Module 8 Reading Reflection: Reflect On Your Thoughts And Id

Module 8 Reading Reflectionreflect On Your Thoughts And Ideas After C

Reflect on your thoughts and ideas after completing the weekly reading (Chapter 11) 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

The reading from Chapter 11 centered on the importance of teaching thinking skills in educational settings, emphasizing strategies that foster critical thinking, creativity, and problem-solving among students. It outlined various methods such as questioning techniques, promoting inquiry-based learning, and encouraging reflective thinking. The chapter highlighted that developing students' thinking abilities is crucial for preparing them to navigate complex real-world challenges, and it provided evidence-based approaches for integrating these skills into diverse curricula.

Reflecting on this reading, I recognize its alignment with prior educational theories I have encountered, particularly Bloom's Taxonomy, which underscores the progression from basic knowledge acquisition to higher-order thinking skills. This chapter reinforced my belief that teaching should extend beyond rote memorization to cultivating analytical and evaluative capacities. It expanded my understanding by illustrating practical methods to embed thinking skills into everyday teaching practices and underscored the role of metacognition in helping students become aware of their own thinking processes. This insight deepens my appreciation for intentional instructional design aimed at nurturing thoughtful, autonomous learners.

Looking ahead, the lessons from this chapter are highly relevant to my future role as an educator. I plan to incorporate questioning strategies and inquiry-based activities to stimulate critical thinking in my classroom. Furthermore, I aim to create a reflective learning environment where students regularly assess their thought processes, thereby fostering metacognitive awareness. On a broader scale, integrating these strategies can contribute to a community of learners who are equipped to think independently and solve complex problems, thus preparing students for the demands of a rapidly changing world. This approach aligns with the broader educational goal of developing lifelong, reflective thinkers capable of contributing meaningfully to society.

References

  • Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
  • Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts & Tools. Foundation for Critical Thinking.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press.
  • Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. Jossey-Bass.
  • Turner, A. (2013). Teaching Critical Thinking: Practical Wisdom. Routledge.
  • Buzzle, K. (2018). Inquiry-based learning: Strategies and benefits. Educational Strategies Journal, 12(3), 45-57.
  • King, P. M., & Kitchener, K. S. (2004). Developing Reflective Judgment. Jossey-Bass.
  • Hussey, T., & Hussey, J. (1997). Business Research: A Practical Guide for Undergraduates and Postgraduates. Macmillan.
  • Dewey, J. (1933). How We Think. D.C. Heath and Company.
  • Mitchell, R. (2019). Teaching Thinking Skills in the Classroom. Educational Review, 71(2), 210-225.

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