A Total Learning System - Ensuring The Development Of Higher Order Thinking Skills
Pearl Academy provides education that goes beyond the books and incorporates new-age learning methodologies for the holistic development of the students. 360-degree comprehensive learning based model, embedded in UG and PG course curriculum to ensure that every student gets the right opportunity to develop skills.
The top 3 skills required in 2020, as predicted by the World Economic Forum are complex problem solving, critical thinking and creativity. For 2030, these are predicted to be creativity, critical thinking and decision making in that order. These skills are referred to as Higher Order Thinking Skills and are seen as key to being successful in any field in the years ahead.
The origins of higher order thinking are in the fields of philosophy and psychology. While the field of philosophy has grown through discourse and argumentation, the field of psychology has evolved from a tradition of experimentation and research. Philosophers have used logical reasoning and perfections of thinking to decide what to believe and do, and psychologists have studied the thinking process and how this process can help people make sense out of their experience by constructing meaning and imposing structure. Psychologists emphasize problem solving and philosopher's reflective thinking and logic.
Educationists have built on these constructs to evaluate how to encourage and develop higher order thinking skills amongst the student community. The constructivist theory recognizes that students need to be exposed to learning experiences that enable them to construct their own knowledge and promote their thinking skills (Cobb, 1994; Driver, Asoko, Leach, Mortimer, & Scott, 1994). Higher order thinking can be viewed as the strategy - the setting of meta-objectives; whereas critical, systemic thinking is the tactics - the activities needed to achieve the proclaimed objectives. Bloom's taxonomy has been often referred to while creating learning objectives in the cognitive domain.
Constructing one's own learning is especially critical in the area of creativity. Nurturing creativity involves helping students to generate ideas or hypotheses, test them and communicates the results; think adventurously (step into the unknown); and invent, discover, be curious, experiment and explore.
"The constructivist theory recognizes that students need to be exposed to learning experiences that enable them to construct their own knowledge and promote their thinking skills"
To start off with, it is essential that there is constructive alignment between objectives and skills. Next, it is imperative that there are specific opportunities in the curriculum planned for this learning and development. Additionally, these have to be strategically located at the required learning stages. And finally, one has to link the skills to be learned with the employability needs of the student in the years ahead.
The top 3 skills required in 2020, as predicted by the World Economic Forum are complex problem solving, critical thinking and creativity. For 2030, these are predicted to be creativity, critical thinking and decision making in that order. These skills are referred to as Higher Order Thinking Skills and are seen as key to being successful in any field in the years ahead.
The origins of higher order thinking are in the fields of philosophy and psychology. While the field of philosophy has grown through discourse and argumentation, the field of psychology has evolved from a tradition of experimentation and research. Philosophers have used logical reasoning and perfections of thinking to decide what to believe and do, and psychologists have studied the thinking process and how this process can help people make sense out of their experience by constructing meaning and imposing structure. Psychologists emphasize problem solving and philosopher's reflective thinking and logic.
Educationists have built on these constructs to evaluate how to encourage and develop higher order thinking skills amongst the student community. The constructivist theory recognizes that students need to be exposed to learning experiences that enable them to construct their own knowledge and promote their thinking skills (Cobb, 1994; Driver, Asoko, Leach, Mortimer, & Scott, 1994). Higher order thinking can be viewed as the strategy - the setting of meta-objectives; whereas critical, systemic thinking is the tactics - the activities needed to achieve the proclaimed objectives. Bloom's taxonomy has been often referred to while creating learning objectives in the cognitive domain.
Constructing one's own learning is especially critical in the area of creativity. Nurturing creativity involves helping students to generate ideas or hypotheses, test them and communicates the results; think adventurously (step into the unknown); and invent, discover, be curious, experiment and explore.
"The constructivist theory recognizes that students need to be exposed to learning experiences that enable them to construct their own knowledge and promote their thinking skills"
To start off with, it is essential that there is constructive alignment between objectives and skills. Next, it is imperative that there are specific opportunities in the curriculum planned for this learning and development. Additionally, these have to be strategically located at the required learning stages. And finally, one has to link the skills to be learned with the employability needs of the student in the years ahead.
