Thinking tools

tools of thinking

1. Zaid Ali Alsagoff
[email protected]
Module 2:Module 2:
Thinking ToolsThinking Tools

2. Do You Agree with These Statements?Do You Agree with These Statements?
““There are many students who are There are many students who are
educated but few who caneducated but few who can think out of the think out of the
boxbox.” – Pak Lah.” – Pak Lah
““We want the development of modal insan We want the development of modal insan
(model citizen), students who can (model citizen), students who can think think
criticallycritically and and creativelycreatively, who are able to , who are able to
solve problemssolve problems and have the and have the ability to ability to
adaptadapt themselves to an ever-changing themselves to an ever-changing
global environment.”global environment.”
- Blueprint for Education Development (2006 – 2010)
Why?Why?
* During the launch of the National Education Blueprint 2006-2010 at the Putrajaya International Convention Centre 16/01-2007.

3. Questions?Questions?
Look at this picture. What kind of questions can we
ask in relation to this picture?
Use your imagination 

4. Questions?Questions?
Look at this picture. What kind of questions can we
ask in relation to this picture?
Use your imagination 

5. Module 2: Thinking ToolsModule 2: Thinking Tools
1. Questioning
4. Cognitive Research
Trust (CoRT)
2. Concepts
3. Mindmaps

6. But first, What is a Thinking Tool?But first, What is a Thinking Tool?
A Thinking ToolThinking Tool is an instrument that can help us in
using our minds systematically and effectively. With the use
of thinking tools, the intended ideas will be arranged more
systematically, clearly, and easy to be understood.
This module will explore four (4) types of thinking Tools:

Questioning
Concepts
Mindmaps
Cognitive Research Trust (CoRT)

8. 2.1 Questioning 2.1 Questioning
Questioning is one approach to motivate others to:
Get information
Test understanding
Develop interest
Evaluate the ability of individuals towards
understanding certain things.

WamW Wm!mW"lamenmW
WamW Wm!mW"lamenmW
nmWWamW Wen!m #$
nmWWamW Wen!m #$
- William Wilen --
““A person who asks questions A person who asks questions
is a person who thinks.”’is a person who thinks.”’
- William Wilen
Why Why
me?me?

9. 2.1 Questioning (2)2.1 Questioning (2)
Look at this picture. Let’s construct questions Look at this picture. Let’s construct questions
usingusing What, Who, Where, When, Why What, Who, Where, When, Why andand How How..

10. 2.1 Questioning - 2.1 Questioning - Five Ws and HFive Ws and H
The Five W’s and HFive W’s and H, is an
influential, inspirational and
imaginative checklist (often used
by journalists) to generate:
Data-gathering questions, during
the early stages of problem
solving when you are gathering
data.
Idea-provoking questions (e.g.
whilst brainstorming).
Criteria for evaluating options.
WWhathat
WWhoho
WWherehere
WWhenhen
WWhyhy
HHowow
5Ws5Ws
HH

11. 2.1 Questioning - Bloom’s Taxonomy2.1 Questioning - Bloom’s Taxonomy
KnowledgeKnowledge
InterpretationInterpretation
Application
AnalysisAnalysis
SynthesisSynthesis
EvaluationEvaluation
Lower-level
Thinking
Higher-Level
Thinking

12. 2.1 Questioning – Fact2.1 Questioning – Fact
FactFact – Seek to determine the basic information of a
situation: 5 Ws and H
What happened?
Who…?Who…?
Where…?Where…?
When…?When…?
Why…?Why…?
How…?How…?

13. 2.1 Questioning – Interpretation2.1 Questioning – Interpretation
InterpretationInterpretation – Seek to select and organize facts
and ideas, discovering the relationships between
them.
What is the main idea of…
Retell in your on words what happened.

