Ratnesh listed some words on the whiteboard which we
are asked to draw (e.g., dog). The exercise grew more
complex when we had to draw an action, like a dog
jumping onto a person's lap.
After performing the above exercise, we realized that
the process of drawing automatically forces us to
think of key characteristics of the subject we are
visualizing, and then showing them on paper.
The above was also an exercise in making visual
associations. Children, by the way, have very strong
visual association prowess. [Note that our brain
really likes pictures. Our visual memory is much
stronger than our audio(?) memory, and we make
visually connections foremost. School textbooks
should contain more pictures!]
Next, Ratnesh spoke a list of words. We were asked
to jot down the first word that came to mind upon
hearing each word.
Now, each of us probably jotted down different words
upon hearing any of the spoken words. For instance,
when Ratnesh said "mummy", I wrote down "Egypt"
(because I don't call my mom "mummy"), whereas others
would probably have written down something to do with
mom, home, comfort, etc. The point is that we think
in terms of associations.
Thinking is making multiple associations as we go
along.
What word comes to mind when given the word "Jabet"?
Chances are that this is an unreconizable word to us,
and the mind automatically gropes for some link,
searching the memory banks, seeking a connection to
this word with some data that may already exist in the
mind.
This goes to show that anything new cannot be seen in
isolation by the mind.
When you learn, you are making new associations. The
more you learn, the more associations you make.
Question 1: How does a friend become a close friend?
The more connections you have with the friend, the
closer you become. Another way of saying the same is
that the more wired you are together (i.e., the more
number of wires you have hookedd into each other), the
closer you both become.
Question 2: What is understanding?
Understanding has to do with making connections; the
more and different connections that are made, the
deeper the level of understanding.
Therefore, when teaching a child some material in one
way, teaching in additional ways will enhance
understanding of the material since you are creating
more connections for him.
Make associations, and make them stronger via
repetition, building strong connections, building
multiple connections.
Everyone knows what an apple looks like. We all have
visual and other connections to an apple. To create
more connections, try:
• slicing the apple unusually, say by cutting it
crosswise instead of the normal way of slicing it
through the center from stem to base
• using a scooper, dig away at the apple by scooping
out the pulp
Now, you've built more connections to apple in your
brains.
XXXXXXXXXX
Consider this analogy: You meet someone at a party
who looks familiar but can't quite place her.
Sometime later you find out her name, and aha! -- all
sorts of memories related to that person come flooding
back to you. So, why carry the whole house (i.e.,
facts, knowledge, information in our consciusness when
we could only be carrying a bunch of keys (i.e.,
triggers) with us? We could then free ourselves to
understanding as opposed to memorizing.
There are techniques developed for organizing
information and determining keys to groups of
information. One such process is Mind Mapping.
Mind Mapping is a map that the mind likes. Some
characteristics of Mind Maps are:
• Typically drawn on paper that is positioned
horizontally
• Subject is circled and is in the centre of the map.
• Uses key words (where one key word is placed on one
line; only capitals (for visual appeal)]
• Contains lots of links
• Can use pictures, in place of or addition to key
words
• Contains categorization of patterns
• Colours enhances the mind map
• Is a tree-like structure which is then all wired up
• All Mind Maps are open (endless)
You typically have to go through a number of
iterations when drawing Mind Maps, as you see more
patterns emerging.
ASSIGNMENT: Make a Mind Map of subject assigned under
Thinking Skills/50 Questions (e-mailed to class
earlier), and bring it in to show to Ratnesh. Use
colors!
HOW TO READ A NON-FICTION BOOK
It is not necessary (indeed, undesirable in most
cases) to read a book from cover to cover without
having some sort of idea in your mind as to what you
want to learn from it. The following describes an
efficient way to read a non-fiction book.
Ratnesh used the analogy of planning a vacation, where
you'd first do some research (say internet, asking
questions of friends) to figure out where you're
going, what is to be seen, where to stay and eat.
Once you know what you want to accomplish from the
trip, you go on vacation. While there, you may adjust
your vacation (say, to spend time on a festival which
you didn't know about). Then you come back and tell
everyone about how your trip went. Finally you review
your trip with friends, showing them pictures which
you got back from the photo shop.
The above process is called SQ3R:
1. Survey – do a broad survey to determine what you
want the learn from book
2. Quesitons – ask
3. Read – interactively [steps 2 and 3 is an
iterative process; questions lead to reading; reading
leads to more questions which leads to more reading,
etc.]
4. Recite – After reading book, you go thru what
you've learned
5. Review
THINKING SKILLS
1. Comparing
First thinking skill, very commonly used by children.
Describing how things are the same or different.
2. Classifying
A story was put up on the screen. Determine 4
categories in which all stories can be placed, and
identify in which category the story falls into. The
process of classifying forces you to consider relevant
characteristics of each item, define categories and
place each item in the defined categories. A lot of
thinking going on!
3. Abstracting
A story was put up on the screen. We were asked to
summarize the story in one sentence. Summarizing
forces one to focus on what's important to convey the
essence.
4. Inductive Thinking
We learned about fish-bone diagrams, where you
identify cause and effects, determine that causes can
become effects which inturn because causes, and leads
to a conclusion.
5. Deductive Thinking
We have a conclusion, now we see how we can use it.
Opposite of inductive reasoning.
6. Constructing Support
Process of gathering and presenting information. Need
to be persuasive too in addition to understanding
concept.
7. Decision Making
8. Problem Solving
ASSIGNMENT: Write an essay on should calculators be
used in school. If yes, when? If no, why not?
Sujata
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