CRITICAL SKILLS & ABILITY
Skill and ability includes:
 Evaluate the validity and soundness of an idea
 comparing fallacious and non-fallacious arguments
 Deriving sound conclusions
 Compare and contrast
 Making categories
 Examining the part to whole (specific to general)
 Sequencing
 Causal explanation
 Making and testing assumptions
 Validating source of information
 Creative Domain
Skilled in using the mind to generate and
produce ideas, creating something new and
authentic (original), outstanding, of variety,
and meaningful whether it is concrete, abstract,
an idea or a vision.

Creative thinking skills also explore for

meanings, understanding and innovative
problem-solving.
 CRITICAL DOMAIN
Skilled and able to use the mind to
i) evaluate the validity and soundness of an
idea,
ii) examining its depth,
iii) comparing fallacious and non-fallacious
arguments and
vi) deriving sound conclusions with reasonable
and sound evidence and proof.
 CRITICAL ABILITY
• Compare and contrast
• Making categories
• Examining the part to whole (specific to general)
• Sequencing
• Causal explanation
• Making assumptions
• Testing assumptions
• Validating source of information
 Creative ability
• Generate possible various ideas
• Creating analogy - analogy is when we say
that part of X resembles Y
– shoe is to foot as tire is to wheel
– followers are to a leader as planets are to a sun
• Creating metaphor - metaphor is the
expression of an understanding of one
concept in terms of another concept
 Thinking skills

Creative
Critical
 Generate ideas
 Compare and contrast
  Creating analogies
Making categories
 Examining part to whole  Creating
 Making assumption metaphors
 Checking for validity of assumption
 Making inferences

Make decision or
solve problems
 Obstacles to thinking skills
• Failure to identify problem to be solved
• Unable to think out of the ordinary pattern of
thinking
• Did not put thinking into habit and practice
 References
• Moore, B. N. & Parker, R. (2015). Critical Thinking (11th Edition). Dubuque:
McGraw-Hill Companies, Inc.
• Vogel, T. (2014). Breakthrough Thinking: A Guide To Creative Thinking and
Idea Generation. Ohio: FW Media, Inc.
• Allen, J. C. (2013). Emotional intelligence: The emotional intelligence
book.
New York: CreateSpace Independent Publishing.
• Nosich, G. M. (2013). Learning to think things through (4th Edition).
Englewood Cliffs: Prentice Hall.
• Parks, S., & Black, H. (2012). Building thinking skills (2nd Edition). Cary: The
Critical Thinking Company.