1. Session Areas & Questions The role of thinking in human performance (learning) Key facts about thinking and related brain behaviour What are the types of thinking? What is good thinking? How do we develop skill in thinking?

2. Thinking – A Key to effective learning “The best thing we can do, from the point of view of the brain and learning, is to teach our learners how to think” (Jenson, 1996, p.163) “Thought is the key to knowledge. Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking, assessed by thinking, and, most importantly, acquired by thinking” (Paul, 1993 vii )

3. Debates about the relative merits of teaching content Vs process, transmission of knowledge Vs discovery learning, thinking Vs rote learning, etc, only cloud rather than help effective pedagogy. For example, there is now virtual agreement among cognitive psychologists that effective thinking - however defined - needs an extensive and well organized knowledge base. As Resnick (1989) summarizes: Study after study shows that people who know more about a topic reason more profoundly about that topic than people who know little about it. (p.4) Similarly, Satinover (2001), drawing from recent brain research makes the case for the importance of repetition in the learning process: …these mundane chores are precisely what turns the fourth brain from a mass of randomness into a intellect of dazzling capacity. “Genius,” according to Thomas Edison, “is one percent inspiration and nine-nine percent perspiration. Of “critical thinking skills,” he had nothing to say. (p.49) Knowledge, Rote-learning as well as Thinking are important in effective learning

4. Key facts about thinking Thinking is always in relation to thinking about something Thinking exists in a context of constraints (e.g., emotions, beliefs, personality structure, etc) Thinking is a key component of effective human performance, but it is not the only important component

5. What do these figures suggest about human perception?

6. Physiological Limits to Brain Functioning Habits of Perception Incoming information automatically passes through established neural networks - hence the brain will ensure that we perceive what we have learned to see. Restricted Short-Term Memory Despite having almost unlimited capacity for information storage - our working memory can only deal with about 7-9 bits of information at once. Slow Processing Speed The actual processing speed of the brain is slow compared to its capacity and organising ability.

7. The 3 Brain Paradox – you can’t talk to the snake or rat brain Far more neural filters project from our brain’s emotional centre into the logical/rational centres than the reverse Amygdala Becomes the Default System when we are threatened

8. Beliefs & Dispositions “If you think you can or think you can’t - you’re right” (Henry Ford) “The more I practice the luckier I get” (Gary Player) “I know quite certainly that I myself have no special talent. Curiosity, obsession and dogged endurance, combined with self-criticism, have brought to me my ideas (Albert Einstein)

9. Internal Mental Chaos “...everyday life, as it is experienced, is a tangled web of changing desires, perceptions, feelings, and emotions that filter in and out of awareness in a perceptual swirl. But at the same time, underlying this complex conscious flow, with its tides and crosscurrents, there is structure” Apter, 2001, p.33)

10. Novice Dependent Uncertain Erratic and poor performance Expert Independent Confident High performance A Model of Effective Human Performance ( Competence Knowledge Understanding Doing Desire

11. In a perfect world, we would not have to think

12. What is thinking? The conscious and goal directed mental activity we do in order to Solve Problems

13. Problems – Good, Bad, Known & Unknown Offered a good job in England Been made redundant Spouse leaves you Inherit a condo unit Serious health concern Boss is in love with you A difficult exam coming up Getting older

14. The Process of Problem-Solving Problem Analysis Problem Definition Solution Finding Action Planning Recognition of a ‘problem’ Exploration of the problem Data gathering to understand the problem A clear – “best” – picture of the problem is achieved Possible solutions are identified Data is sought, analysed and interpreted Criteria are used to determine the most viable solution What is to be done, by who, when and how?

15. SP students are more difficult to manage now than a decade ago 1.Is this true? 2.Is this a problem? 3.What is the problem? 4.What are the possible solutions? 5.What are the best solutions? 6.How are we going to Implement solutions?

