to use phone during the repair period. personal information in the phone. 6. Buy a second-hand high-end phone High cost, high return Higher than brand new phone Produce an electronic waste thus causing pollution 7. Buy a brand new mid-range phone High cost, fair return Lower than second-hand phone Produce an electronic waste, causing pollution Prioritize the solutions after weighing their pros and cons, and then choose the best one. Prioritize the solutions weighing their pros and cons Cost effectiveness Risk analysis Moral consideration Priority 1. Try to insert the USB plug firmly into the receptacle when charging the phone Easy to handle, very low cost, unsure about effectiveness Low No moral concerns 2. Try to replace the cable Easy to handle, low cost, unsure effectiveness Low No moral concerns 3.Try to replace the battery Easy to handle, reasonable cost, but unsure about effectiveness May money on buying a new battery No concerns 4. Take the cell phone Less cost than authorized High risk of data leakage Everyone is responsible for
Teaching procedure Session Time Teaching activity Learning objective Related information Remark 1 5 mins Teacher provides background information for the case study of “Cell phone cannot be charged?”. Teacher may ask the following questions: Do you have similar experiences? What you do if your phone was not charging? Image of a cell phone that is not charging Students may instantly come up with causes or solutions, such as “take it to a repair shop” or “buy a new one”. Teacher should guide students to solve the problem step by step. 2 20 mins Teacher explains the to problem solving>, and apply it step-by-step to the example of “Cell phone cannot be charged”. points out that whenever we encounter a problem, the first step is always to define the problem, and then look for different possible causes of the problem. Students should be reminded to consider different possibilities. Divide students into groups of four to discuss Worksheet (1) <7-step-approach to problem solving> <1st step: the problem> <2nd step: Analyze possible causes> <3rd step: Develop alternative solutions > <4th step: Evaluate each solution> <5th step: Select the best solution> <6th step: Implement the solution> <7th step: Evaluate and reflect> When students are discussing the possible causes of the problem, be if they have missed any important possibilities. Praise students if they approach
Are there deeper causes? elements in traditional Chinese weddings / The proposal is acceptable to the younger generation, but not to the older one. Develop alternative solutions Why is the current not Is there any solution both new and widely acceptable for this problem? Introduce ingredients similar to shark fins (through 3D food printing), play documentaries of shark finning on public television channels to educate the public about the process. Evaluate each solution What are the pros and cons for each solution? Which solution is the most favourable? What are the concerns of cost, value and morality involved in each solution? Which of the solutions are more feasible? Is it possible to adopt various solutions simultaneously? What are the expected short-, and long-term effects for each solution? Select the best solution How to optimise the implementation plan /adjust the objectives? How to optimise the implementation plan / adjust the objectives? Implement the solution Has the implementation been carried out in accordance with the agreed procedures? Has this solution rise to new problems? Are there backup plans prepared? What new problems may this solution bring about? How to reduce the potential negative effects? Evaluate and reflect Has comprehensive information been collected to facilitate analysis? Have the perspectives and interests of different stakeholders been considered? Have different possibilities and new suggestions been considered? Have the short- and long-term influences of the decision been considered and have any relevant preparations been made? Has sufficient background information been collected to support the call against the consumption of shark fin soup? Has the impact of each plan on all stakeholders been considered (the businesses of the catering industry and dried seafood shops, the livelihood of shark finning fishermen, etc.)? Have we considered the approaches adopted for similar incidents both in Hong Kong and overseas? Have we made good use of online platforms? Have we considered the responses from different organisations on the promotion of saying no to shark fin soup, especially those opposing this action? Have we thought of our
Chapter focuses What are cognitive tools Understanding the advantages of using cognitive tools Recognizing different cognitive tools How to apply cognitive tools in holistic thinking Suggested teaching activity Combination (to be selected according to student needs) Content Time Related teaching materials 1 Understanding cognitive tools 10 min P.71–89 Applying cognitive tools 30 min 2 Real-life learning scenario 40 min P.90–95 3 Case studies in PSHE subjects 40 min Appendix V
