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Through which of the following methods can a teacher stimulate thinking skills in children? I. Encourage students to reflect on what they do that is effective and to give names to these process II. Focus on affective or personality aspects as well as the cognitive components of thinking skills. III. Emphasize mostly on knowledge about strategies IV. Use teaching strategies that foster both the development of thinking skills and the mastery of subject matter under consideration 

Through which of the following methods can a teacher stimulate thinking skills in children? I. Encourage students to reflect on what they do that is effective and to give names to these process II. Focus on affective or personality aspects as well as the cognitive components of thinking skills. III. Emphasize mostly on knowledge about strategies IV. Use teaching strategies that foster both the development of thinking skills and the mastery of subject matter under consideration  Correct Answer I, II and IV

Thinking can be understood as that process where external events of past, present or future are represented internally, and it may also include even a thing or an event which is not directly observed or experienced by the individual.

  • Use teaching strategies that foster both the development of thinking skills and the mastery of subject matter under consideration.
  • Focus on effective or personality aspects as well as the cognitive components of thinking skills.
  • When learners succeed at tasks of any kind, focus their attention on and label the thinking skills that have enabled them to be successful.
  • Emphasize not only knowledge about strategies, but also why these strategies are valuable and how to use them.
  • Encourage students to reflect on what they do that is effective and to give names to these processes.
  • Model strategies by thinking aloud or by asking students why you did something, when you yourself successfully employ a thinking skill.
  • Encourage students to talk to themselves while they think. At early stages, it may be necessary for them to talk out loud; but eventually they should be able to talk silently to themselves about what they are doing.
  • Help students over learn basic skills, so that they can afford the leisure to focus on how they are thinking rather than being overwhelmed by the basic skills included in the task at hand.
  • Recognize the conditional nature of many thinking skills. Help students realize that what is important of using these skills is in knowing when (not just how) to use them.
  • Encourage transfer, emphasize connections within and beyond the topic of a given lesson. Encourage the integration of knowledge acquired on different occasions.
  • Provide feedback on the degree to which learners have evaluated their comprehension correctly, not just on the degree to which they have comprehended correctly.
  • Be aware that students may not transfer thinking strategies far from the original setting, unless they are guided to do so.
  • Supply prompts to aid learners in monitoring the methods and depth at which they are processing information. These prompts can range from simple reminders or checklists to detailed scaffolded instruction programs.
  • Avoid excessive dependence on external prompting. Although prompts may be necessary in the early stages of the development of thinking skills, the ultimate goal is self-regulation.
  • Be careful that attention to thinking skills does not detract from learning by competing for limited learning resources that need to be devoted to academic tasks
  • Encourage students to work together on higher-order activities, so that they can model thinking skills to one another and evaluate the comparative effectiveness of various thinking strategies.

Hence, we conclude that all the above points are ways of stimulating critical thinking of students.

