PPT KPS kel.5 Indramayu.ppt

7/25/2019 PPT KPS kel.5 Indramayu.ppt

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Zaid Ali [email protected]

Module 2:Module 2:Thinking ToolsThinking Tools


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Do You Agree with These Statements?Do You Agree with These Statements?

There are many students who areThere are many students who are

educated but few who caneducated but few who canthink out of thethink out of the

boxbox. Pak Lah. Pak Lah

We want the development of modal insanWe want the development of modal insan

model citi!en"# students who canmodel citi!en"# students who can thinkthink

criticallycriticall

yandand creativelycreativel

y# who are able to# who are able tosolve problemssolve

problemsand have theand have the ability toabilit

y to

adaptad

aptthemselves to an ever$chan%in%themselves to an ever$chan%in%

%lobal environment.%lobal environment.

- Blueprint for Education Development (2006 2010)

Why?Why?

* During the launch of the National Education Blueprint 2006-2010 at the Putrajaya International Conention Centre 16!01-200"#


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Questions?Questions?

Look at this picture. What kind of questions can weask in relation to this picture?

Use your imagination


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Questions?Questions?

Look at this picture. What kind of questions can weask in relation to this picture?

Use your imagination


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Module 2: Thinking ToolsModule 2: Thinking Tools

1. Questioning

4. Cognitive ResearchTrust (CoRT)

2. Concepts

3. Mindmaps


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But first, What is a Thinking Tool?But first, What is a Thinking Tool?

A Thinkin% ToolThinkin

% Toolis an instrument that can help us inusing our minds systematically and effectiely. With the use

of thinking tools! the intended ideas will "e arranged moresystematically! clearly! and easy to "e understood.

#his module will e$plore four %&' types of thinking #ools(

)uestioning*oncepts

+indmaps

*ognitie ,esearch #rust %*o,#'


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2! Questioning2! Questioning

)uestioning is one approach to motiate others to(

-et information

#est understanding

eelop interest/aluate the a"ility of indiiduals towards

understanding certain things.

A person ho as!s "uestionsA person ho as!s "uestionsis a person ho thin!s.#$is a person ho thin!s.#$

- William Wilen

WhyWhy

me?me?


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2! Questioning "2#2! Questioning "2#

Look at this picture. Let&s construct 'uestionsLook at this picture. Let&s construct 'uestionsusin%usin%What# Who# Where# When# WhyWhat# Who# Where# When# Why andand(ow(ow..


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2! Questioning $2! Questioning $ %i&e Ws and '%i&e Ws and '

#he )ive W&s and ()ive W&s and (! is aninfluential! inspirational and

imaginatie checklist %often used

"y 0ournalists' to generate(

ata1gathering questions! during

the early stages of pro"lem

soling when you are gathering

data.

2dea1prooking questions %e.g.

whilst "rainstorming'.

*riteria for ealuating options.

WWhathat

WWhohoWWherehere

WWhenhen

WWhyhy

((owow

%&s%&s

''


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2! Questioning $ Bloom(s Ta)onom*2! Questioning $ Bloom(s Ta)onom*

KnowledgeKnowledge

InterpretationInterpretation

Application

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

Lower-level

Thinking

Higher-Level

Thinking


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2! Questioning + %at2! Questioning + %at

)act)act3 4eek to determine the "asic information of asituation( 5 Ws and 6

What happened?

Who?Who?Where?Where?

When?When?

Why?Why?How?How?


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2! Questioning + -nter.retation2! Questioning + -nter.retation

*nterpretation*nterpretation+ 4eek to select and organize factsand ideas! discoering the relationships "etween

them.

What is the main idea of7

,etell in your on words what happened.

There are many students who are educatedThere are many students who are educated

but few who canbut few who canthink out of the boxthink outof the box. Pak Lah. Pak Lah


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2! Questioning + A..liation2! Questioning + A..liation

+pplication+pplication+ 6elp ustake knowledge or conceptslearnt in one situation and apply them to other

situations.

6ow would you apply the principles of decision

making when seeking a 0o"?