Chapter focuses Understanding various grouping strategies Learning about different functional roles in a group Learning to solve problems with respectful and structural communication Learning to use appropriate communication skills in groups Suggested teaching activity combinations: Double periods of 80 minutes Combination (to be selected according to student needs) Content Time Relevant teaching materials 1 Introduction to collaborative problem solving skills 20 min P. 98-101 Recognising different roles of group members 20 min P. 103-110 Mastering appropriate group collaboration and communication skills 40 min P. 119-129 2 Learning to problems with respectful and structural communication 40 min P. 111-118 Mastering appropriate group collaboration and communication skills 40 min P. 119-129 3 Real-life learning scenarios 80 min P. 136-147 4 Application in PSHE subjects 80 min Appendix V
difficult people: Is it really necessary to point them out? Timing. Consider doing so at a time when everyone is at a peaceful state. Reflect on oneself before guiding others to do the same. Example: I I could have done better on XXX. How would you evaluate your own performance? (Be modest and frank) Seeking common ground Negative responses Positive responses Seeking common ground through collaboration, creating a collaborative atmosphere and resolving conflicts Why does the minority have to follow the majority?! I absolutely disagree! I don’t want to take Solution A and Solution B each has its own strengths. Is it possible to combine them? (Integration of strengths) Everyone here is welcome to evaluate each solution from his/her own areas of expertise. (For a holistic consideration I have a new idea
Taking the initiative to introduce new concepts, with a view to creating new space for the team to reach a common ground any risk! Just do what others have done in the past! that I want to get everyone’s opinion! (Active innovation) We all agree on… and we don’t agree on… Let’s think about how to further settle our differences? (Reducing conflicts)
The descriptors below are arranged in three domains, namely, problem solving skills, communication skills and collaboration skills. There are three stages for each domain; beginning stage, developing stage and mastering stage. Teachers may give ticks in the appropriate boxes to provide feedback to students. Teachers may enrich the content based on their students’ needs. Beginning Developing Mastering Problem Solving propose solutions or strategies to solve a problem complete the task assigned to one’s role in the team select a problem solving strategy and develop an action plan execute actions that comply with the planned distribution of roles and make adjustments when necessary select a problem solving strategy and prepare alternative plans monitor and evaluate individual and team effectiveness Communication express oneself to team members in a disorganized manner (eg. I think we need to consider the cost…I mean..as it is quite costy..the raw materials are costy, the second one is better.) show courage in sharing new or unconventional ideas comprehend messages with an open mind and ask questions to identify the problem and team goals express oneself to team members in an organized manner (eg. I think the second one is better because their raw materials are cheaper and the cost is lower.) ask meaningful questions that clarify the vision, goals and viewpoints for better solutions respond specifically to queries raised during the problem solving process enhance mutual understanding through effective and with a respectful attitude express oneself to team members in an organized and affirmative manner (eg. I think the second one is better because their raw materials are cheaper and the cost is lower. We may refer to the data…) take the initiative in introducing new resources and exploring further ideas to facilitate the team to progress further negotiate for consensus and foster a cooperative atmosphere to resolve conflicts Collaboration be ready to act responsively and reach the goals with team members follow the rules and instructions set for the team work participate actively in share the other team members’ perspectives on the problem and establish a common understanding identify and capitalise on the talents and potential of members be able to work with treasure working as a team and take initiative to foster synergy for attaining the team goals show mutual respect and support when dealing with difficult people and situations
Nine Generic Skills (updated in 2016): Communication Skills Communication skills refer to the abilities to achieve the desired outcomes or goals in a process where two or more people interact (be it in a face-to-face or virtual context) through expressing or receiving messages using verbal and non-verbal means. To communicate effectively, students should learn to listen, speak, read and write competently. Not only should they express themselves in an accurate, organised and proper manner, but also understand and respect others’ views and expectations, and use appropriate information and means to convey a message in accordance with the purpose, context and audience. They should also evaluate the effectiveness of their communication and identify areas for improvement to achieve the best results. Key Stage 1 Key 2 Key Stage 3 Key Stage 4 Students will to comprehend and act appropriately on spoken instructions comprehend the