Wilal-mal-emn-ln-i-mal-lml-
Wilal-mal-emn-ln-i-mal-lml-
-l-i-mn
-l-i-mn
-
-
in---il-
in---il-
--m-mi
--m-mi
““There are many students who are educated There are many students who are educated
but few who canbut few who can think out of the boxthink out of the box.” – Pak Lah.” – Pak Lah

14. 2.1 Questioning – Application2.1 Questioning – Application
ApplicationApplication – Help us take knowledge or concepts
learnt in one situation and apply them to other
situations.
How would you apply the principles of decision
making when seeking a job?
How do you apply this rule in your daily life?
You’re
Fired!
Really?

15. 2.1 Questioning – Analysis2.1 Questioning – Analysis
AnalysisAnalysis - To separate the entire process into
component parts and understand the relation of
these parts to the whole.
What are the parts or features of …
What evidence can you present to support…
Explain the reasons why you think…
I was fired
because I
was…
1. Intelligent
2. Hardworking
3. Proactive

16. 2.1 Questioning – Synthesis2.1 Questioning – Synthesis
SynthesisSynthesis - to combine ideas and come to a
conclusion.
What ideas can you add to…
What might happen if you combine … with …?
What solution would you suggest for…

17. 2.1 Questioning – Evaluation2.1 Questioning – Evaluation
EvaluationEvaluation - to make informed judgments and
decisions by determining the reliability of things.
Do you agree with…?
Why or why not?
What criteria would you use to assess…

19. 2.2 Concepts 2.2 Concepts
ConceptsConcepts - General ideas that we use to identify and
organize our experience.
Structure of Concepts:
1) SignSign - word/symbol that names the concept
2) ReferentsReferents - examples of the concept
3) PropertiesProperties - qualities that all examples of the concept
share in common.
Properties
ReferentsSign
ConceptsConcepts- WilamWeanea mmWa ammea
- WilamWeanea mmWa ammea
enl
enl
amWeanea mmWa an n
amWeanea mmWa an n
Words are the vocabulary of language; Words are the vocabulary of language;
ConceptsConcepts are the vocabulary of thought. are the vocabulary of thought.

20. 2.2 Concepts: Example 2.2 Concepts: Example
Properties:
Wheels, Engine, Seats, Dashboard
Sign:
“Automobile”% a#&
% a#&
'W ( na
'W ( na
Concept:Concept:
AutomobileAutomobile
Referents:
Lamborghini
Proton Satria NeoWln nea ea
lmianmnama
neena
eWl alama
)(alm m
a# a
Aristotle once
said that an
intelligent
person is a
'master of
concepts'.

21. 2.2 Forming Concepts2.2 Forming Concepts
You form concepts by the interactive process of:
GeneralizingGeneralizing - Focusing on the
common properties shared by a
group of things.
InterpretingInterpreting - Finding
examples of the concept.

22. 2.2 Forming Concepts: Example2.2 Forming Concepts: Example
Study the following dialogue on the concept of Friendship:Friendship:
Amir Is 'friendship' what happens when two people meet and say hello?
Alfonso No, I think 'friendship' takes time to develop.
Amir Does 'friendship' occur after they have an interesting conversation?
Alfonso I think 'friendship' involves an amount of trust and loyalty, which
can hardly be established after just one interesting conversation.
Amir So can I say that the relationship between my employee and I at
work as a 'friendship'.
Alfonso I think in a 'friendship', trust and loyalty is given willingly and
unconditionally. It should touch on different aspects of people's
lives; and not just work.

23. 2.2 Forming Concepts: Example2.2 Forming Concepts: Example
By studying the dialogue, we can imply that in order to By studying the dialogue, we can imply that in order to
determine which concept to apply to a situation, we have to: determine which concept to apply to a situation, we have to:
Be aware of the properties that form the boundaries of the Be aware of the properties that form the boundaries of the
concept. concept.
Be sure that the experience meets the properties or Be sure that the experience meets the properties or
requirements. requirements.

24. 2.2 Applying Concepts2.2 Applying Concepts
Applying conceptsApplying concepts means meeting the concept’s
necessary requirements. In determining exactly
what the requirements of the concept are, ask:
Would something still be an example of this Would something still be an example of this
concept if it did not meet this requirement?concept if it did not meet this requirement?
When we are able to identify all of the
requirements of the concept, we say these
requirements are both necessary and sufficientsufficient
for applying the concept.