6ow do you apply this rule in your daily life?

ou$reired*

Rea++,-


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2! Questioning + Anal*sis2! Questioning + Anal*sis

+nalysis+nalysis$ #o separate the entire process intocomponent parts and understand the relation of

these parts to the whole.

What are the parts or features of 7

What eidence can you present to support7

/$plain the reasons why you think7

as /ired0ecause as1. nte++igent2. 'ardor!ing

3. roactive


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2! Questioning + S*nthesis2! Questioning + S*nthesis

,ynthesis,ynthesis$ to com"ine ideas and come to aconclusion.

What ideas can you add to7

What might happen if you com"ine 7 with 7?What solution would you suggest for7


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2! Questioning + /&aluation2! Questioning + /&aluation

-valuation-valuation$ to make informed 0udgments anddecisions "y determining the relia"ility of things.

o you agree with7?

Why or why not?

What criteria would you use to assess7


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22 0one.ts22 0one.ts

onceptsoncepts 1 -eneral ideas that we use to identify and

organize our e$perience.

,tructure of oncepts/

8' ,i%n,i%n1 word9sym"ol that names the concept

:' 0eferents0eferents1 e$amples of the concept

;' PropertiesProperties1 qualities that all e$amples of the concept

share in common.

roperties

Re/erents3ign

ConceptsConcepts

Words are the vocabulary of language;Words are the vocabulary of language;

ConceptsConceptsare the vocabulary of thought.are the vocabulary of thought.


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22 0one.ts: /)am.le22 0one.ts: /)am.le

Properties:$heel%& Engine& 'eat%& Da%h(oard

Sign:)uto+o(ile,

ConceptConceptAutomo0i+eAutomo0i+e

Referents:

a+(orghiniProton 'atria Neo

Aristotle oncesaid that anintelligentperson is a5master o/concepts'.


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22 %orming 0one.ts22 %orming 0one.ts


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22 %orming 0one.ts: /)am.le22 %orming 0one.ts: /)am.le

4tudy the following dialogue on the concept of )riendship/)riendship/

+mir 2s >friendship> what happens when two people meet and say hello?

+lfonso o! 2 think >friendship> takes time to deelop.

+mir oes >friendship> occur after they hae an interesting conersation?

+lfonso 2 think >friendship> inoles an amount of trust and loyalty! whichcan hardly "e esta"lished after 0ust one interesting conersation.

+mir 4o can 2 say that the relationship "etween my employee and 2 atwork as a >friendship>.

+lfonso 2 think in a >friendship>! trust and loyalty is gien willingly andunconditionally. 2t should touch on different aspects of people>slies and not 0ust work.


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22 %orming 0one.ts: /)am.le22 %orming 0one.ts: /)am.le

y studying the dialogue! we can imply that in order toy studying the dialogue! we can imply that in order to

determine which concept to apply to a situation! we hae to(determine which concept to apply to a situation! we hae to(

e aware of the properties that form the "oundaries of thee aware of the properties that form the "oundaries of the

concept.concept.e sure that the e$perience meets the properties ore sure that the e$perience meets the properties or

requirements.requirements.


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22 A..l*ing 0one.ts22 A..l*ing 0one.ts

+pplyin% concepts+pplyin% conceptsmeans meeting the conceptBsnecessary requirements. 2n determining e$actly

what the requirements of the concept are! ask(

Would somethin% still be an example of thisWould somethin% still be an example of this

concept if it did not meet this re'uirement2concept if it did not meet this re'uirement2

When we are a"le to identify all of there'uirementsof the concept! we say these

requirements are "oth necessaryand sufficientsufficientfor applying the concept.


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22 A..l*ing 0one.ts "2#22 A..l*ing 0one.ts "2#

When you apply a concept to an o"0ect! idea! or

e$perience! you are in effect classifying the o"0ect! idea! or

e$perience "y placing it into the group of things defined "y

the properties9requirements of the concept.

#he way you classify reflects and influences the way you

see the world! the way you think a"out the world! and the

way you "ehae in the world.

#he specific categories you use depends on the purposes

of your classification.