explicit messages conveyed in information from different media use clear and appropriate means of communication, both verbal and non-verbal, to express meaning and feelings work and discuss with others to accomplish simple tasks Students will learn to comprehend and respond to different types of texts comprehend and infer the messages conveyed in information from different media use spoken, written, graphic and non-verbal means of expression to convey information and opinions, and to explain ideas work and negotiate with others to develop ideas and accomplish tasks Students will learn to understand, analyse, evaluate and respond to a range of different types of texts synthesise the messages conveyed in information from different media use appropriate language and/or other forms of communication to present information and different points of view, and to express feelings work and negotiate with others to problems and accomplish tasks reflect and improve on the effectiveness of their own communication Students will to listen and read critically, evaluate the messages conveyed in information from different media and express ideas fluently in accordance with the audience and reader use appropriate means of communication to inform, entertain, persuade and argue to achieve expected outcomes resolve conflicts and solve problems with others to accomplish tasks evaluate the effectiveness of their communication with others from different further improvement
Critical Thinking Skills Critical thinking is drawing out meaning from available data or statements, and examining and questioning accuracy and credibility in order to establish one’s views and evaluate the arguments put forward by oneself and others. Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Students will learn to extract, classify and organise information identify and express main ideas, problems or core issues understand straightforward cause-and-effect relationships distinguish between obvious fact and opinion notice obvious contradictions, seek clarifications and make simple predictions draw simple but logical conclusions not contradictory to given data and evidence Students will learn to make inductions/inferences from sources other sources to determine the reliability of a source understand the concepts of relevance and irrelevance distinguish between fact and opinion as well as source and evidence recognise obvious inconsistencies, omissions, assumptions, stereotypes and biases formulate appropriate questions, and make reasonable predictions and hypotheses draw logical conclusions based on adequate data and evidence, and make predictions about consequences Students will to identify the issue at stake clarify and define key words to guide thinking compare information from different sources, note contrasts and similarities, and determine its reliability differentiate between fact, opinion and reasoned judgement recognise that information providers’ value orientations and ideologies would affect the perspectives or judgement of sources recognise and challenge stereotypes, emotional factors, propaganda and fallacies draw and test conclusions as well as hypotheses, identify reasonable alternatives and predict probable consequences admit their own limitations, shortcomings or errors of the thinking process Students will learn to differentiate between real and stated issues, and accurate representations, and relevant and irrelevant evidence differentiate between sophisticated fact, opinion and reasoned judgement recognise and challenge subtle or fundamental assumptions, permeating value orientations and ideologies recognise that the selection and deployment of information/facts are affected by personal perspectives draw warranted conclusions, predict and assess probable consequences and make reasoned judgement in reading, writing and speech apply appropriate thinking skills to evaluate and reflect on their thinking process and suggest ways for improvement
Students will to develop about the problem and identify related sources of information identify, under guidance, one or more ways of tackling the problem choose and implement a solution plan, using support and advice given follow the given step-by-step methods to check and describe the outcomes Students will learn to identify the problem and describe its main features propose alternative courses of action for solving it plan and try out the selected option, obtain support and make changes when needed develop an appropriate method to measure the effectiveness of the solution plan adopted gain insights from the problem solving process Students will learn to explore the problem and identify its main suggest and compare the possible outcomes of each alternative course of action and justify the option selected execute the planned strategy, monitor the progress and make adjustment when necessary evaluate against established criteria the quality of outcomes, and review the effectiveness of the problem solving process formulate personal views, and paraphrase or construct analogies to explain how the problem is solved Students will learn to recognise the complexity of the problem and search for appropriate information required to solve it formulate feasible strategies to achieve optimal results, considering both long and short term objectives modify objectives or strategies and suggest remedial or enhancing measures to cope with circumstantial changes or difficulties evaluate the overall strategy and outcomes, and anticipate future problems that may be incurred consolidate experience on problem solving for knowledge construction