Related Questions

In a group of 450 students, 22% of the total students take the Hindi subject, 34% of the total students take the Physics subject, and 26% of the total students take the Social Science subject. 8% of the total students have taken both Hindi and Physics subject only. Out of the total students in the Hindi subject, 1/3 have taken both Hindi and Social Science subject only. Out of the total students in the Physics subject, 1/3 have taken both Physics and Social Science subject only. Only 20 students take all the three subjects. Find the number of students who have not taken any subject.  
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Eight north Indian Ocean countries, namely, Bangladesh, India, the Maldives, Myanmar, Oman, Pakistan, Sri Lanka and Thailand, were asked to contribute names so that a combined list could be compiled. Each country gave eight names and a combined list of 64 names was prepared. This list is currently in use, and all cyclones arising in the north Indian Ocean are named from this list, with one name from each country being used in turn. Almost 38 or 39 names from the list have been used up, but since many cyclones dissipate long before they hit land, their names rarely figure in the papers or other media. The names that people do know about, and remember are, naturally, those that were most destructive ones, or very recent. Aila, in 2009 is remembered with a shudder for the enormous destruction it caused in West Bengal and Bangladesh; Phaillin, also for the damage it caused when it hit the Odisha coast in 2013. Two harmless cyclones, which also might remain in peoples memory, are the more recent ones of 2014 — Hudhud, which threatened the east coast of India and Nilofar, which was expected to, but did not, devastate the western coast. The names in the cyclone list are usually words one associates with storms; words which mean water or wind or lightning in various national languages. Sometimes they are names of other things — birds or flowers or precious stones. The name Aila, contributed by the Maldives means fire, the name Phaillin from Thailand means sapphire, the name Hudhud from Oman is the name of a bird, probably the hoopoe, and the name Nilofar, given by Pakistan, is the Urdu name of the lotus or water lily. The eight names suggested by India, and which are in the list of 64, are Agni, Akaash, Bijli, Jal, Leher, Megh, Sagar and Vayu, meaning in that order, fire, sky, lightning, water, wave, cloud, sea and wind. Five of these names (that is, up to Leher) have been used so far.
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Read the passage carefully and choose the best answer to each question out of the four alternatives.
Eight north Indian Ocean countries, namely, Bangladesh, India, the Maldives, Myanmar, Oman, Pakistan, Sri Lanka and Thailand, were asked to contribute names so that a combined list could be compiled. Each country gave eight names and a combined list of 64 names was prepared. This list is currently in use, and all cyclones arising in the north Indian Ocean are named from this list, with one name from each country being used in turn. Almost 38 or 39 names from the list have been used up, but since many cyclones dissipate long before they hit land, their names rarely figure in the papers or other media. The names that people do know about, and remember are, naturally, those that were most destructive ones, or very recent. Aila, in 2009 is remembered with a shudder for the enormous destruction it caused in West Bengal and Bangladesh; Phaillin, also for the damage it caused when it hit the Odisha coast in 2013. Two harmless cyclones, which also might remain in peoples memory, are the more recent ones of 2014 — Hudhud, which threatened the east coast of India and Nilofar, which was expected to, but did not, devastate the western coast. The names in the cyclone list are usually words one associates with storms; words which mean water or wind or lightning in various national languages. Sometimes they are names of other things — birds or flowers or precious stones. The name Aila, contributed by the Maldives means fire, the name Phaillin from Thailand means sapphire, the name Hudhud from Oman is the name of a bird, probably the hoopoe, and the name Nilofar, given by Pakistan, is the Urdu name of the lotus or water lily. The eight names suggested by India, and which are in the list of 64, are Agni, Akaash, Bijli, Jal, Leher, Megh, Sagar and Vayu, meaning in that order, fire, sky, lightning, water, wave, cloud, sea and wind. Five of these names (that is, up to Leher) have been used so far.
Which country did not contribute to the list of the cyclone names?
Read the passage carefully and choose the best answer to each question out of the four alternatives.
Eight north Indian Ocean countries, namely, Bangladesh, India, the Maldives, Myanmar, Oman, Pakistan, Sri Lanka and Thailand, were asked to contribute names so that a combined list could be compiled. Each country gave eight names and a combined list of 64 names was prepared. This list is currently in use, and all cyclones arising in the north Indian Ocean are named from this list, with one name from each country being used in turn. Almost 38 or 39 names from the list have been used up, but since many cyclones dissipate long before they hit land, their names rarely figure in the papers or other media. The names that people do know about, and remember are, naturally, those that were most destructive ones, or very recent. Aila, in 2009 is remembered with a shudder for the enormous destruction it caused in West Bengal and Bangladesh; Phaillin, also for the damage it caused when it hit the Odisha coast in 2013. Two harmless cyclones, which also might remain in peoples memory, are the more recent ones of 2014 — Hudhud, which threatened the east coast of India and Nilofar, which was expected to, but did not, devastate the western coast. The names in the cyclone list are usually words one associates with storms; words which mean water or wind or lightning in various national languages. Sometimes they are names of other things — birds or flowers or precious stones. The name Aila, contributed by the Maldives means fire, the name Phaillin from Thailand means sapphire, the name Hudhud from Oman is the name of a bird, probably the hoopoe, and the name Nilofar, given by Pakistan, is the Urdu name of the lotus or water lily. The eight names suggested by India, and which are in the list of 64, are Agni, Akaash, Bijli, Jal, Leher, Megh, Sagar and Vayu, meaning in that order, fire, sky, lightning, water, wave, cloud, sea and wind. Five of these names (that is, up to Leher) have been used so far.
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Read the passage carefully and choose the best answer to each question out of the four alternatives.
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Read the passage carefully and choose the best answer to each question out of the four alternatives.
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