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22 A..l*ing 0one.ts: /)am.le22 A..l*ing 0one.ts: /)am.le

Some may attribute a girl!Some may attribute a girl! 3-+4T53-+4T5to "er fair !#in$to "er fair !#in$ro!y c"ee#! and long !il#y "air% &t"er!$ "o'ever$ro!y c"ee#! and long !il#y "air% &t"er!$ "o'ever$

may attribute beauty to t"e #indne!! of "er "eartmay attribute beauty to t"e #indne!! of "er "eart

and con!iderate nature%and con!iderate nature%

(ow do you classify the concept of(ow do you classify the concept of

3-+4T523-+4T52


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22 Defining 0one.ts22 Defining 0one.ts

-iing an effectie definition of a concept means "oth(

2dentifying the %eneral 'ualities%eneral 'ualitiesof the concept! which

determine when it can "e correctly applied.

Using appropriate examplesappropriate examplesto demonstrate actual

applications of the concept. #hat is! e$amples that em"ody

the general qualities of the concept.

Ro+eRo+eMode+s-Mode+s-


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22 Defining 0one.ts: /)am.le22 Defining 0one.ts: /)am.le

(ow would you define the word car2(ow would you define the word car2What are the properties of a car2What are the properties of a car2


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Tony BuzanTony Buzan


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21 Mindma.s21 Mindma.s

A mindmapmindmapcan "e defined as a isual presentationof the ways in which conceptsconceptscan "e related to

one another.

.t$s the6+timate

7earning Too+7earning Too+**


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21 Mindma.s + Wh*?21 Mindma.s + Wh*?

2t (elps 5ou(elps 5outo(

,ave time,ave timeas it uses only keywords %or concepts'.

4nderstand better4nderstand better

*ncrease your ability to remember*ncrease your ability to remember"y utilizing the seenprinciples of 4uper +emory(

i!ualiation

*!!ociation

+a#ing ,"ing! &ut!tanding

magination

.olour

/"yt"m

oli!m

The Roc!Agrees**


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21 Mindma.s: When?21 Mindma.s: When?

6indmaps6indmapsare useful for(

7ote takin%7ote takin%%listening'

8ral presentation8ral presentation%speaking'

Writin%Writin%

8A'**


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21 Mindma.s: 'ow?21 Mindma.s: 'ow?

,tep 9/,tep 9/Dra' t"e topic at t"e centre%Dra' t"e topic at t"e centre%,tep :/,tep :/*dd t"e Sub-eading!%*dd t"e Sub-eading!%

,tep ;/,tep ;/or eac" Sub-eading$ *dd t"e +ainor eac" Sub-eading$ *dd t"e +ain

oint! and Supporting Detail!%oint! and Supporting Detail!%

,tep


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21 Mindma.s: /)am.le21 Mindma.s: /)am.le

The Roc!7i!es9arr,Mapp1**

'ource. http.!!///#po%itiehealth#co+!per+it!rticle%!indatter%!+app1(#jpg


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Edward de BonoEdward de Bono


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0oT Thinking Method0oT Thinking Method

#he essence of the 0oT%0ognitie esearchTrust' #hinking +ethod is to focus attention

directly on different aspects of thinking and to

crystallize these aspects into definite concepts and

tools that can "e used deli"erately.2t is designed to encourage students to "roaden

their thinking.


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0oT Thinking Tools0oT Thinking Tools

0A%: *onsider All =actors

%-3:=irst 2mportant Criorities

3M-: Clus! +inus! 2nteresting %ideas'

A30:Alternaties! Cossi"ilities! *hoices

435: Dther Ceople>s Eiews

A64:Aims! -oals! D"0ecties %purpose'

07S: *onsequence and 4equel


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0A%: 0onsider All %ators0A%: 0onsider All %ators

3!ed to loo# a! 'idely a! po!!ible at all t"e factor!

involved in a !ituation%

Ste.s in&ol&ed:

List down all the factors.*onsider each factor.

What is the appropriate decision to "e made?

/)am.le:

4hould U2#A, hae a main campus?


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%-3: %irst -m.ortant 3riorities%-3: %irst -m.ortant 3riorities

."oo!ing from a number of different po!!ibilitie! and

alternative! (e%g% putting prioritie! in order)%

Ste.s in&ol&ed:

What are the important matters inoled?Which is the most important one to "e considered?