performance and self-efficacy. Self-learning skills form the core part of lifelong learning and help students acquire new knowledge to adapt to the fast changing world. Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Students will learn to consciously listen and read to learn, and actively present their learning concentrate and pay attention to instructions identify and retain main ideas collect information from given sources and organise it into pre-determined categories try out different means to present ideas and demonstrate learning develop simple learning plans to meet short term targets show interest in enquiring further Students will learn to take initiative in the enquiry learning area selected by themselves actively locate required information from different media take initiative in identifying and organising main points from different sources, e.g. note-taking, mind-mapping decide on the most suitable means to present ideas and demonstrate learning seek help appropriately when necessary manage time to complete tasks according to a plan make use of feedback to reflect on the effectiveness of different learning tactics Students will learn to initiate learning activities and apply relevant personal strengths to overcome challenges set learning plans with stage-wise goals identify lines of reasoning and possible hidden ideas in sources function effectively in a group to achieve the learning goals decide on the most suitable means to manage and present knowledge adjust the learning strategies to improve learning effectiveness Students will learn to initiate challenging learning activities and develop relevant personal strengths to overcome challenges plan and set goals for self-initiated enquiries autonomously select or design more effective learning strategies for learning evaluate key ideas, opinions and arguments identified from different sources independently, and synthesise them to construct and develop their own interpretation evaluate and suggest ways to improve the effectiveness of learning strategies learn beyond the prescribed curriculum and apply knowledge in a variety of contexts Collaboration Skills Problem solving, planning and making decisions in a group require collaboration skills, namely the skills of communication, appreciation,
participate actively in the team and contribute to achievement of the team potential of members be able to work with different people and accept the adjustments to plans or roles in changing situations dealing with difficult people and situations take initiative to propose plans or make adjustments to the plans and roles in changing situations Beginning Developing Mastering Communication comprehend messages with an open mind and ask questions to identify the problem and team goals express oneself clearly to team members by verbal and/or non-verbal means show courage in sharing new or unconventional ideas ask meaningful questions that clarify the vision, goals and viewpoints for better solutions respond specifically to queries raised during the problem solving process enhance mutual understanding through effective and with a respectful attitude negotiate for consensus and foster a cooperative atmosphere to resolve conflicts take the initiative in introducing new resources and exploring further ideas to facilitate the team to progress further Problem Solving propose solutions or strategies to solve a problem complete the task assigned to one’s role in the team select a problem solving strategy and develop an action plan execute actions that comply with the planned distribution of and make adjustments when necessary select a problem solving strategy and prepare alternative plans monitor and evaluate individual and team effectiveness Holistic Thinking Skills Critical thinking skills, creativity and problem solving skills are conventionally categorised as higher order thinking skills. These three skills can be combined and employed integratively as holistic thinking skills to deal with complex issues. Holistic thinking skills enable students to deploy
critical thinking skills to assess the validity of given information, creativity to explore other possibilities, and problem solving skills to examine the feasibility of each alternative. The expected achievements of the students in holistic thinking skills are classified according to different levels of mastery. Students will learn to Beginning Developing Mastering Critical Thinking: enquiring and assessing ask questions to explore matters that attract interest identify main ideas and clarify meaning in information pose questions to explore issues related to their immediate contexts comprehend complementary and contradictory information pose questions that probe complex and abstract ideas about issues beyond local context and contemporary period synthesise points from complementary and contradictory information Creativity: generating come up with new ideas by linking imagination and reality create analogies by matching two ideas brainstorm suggestions draw parallels between and new scenarios and use ideas, patterns and trends to consider new possibilities produce alternative or unconventional solutions suspend judgement to consider alternative ideas and actions generate a large number of raw ideas combine good ideas to make even better ideas use existing knowledge in a novel way temporarily suspend pragmatic and rational thinking to allow new possibilities to emerge Beginning Developing Mastering Critical Thinking and Problem Solving: analysing and comparing