25. 2.2 Applying Concepts (2)2.2 Applying Concepts (2)
When you apply a concept to an object, idea, or
experience, you are in effect classifying the object, idea, or
experience by placing it into the group of things defined by
the properties/requirements of the concept.
The way you classify reflects and influences the way you
see the world, the way you think about the world, and the
way you behave in the world.
The specific categories you use depends on the purposes
of your classification.

26. 2.2 Applying Concepts: Example2.2 Applying Concepts: Example
Some may attribute a girl's Some may attribute a girl's BEAUTYBEAUTY to her fair skin, to her fair skin,
rosy cheeks and long silky hair. Others, however, rosy cheeks and long silky hair. Others, however,
may attribute beauty to the kindness of her heart may attribute beauty to the kindness of her heart
and considerate nature. and considerate nature.
How do you classify the concept of How do you classify the concept of
BEAUTY?BEAUTY?

27. 2.2 Defining Concepts2.2 Defining Concepts
Giving an effective definition of a concept means both:
Identifying the general qualitiesgeneral qualities of the concept, which
determine when it can be correctly applied.
Using appropriate examplesappropriate examples to demonstrate actual
applications of the concept. That is, examples that embody
the general qualities of the concept.
RoleRole
Models?Models?

28. 2.2 Defining Concepts: Example2.2 Defining Concepts: Example
How would you define the word car? How would you define the word car?
What are the properties of a car? What are the properties of a car?

29. Tony BuzanTony Buzan

30. 2.3 Mindmaps2.3 Mindmaps
A mindmapmindmap can be defined as a visual presentation
of the ways in which conceptsconcepts can be related to
one another.
It’s the
Ultimate
Learning ToolLearning Tool!!

31. 2.3 Mindmaps – Why?2.3 Mindmaps – Why?
It Helps YouHelps You to:
Save timeSave time as it uses only keywords (or concepts).
Understand betterUnderstand better
Increase your ability to rememberIncrease your ability to remember by utilizing the seven
principles of Super Memory:
 Visualization
 Association
 Making Things Outstanding
 Imagination
 Colour
 Rhythm
 Holism
The Rock
Agrees!!

32. 2.3 Mindmaps: When?2.3 Mindmaps: When?
MindmapsMindmaps are useful for:

Note takingNote taking (listening)
Oral presentationOral presentation (speaking)
WritingWriting
YEAH!!

33. 2.3 Mindmaps: How?2.3 Mindmaps: How?
Step 1:Step 1: Draw the topic at the centre. Draw the topic at the centre.
Step 2:Step 2: Add the Sub-Headings. Add the Sub-Headings.
Step 3:Step 3: For each Sub-Heading, Add the Main For each Sub-Heading, Add the Main
Points and Supporting Details.Points and Supporting Details.
Step 4:Step 4: Use your Imagination (pictures/images) Use your Imagination (pictures/images)
to make it outstanding and memorable.to make it outstanding and memorable.
The Rock Says
You Must Try…!!

34. 2.3 Mindmaps: Example2.3 Mindmaps: Example
The Rock
Likes
Barry
Mapp…!!
Source: http://www.positivehealth.com/permit/Articles/Mind_Matters/mapp18b.jpg

35. Edward de BonoEdward de Bono

36. CoRT Thinking MethodCoRT Thinking Method
The essence of the CoRT (Cognitive Research
Trust) Thinking Method is to focus attention
directly on different aspects of thinking and to
crystallize these aspects into definite concepts and
tools that can be used deliberately.
It is designed to encourage students to broaden
their thinking.

37. CoRT Thinking ToolsCoRT Thinking Tools
CAF: Consider All Factors
FIP: First Important Priorities
PMI: Plus, Minus, Interesting (ideas)
APC: Alternatives, Possibilities, Choices
OPV: Other People's Views
AGO: Aims, Goals, Objectives (purpose)
C&S: Consequence and Sequel

38. CAF: Consider All FactorsCAF: Consider All Factors

Used to look as widely as possible at all the factors
involved in a situation.
Steps involved:
List down all the factors.
Consider each factor.
What is the appropriate decision to be made?
Example:
Should UNITAR have a main campus?

