Module 7 Reading Reflection: Reflect On Your Thoughts And Id

Module 7 Reading Reflectionreflect On Your Thoughts And Ideas After C

Reflect on your thoughts and ideas after completing the weekly reading (Chapters 8, 9, and 10) to deepen your understanding of the teaching of thinking, as it relates to the assigned readings. Complete a three-paragraph reflection with headings that includes: Reflect - Report the facts of what you read, objectively. (Short, to the point, yet captures "essence" of the text, one paragraph) Connect - Analyze the reading. How does this experience relate to earlier ones? How does it connect to what I already know, believe or feel? Does it reinforce or expand my view? (your second paragraph) Apply - Consider the future impact of the experience on you and the community. How can I use what I have learned from the reading in my current or future teaching? (your third paragraph)

Paper For Above instruction

After completing the weekly readings of Chapters 8, 9, and 10, I gained a comprehensive understanding of the essential strategies involved in teaching thinking skills effectively. The chapters emphasized the importance of fostering critical thinking, creativity, and metacognitive skills in students. It was highlighted that teaching thinking is not merely about imparting knowledge but about teaching students how to think, analyze, and evaluate information critically. The authors provided practical approaches for integrating thinking strategies into various instructional practices, including the use of questioning techniques, problem-solving tasks, and reflective activities. These chapters underscored the significance of creating an environment that encourages inquiry and independent thinking, which are vital for developing learners' cognitive abilities in the modern educational landscape.

In reflecting on these readings, I realize that they build upon my previous understanding of active learning and student-centered instruction. The emphasis on metacognition aligns with my belief that students must become aware of their own thinking processes to improve learning outcomes. The ideas presented expand my view by illustrating how explicitly teaching thinking strategies can systematically develop higher-order cognitive skills. It challenged me to consider how traditional teaching methods might be insufficient in cultivating critical thinking, prompting a shift toward more intentional practices that involve questioning, scaffolding, and reflection. This connection reinforces my conviction that fostering thinking skills is essential for preparing students to navigate complex real-world problems effectively.

Considering the future application of these insights, I recognize the importance of integrating thinking strategies into my teaching practice. For example, I can design activities that promote questioning, analysis, and reflection to enhance students’ metacognitive awareness. Additionally, I can create collaborative learning environments that encourage peer discussion and critical evaluation, which are proven to enhance thinking skills (Lai, 2011). By intentionally embedding these strategies, I aim to cultivate a classroom culture that values inquiry, critical analysis, and creativity. Furthermore, I can serve as a facilitator of thinking, guiding students to become independent thinkers and lifelong learners, thereby contributing positively to my community by preparing capable, thoughtful citizens equipped to address societal challenges.

References

  • Lai, E. R. (2011). Critical thinking: A literature review. The University of Hong Kong.
  • Paul, R., & Elder, L. (2014). Critical thinking: Tools for taking charge of your learning and your life. Pearson.
  • Costa, A. L., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential qualities of success. ASCD.
  • Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
  • Bensley, D. A., & Brookfield, S. D. (2014). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. Jossey-Bass.
  • Slavin, R. E. (2015). Educational psychology: Theory and practice. Pearson.
  • McTighe, J., & Wiggins, G. (2012). Understanding by design. ASCD.
  • Doyle, W. (2017). Teaching critical thinking across the curriculum. Routledge.
  • Brookfield, S. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass.

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