realise real world constraints in drafting solutions compare advantages and limitations of various solutions estimate the cost and benefit of possible solutions from multiple perspectives rate and select solutions according to criteria, such as feasibility, desirability and ethical considerations compare the possible outcomes of each solution against both own and prevailing values mediate opposing viewpoints and acknowledge the limitations of one’s view synthesise different considerations into a solution Creativity and Problem Solving: predicting and fine-tuning ask “what if” questions consider ways of tackling possible consequences make adjustments to avoid possible pitfalls (e.g. ambiguity, stereotyping and misunderstandings) in planning and presentation of solutions consider alternative courses of action in changing situations fine tune plans with reference to new developments be sensitive to stakeholders’ reactions anticipate adverse impacts and suggest precautionary or compensatory measures accordingly Beginning Developing Mastering Problem Solving: executing and monitoring
Cause of poor academic performance Solution Principles to consider when choosing a solution Mark a feasible solution with "" Are existing resources adequate? (e.g., time and money) Does it benefit many people? Is it sustainable? Personal factors Personal interest Learning ability Learning style Social factors Definition of success Pop culture Family background Living environment Financial capacity Education level of family members School support Teaching quality Assessment method Catering for learner diversity
Teacher's feedback and suggestions The guidelines on teacher's evaluation provide feedback on student's performance from perspectives, i.e., problem solving skills, communication skills and collaboration skills. Student's performance is divided into three stages: beginning, developing and mastering. Teachers may put a "" in the appropriate boxes according to students' performances. Teachers may also stipulate additional criteria as necessary. Beginning Developing Mastering Collaboration Responds positively and is willing to work with other team members toward the goals Follows the rules and instructions for group tasks Is willing to participate, contribution and helps the team achieve the goals Understands the views of other team members on the problem and builds consensus Identifies and use of the capabilities and potentials of every team members Is able to cooperate with different people, and accepts adjustments of plans or roles as necessary Values teamwork and motivates other team members to work together toward the goals Manages to respect and support each other in the face of difficult situations and people Takes the initiative to propose a solution, or adjusts the plans or roles as necessary Communication Interprets messages in an open-minded manner, and clarifies the issues and team by means of questioning Expresses personal views to team members clearly in verbal or non-verbal ways Shares innovative or unique ideas Raises constructive questions and clarifies visions, goals and perspectives for the sake of a better solution specific response to the questions generated in the problem solving process Communicates in a respectful and effective manner to enhance mutual understanding Seeks consensus through negotiation, and creates a cooperative atmosphere to resolve conflicts Takes the initiative to introduce new resources and explore new ideas to help move the team forward Problem solving Puts forward a number of solutions and strategies Completes one’s own tasks in the team Selects the problem solving strategies and develops an action plan Takes actions as per the assigned role and makes adjustments as necessary Helps select the problem solving strategies and prepares backup plans Helps monitor and evaluate the effectiveness of individuals and the team Comments:
Solution Cost-effectiveness: The proportion of returns to (Low / Medium / High) Risk assessment: The potential risk level involved in the solution (Low / Medium / High) Ethical consideration: Can it benefit many people? Does it show respect for others / life / nature? Is it fair and just? (Yes / No) Example: Entice employees to work up to 15 hours a day by offering a huge sum. Example: Medium, because the hourly wage of working overtime is higher than working in normal hours, but it is always lower than the cost of providing accommodation for foreign workers. Example: High, because working overtime for a long period may easily lead to accidents. Example: Unethical, because employees' safety and family life are neglected in exchange for profits.