Which one should "e gien priority?

/)am.le:

6elping the flood ictims in Fohor.


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3M-: 3lus, Minus, -nteresting3M-: 3lus, Minus, -nteresting

E5amining an idea for good$ bad or intere!ting point!$

in!tead of immediate acceptance or reection%

Ste.s in&ol&ed(

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?

/)am.le:

4hould U2#A, hae DL#?


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A30: Alternati&es, 3ossi8ilities, 0hoiesA30: Alternati&es, 3ossi8ilities, 0hoies

7enerating ne' alternative! and c"oice!$ in!tead of

feeling confined to t"e obviou! one!%

Ste.s in&ol&ed

What are the other alternaties to oercome thepro"lem?

What are the implications incur if eery step is taken?

What is the "est solution?

/)am.le

/$ams should "e a"olished.


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435: 4ther 3eo.le9s 5iews435: 4ther 3eo.le9s 5iews

+oving out of one8! o'n vie'point to con!ider t"e point!

of vie' of all ot"er! involved in any !ituation%

Ste.s in&ol&ed

Will this idea influence others?

DtherBs people opinion on this matter?

2s your idea releant "efore actions are taken?

/)am.le4tudent should "e "arred from ED244 if they donot pay their study fees.


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A64: Aims, 6oals, 48eti&esA64: Aims, 6oals, 48eti&es

ic#ing out and defining t"e obective! !o a! one i!

clear about "i! o'n aim! and under!tanding t"o!e ofot"er! (urpo!e)%

Ste.s in&ol&ed:

What is the A-D of the plan?

Are the implementations out of #he A-D?

6ow do 2 make sure that the A-D is achieed?

/)am.le

What is the A-D of the *ritical #hinking*ourse?


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07S: 0onse;uene and Se;uel07S: 0onse;uene and Se;uel

.on!idering t"e immediate$ !"ort (e%g% 1 - 2 year!)$

medium (e%g% 2 - 9 year) and long term (e%g% over 9year!) con!e:uence!%

Ste.s in&ol&ed:

What are the long term effects?

What are the risks 2 hae to face?

#o what e$tent the new plan would "ring changes?

/)am.le:

#he future of e1Learning at U2#A,.

66 A ti itThe Roc!The Roc!


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6rou. Ati&it*6rou. Ati&it*

reak into groups of &15! and then discuss(

(ow can 47*T+0 students help the flood

victims in 6alaysia2

*hoose one mem"er of your group to take notes.

9= min Use one %or more' of the *o,# thinking toolsto come up with suggestions.

> min raw a mindmap of your group findings.

9> min -roup presentation G discussion

The Roc!The Roc!7i!es7i!es

6:TAR.6:TAR.

SS


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Summar*Summar*

9. ?uestionin% )uestioning is one approach to motiate others to get

information! test understanding! deelop interest! and ealuatethe a"ility of indiiduals towards understanding certain things.#ools include the H5 Ws and 6I! loomBs ta$onomy! etc.

:. oncepts *oncepts are general ideas that we use to identify and organizeour e$perience. 4tructure of *oncepts( 4ign! ,eferents andCroperties.

;. 6indmaps 6elps you to sae time as it uses only keywords %or concepts'!understand "etter and 2ncrease your a"ility to remem"er. 2t isuseful for( ote taking! Dral presentation and Writing.


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An* Questions?An* Questions?

Th / dTh / d


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The /ndThe /nd

f f


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efereneseferenes

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Mindma..ing in < /as* Ste.s(

http(99www.thinksmart.com9mission9workout9mindm

appingJintro.html

0 t t D t il0 t t D t il


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0ontat Details0ontat Details

=aid Ali Alsagoff=aid Ali Alsagoff

>-5/S-T- T> ABD>@ A=A

8K15! Falan 44 K98:

&;M8 Nelana Faya

4elangor arul /hsan

+alaysia/$mail:[email protected]

Tel:KM;1K: :;O%a):KM;1K: :&K

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PPT KPS kel.5 Indramayu.ppt