Reflect On Your Thoughts And Ideas After Completing The Week
Reflect On Your Thoughts And Ideas After Completing The Weekly Read
Reflect on your thoughts and ideas after completing the weekly reading (Chapter 7 and Reading Notes Module 6) to deepen your understanding of the teaching of thinking related to the assigned readings. Complete a three-paragraph reflection with headings that include: 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
Upon completing the weekly reading comprising Chapter 7 and the associated Reading Notes Module 6, I gained a comprehensive understanding of the principles and strategies involved in teaching thinking skills effectively. The chapter emphasized the importance of fostering critical, creative, and reflective thinking in students and outlined specific pedagogical approaches to accomplish this. Key concepts included the integration of questioning techniques, scaffolding, and fostering an environment that promotes inquiry and exploration. The reading highlighted various methods for educators to challenge students' assumptions, encourage divergent thinking, and develop metacognitive skills, ultimately enhancing their ability to think independently and analytically.
This reading experience interconnected with my prior knowledge of constructivist teaching methods and the importance of fostering higher-order thinking skills in learners. Previously, I have considered the role of student-centered learning environments in promoting engagement and deeper understanding. This chapter expanded my perspective by underscoring the intentional inclusion of specific thinking tools and strategies, such as Socratic questioning and problem-based learning, as essential components of effective instruction. It reinforced my belief that teaching should actively cultivate students' reasoning abilities, while also broadening my understanding of how to structure lessons that systematically develop these skills. The insights from this chapter align with and deepen my existing convictions about fostering autonomous, reflective thinkers.
Looking ahead, the knowledge gained from this reading will significantly influence my teaching practice and the broader educational community. I plan to incorporate deliberate questioning techniques and scaffolded activities into my lessons to stimulate critical and creative thinking. Additionally, I recognize the importance of modeling metacognitive strategies, encouraging students to reflect on their thought processes and learning progress. This approach can nurture a classroom culture where reflective dialogue and inquiry become routine, empowering students to become lifelong learners and independent thinkers. Furthermore, sharing these strategies with colleagues can promote a collaborative effort to improve instructional practices and foster a school-wide culture of thinking. Ultimately, applying these insights will help me support students in developing essential skills for academic success and societal engagement.
References
- Ennis, R. H. (2011). The nature of critical thinking: An overview. Critical thinking and education: A purposeful approach, 3–23.
The Miniature Guide to Critical Thinking Concepts & Tools. Foundation for Critical Thinking. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD. Insight Assessment. ASCD. National Academy of Education. Psychology of Learning and Motivation, 22, 1-38. D.C. Heath & Co.