10. Evaluate and rate the above solutions from the three perspectives of cost effectiveness, risk assessment and ethical consideration. Solution Cost-effectiveness (Low, medium, high) Risk assessment (Low, medium, high) Ethical consideration (Ethical, not ethical) Score Example: Option (1) To assassinate Hitler Low (The casualties would be low compared to a war, with the martyrdom of the assassin(s) at most.) High (The consequences of assassination are uncertain and unpredictable. For example, the Assassination at Sarajevo led to the outbreak of the First World War.) Ethical (Killing one person could save tens of millions of lives) / Not ethical (Assassination itself is immoral) 3
temperature: He was beaten to half dead and unable to walk. He was likely to be frozen to death with the arrival of the night. will to live: He was likely to lose the will to live because of fear and despair. danger: Robbers were likely to be around and beasts were likely to exist nearby. survival and recovery: He was in need of food and accommodation before being able to go home on his own because he was penniless. Give first aid and apply a simple bandage to stop bleeding; provide clothes to maintain his temperature. encouragement and support. Provide protection and help move him to a safe Provide food and a place for recovery. 2. Problem analysis: Some people argue that the priest and the Levite did not save the man because of the reasons in the table below. Is there any evidence in the Source (the Bible) to justify their inaction? Do you think those reasons are valid? Reason Evidence mentioned in the Source Is it justified? Is the difficulty insurmountable? (a) Personal journey Hastening on with their journey Yes: The priest and the Levite chose this faster but dangerous mountain path No: 10:31: "A priest happened to be going down the same road..." Find out the two locations in the Bible Atlas. It indicates that the priest was travelling from Jerusalem (the place of his work) to Jericho. Note: Jerusalem is at an altitude of more than
How do you think the good Samaritan in the story would reflect on his own identity and racial harmony? (Students already know that Jews discriminated against Samaritans because of their interracial marriages.) What he do to protect the safety of his own and of others? By looking at the priest, the Levite and the good Samaritan in the are belief and values in dealing with a dilemma? helpful
Develop alternative solutions Possible causes of related fallacy / belief Feasible solution Adequacy of existing resources Time Money Others (Please specify) Example: Failure to access comprehensive information Example: Search online for the information on further studies Example: Spare time after school, after work or during holidays Example: Free of charge Example: Computer and WiFi at home
Consolidate the answers in the above table with a reverse fishbone diagram. Evaluate each solution Knowledge review Solution Cost-effectiveness (Low / Medium / High) Risk assessment (Low / Medium / High) Ethical consideration Solution to be selected Meeting with teachers of the school's Career Guidance Team (CGT) High Low Do not want to waste the time of CGT teachers
7-step-approach to problem solving Learning and teaching activities Learning and teaching resources Learning and teaching objectives Generic skills applied Identify / define the problem Figure out Peter's problem and the related details by individual thinking / group discussion. Complete page 1 of the Worksheet. Identify and refine problem by free sharing / group briefing. Page 1 of Worksheet (p. 237) Identify prejudice and clarify fallacy Explore other views and perspectives Critical thinking: Enquiry and assessment Integrate complementary and contradictory information Creativity: Creation of ideas Put down pragmatic and rational thinking for the time being to allow the creation of new possibilities Analyse possible causes Explore enquiry points worthy of discussion based on Peter's problem. Complete the "topics for enquiry" on page 2 of the Worksheet. Read the attachment in groups with the approach of "jigsaw reading". Discuss how the relevant information helps resolve each topic for enquiry. Analyse why Peter and his parents have different opinions on subject choice. Complete the parts of "relevant information / evidence" and "possible causes of related fallacy / belief" on page 2 of the Worksheet. Each gives a brief sharing on how to resolve a topic for enquiry with the information / evidence. Page 2 of Worksheet (p. 239) Develop alternative solutions Each group is responsible for one "possible cause of related fallacy / belief". Discuss feasible solutions. Each shares its ideas. Other groups provide feedback on the feasibility and expected effectiveness of the solutions. Complete page 3-4 of the Worksheet (except for the "Solution to be selected"). Page 3-4 of Worksheet (p. 240-2) Blank paper Understand "value" and "costs" involve personal values, the understanding of the incidents, personal experiences, etc. And understand that each person has different ideas about Critical thinking and problem solving: Analysis and comparison Compare the possible consequences of each solution on the prevailing Evaluate each solution Select the best Discuss in groups the solution(s) to be adopted. Page 5 of