16. A nice gift – but… An eccentric but wealthy uncle has decided to give you $1,000.000 to invest for your future. However, there are certain conditions to this gift: 1. You have only 2 days to decide how the money is to be invested 2. You must produce a plan of how this money is to be invested and justify the investment decisions made Failure to meet these conditions will result in termination of the gift

17. A model of Thinking Metacognition Comparison & Contrast Comparison & Contrast Inference & Interpretation Inference & Interpretation Evaluation Analysis Generating Possibilities

18. What do we do when we generate possibilities? Generate many possibilities Generate different types of possibilities Generate novel possibilities

19. Generating Possibilities Generating Possibilities Property investment Unit Trusts Shares Business venture Bank deposit “Collectibles” Singapore Cambodia England Condo Land Am I generating many, different types of, and novel possibilities?

20. Comparison and Contrast What do we do when we compare and contrast? Identify what is similar between things - - objects/options/ideas, etc Identify what is different between things Identify and consider what is important about both the similarities and differences Identify a range of situations when the different features are applicable

21. Am I effectively comparing and contrasting investment options? What are the similarities between investing in property and unit trusts? What are the differences in these two investment options? What is significant about these similarities and differences for me?

22. Analysis What do we do when we analyse? Identify the relationship of the parts to a whole in system/structure/model Identify the function of each part Identify the consequences to the whole, if a part was missing Identify what collections of parts form important sub-systems of the whole Identify if and how certain parts have a synergetic effect

23. Am I effectively analysing these investment scenarios? In what ways is this investment part of wider economic and social systems? What are the significant parts in each system that can affect this investment? What are the consequences for this investment if any particular part is affected? What synegetic affects are possible and where in the system are the most likely combinations?

24. Inference and Interpretation What do we do when we make inferences and interpretations? Make meaning of information/data available Identify causal relationships Identify key points and emphasis Make predictions concerning future possibilities Separate fact from opinion Identify intentions and assumptions

25. Am I making correct inferences and interpretations relating to investment? What is this information indicating about these investment options? What relationships and trends are indicated? What assumptions and premises are contained in this data? What are the more factual components and what is more opinionated? What are the different ways in which this information can be interpreted?

26. Evaluation What do we do When we evaluate? Decide on what is to be evaluated Identify appropriate criteria from which evaluation can be made Apply the criteria and make decision

27. What are the most important criteria for me? What weighting do I want to give for each criteria? What are the best ways to apply the criteria? Am I effectively evaluating these options?

28. Metacognition What are we doing when we are metacognitive? Aware that we are thinking in a planned manner Actively thinking about the ways in which we are thinking Monitoring and evaluating how effective we are thinking Seeking to make more effective use of the different ways of thinking and any supporting learning/thinking strategies/tools

29. Am I being sufficiently metacognitive? What types of thinking are essential for dealing with this problem? Am I using each type of thinking in an effective manner? Am I using these types of thinking in unison and simultaneously?

30. Good Thinking is… … the ability to use the six types of thinking in an highly competent manner to solve problems: This involves: Using each type of thinking effectively Using the 6 types simultaneously, in unison and efficiently

31. The key to good thinking Use the 6 types of thinking deliberately and consciously for at least 20 days - until they become a habit Continually be aware that you will need to do other things equally deliberately and consciously: –Manage and motivate yourself –Assess your thinking through discussion with other people, particularly those who think well in a given area –Be straight and honest with yourself - be prepared to develop other necessary skills and work at changing negative attitudes of mind

32. Thinking Tools Thinking Tools Mind Mapping Force Field Analysis Morphological matrixThinking Hats Plus-Minus- Interesting Five W’s and a H

33. 5 W’s and an H ( Who? What? Where? When? Why? How?) Who - identifies the people involved What - identifies things, resources, etc Where - identifies places or locations When - identifies time-frames or situations Why - identifies reasons How - identifies steps, activities or actions

34. Plus - Minus - Interesting Interesting + _

35. Force-Field Analysis Equilibrium Forces driving changeForces resisting change The objective is to move the balance to the right,which can be achieved by: identifying forces, their causes and strength planning and acting to assist the driving forces planning and acting to reduce the resisting forces using some of the resisting forces against each other if possible Current Situation Current Situation Desired Situation Desired Situation Potency: 7 6 5 4 3 2 11 2 3 4 5 6 7 :Potency

36. Edward De Bono’s Thinking Hats Blue Hat White hat Red Hat Black Hat Green Hat Yellow Hat Metacognition Overview Facts No opinions Feelings Own view Negative Logical Positive Optimistic Creative New ideas White Hat Facts only

37. Options