39. FIP: First Important PrioritiesFIP: First Important Priorities

Choosing from a number of different possibilities and
alternatives (e.g. putting priorities in order).
Steps involved:
What are the important matters involved?
Which is the most important one to be considered?
Which one should be given priority?
Example:
Helping the flood victims in Johor.

40. PMI: Plus, Minus, InterestingPMI: Plus, Minus, Interesting
Examining an idea for good, bad or interesting points,
instead of immediate acceptance or rejection.
Steps involved:
List down all the plus points.
List down all the minus points.
List down all the interesting points.
What is your decision after considering all the factors?
Example:
Should UNITAR have OLT?

41. APC: Alternatives, Possibilities, Choices APC: Alternatives, Possibilities, Choices

Generating new alternatives and choices, instead of
feeling confined to the obvious ones.
Steps involved
What are the other alternatives to overcome the
problem?
What are the implications incur if every step is taken?
What is the best solution?
Example
Exams should be abolished.

42. OPV: Other People's Views OPV: Other People's Views

Moving out of one’s own viewpoint to consider the points
of view of all others involved in any situation.
Steps involved
Will this idea influence others?
Other’s people opinion on this matter?
Is your idea relevant before actions are taken?
Example
Student should be barred from VOISS if they do
not pay their study fees.

43. AGO: Aims, Goals, ObjectivesAGO: Aims, Goals, Objectives
Picking out and defining the objectives so as one is
clear about his own aims and understanding those of
others (Purpose).
Steps involved:
What is the AGO of the plan?
Are the implementations out of The AGO?
How do I make sure that the AGO is achieved?
Example
What is the AGO of the Critical Thinking
Course?

44. C&S: Consequence and SequelC&S: Consequence and Sequel
Considering the immediate, short (e.g. 1 - 2 years),
medium (e.g. 2 - 5 year) and long term (e.g. over 5
years) consequences.
Steps involved:
What are the long term effects?
What are the risks I have to face?
To what extent the new plan would bring changes?
Example:
The future of e-Learning at UNITAR.

45. Group ActivityGroup Activity
Break into groups of 4-5, and then discuss:
How can UNITAR students help the flood
victims in Malaysia?
Choose one member of your group to take notes.
10 minUse one (or more) of the CoRT thinking tools
to come up with suggestions.
5 minDraw a mindmap of your group findings.
15 minGroup presentation & discussion
The Rock The Rock
Likes Likes
UNITAR.UNITAR.

46. SummarySummary
1. Questioning
Questioning is one approach to motivate others to get
information, test understanding, develop interest, and evaluate
the ability of individuals towards understanding certain things.
Tools include the “5 Ws and H”, Bloom’s taxonomy, etc.
2. Concepts
Concepts are general ideas that we use to identify and organize
our experience. Structure of Concepts: Sign, Referents and
Properties.
3. Mindmaps
Helps you to save time as it uses only keywords (or concepts),
understand better and Increase your ability to remember. It is
useful for: Note taking, Oral presentation and Writing.
4. CoRT
CAF: Consider All Factors
FIP: First Important Priorities
PMI: Plus, Minus, Interesting
APC: Alternatives, Possibilities, Choices
OPV: Other People's Views
AGO: Aims, Goals, Objectives
C&S: Consequence and Sequel

47. Any Questions? Any Questions?

48. The EndThe End

49. ReferencesReferences
OOnnlliinnee RReessoouurrcceess
Mindmapping in 8 Easy Steps:
http://www.thinksmart.com/mission/workout/mindm
apping_intro.html

50. Contact DetailsContact Details
Zaid Ali AlsagoffZaid Ali Alsagoff
UNIVERSITI TUN ABDUL RAZAK
16-5, Jalan SS 6/12
47301 Kelana Jaya
Selangor Darul Ehsan
Malaysia
E-mail: [email protected]
Tel: [phone]
Fax: [phone]