what the "best" solution is. and individual values Creativity: Prediction and fine-tuning Predict the negative impacts. Put forward corresponding preventive or remedial measures solution Have in-depth discussions and determine the "best" solution(s) (no more than three). Complete page 5 of the Worksheet. Individually fill out the "value matrix" on each solution on page 4. Complete page 5 of the Worksheet. Share your insights freely. Analyse the reasons for different "value" and "cost" orientations. Worksheet (p. 242) Implement the solution Based on the lesson time and the proposed solutions, ask the students to write down Peter's final decision or else adopt the reference ending on page 6. Think about and share any possible new problems resulting from Peter's final decision individually or in groups. Identify measures to reduce the potential negative impacts. Page 6 of Worksheet (p. 243) Understand how different solutions may result in different developments and consequences. Realise the importance of careful problem analysis. Problem solving: Implementation and monitoring Monitor the progress using the proposed test points and guidelines Critical thinking: Assessment and reflection Predict possible new problems arising from the solution Evaluate and reflect Ask the students to reflect on whether they have duly completed each step of problem solving and make an "ideal decision". Page 6-7 of Worksheet (p. 243) Understand holistic thinking skills involve critical thinking, creativity, and problem solving skills. And it requires the application of different abilities in an integrative approach and taking appropriate actions.
Teachers may use the descriptors below for providing feedbacks on students’ holistic thinking skills by putting ticks in boxes below. Suggested Feedback for Holistic Thinking Skills Beginning Developing Mastering Critical Thinking: enquiring and assessing ask questions to explore matters that attract interest identify main ideas and clarify meaning in information pose questions to explore issues related to their immediate contexts comprehend complementary and contradictory information pose questions that probe complex and abstract ideas about issues beyond local context and contemporary period synthesise points from complementary and contradictory information Creativity: generating come up with new ideas by linking imagination and reality create analogies by matching two ideas brainstorm suggestions draw parallels between known and new scenarios and use ideas, patterns and trends to consider new possibilities produce alternative or unconventional solutions suspend judgement to consider alternative ideas and actions generate a large number of raw ideas combine good ideas to make even better ideas use existing knowledge in a novel way temporarily suspend pragmatic and rational thinking to allow new possibilities to emerge Beginning Developing Mastering Critical Thinking and Problem Solving: analysing and comparing
looked up and saw a great crowd coming toward him, he said to Philip, "Where shall we buy bread for these people to eat?" 6:6 He asked this only to test him, for he already had in mind what he was going to do. 6:7 Philip answered him, "It would take more than half a year’s wages to buy enough bread for each one to have a bite!" 6:8 Another of his disciples, Andrew, Simon Peter’s brother, spoke up, 6:9 "Here is a boy with five small barley loaves and two small fish, but how far will they go among so many?" 6:10 Jesus said, "Have the people sit down." There was plenty of grass in that place, and they sat down (about five thousand men were there). then took
the loaves, gave thanks, and distributed to those who were seated as much as they wanted. He did the same with the fish. 6:12 When they had all had enough to eat, he said to his disciples, “Gather the pieces that are left over. Let nothing be wasted.” 6:13 So they gathered them and filled twelve baskets with the pieces of the five barley loaves left over by who had eaten. Heterogeneous grouping (with students studying different gospel versions in a group). Discuss: What problem were the disciples facing? What was the disciples' original suggestion? What advice did Jesus give them? Why did Philip think that Jesus' advice was infeasible? The disciples eventually followed Jesus' instructions and made a contingent arrangement for the crowd to sit down? What was the arrangement? How did it help solve the problem?