{"id":94,"date":"2018-01-19T19:21:00","date_gmt":"2018-01-19T19:21:00","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-mcc-cos2master\/chapter\/patterns-of-thought\/"},"modified":"2019-11-15T22:30:21","modified_gmt":"2019-11-15T22:30:21","slug":"patterns-of-thought","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-wcc-collegesuccess3\/chapter\/patterns-of-thought\/","title":{"raw":"Thinking & Learning","rendered":"Thinking & Learning"},"content":{"raw":"
\r\n

Affective CHECK-In<\/h3>\r\nAffective check-ins can be a formal or informal part of a college course. These kind of check-ins help students reflect on how they are feeling about their learning and may also link their life experiences to course content. Let's try it.\r\n
    \r\n \t
  1. How are your classes going? How is First-Year Seminar going?<\/li>\r\n \t
  2. What are your strengths and weaknesses as a learner so far?<\/li>\r\n \t
  3. Are you staying focused and persistent? If yes, how? If not, why?<\/li>\r\n \t
  4. Is there anything you are concerned about in regards to your academics? If yes, what?<\/li>\r\n<\/ol>\r\n<\/div>\r\n\"man\r\n
    \r\n
    It is the mark of an educated mind to be able to entertain a thought without accepting it. \u2014Aristotle, Greek philosopher<\/strong><\/em><\/div><\/blockquote>\r\n

    Defining Thought<\/h1>\r\nThinking is the mental process used to form associations and models of the world. When you think, you manipulate information to form concepts,\u00a0to solve problems,\u00a0to reason, and to make decisions. The act of thinking produces thoughts, and thoughts produce ideas, images, sounds, associations, emotions, and much more. Many would say our thoughts are a large part of what makes us human beings.\r\n
    \r\n

    The power of thought<\/h3>\r\nThought is intimately connected to being human because, as humans, we are all thinking beings. This idea is what French philosopher, Ren\u00e9 Descartes, was exploring when he said, \u201cCogito ergo sum.\u201d Translated from Latin into English, it means, \"I think; therefore, I am.\" People have argued about this profound philosophical idea for centuries: we exist, and we are aware that we exist because we think. Without thought or the ability to think, we don't exist. Do you agree? Do you disagree? What are your thoughts about this belief that has had people talking since the 1600s?\r\n\r\n<\/div>\r\nMany great thinkers, scientists, educators, and theorists have dedicated their lives to the study of thought, trying to understand exactly how we receive, absorb, generate, and transmit thought and also how we learn.\r\n\r\nOne such thinker was Benjamin Bloom, an American educational psychologist. Particularly interested how people learn, Dr. Bloom chaired a committee of educators that developed a set of universal learning objectives, which came to be known as Bloom's taxonomy.\u00a0This classification system has been slightly updated since it was first developed in 1956, but those levels\u00a0remain important\u00a0in helping both students and teachers\u00a0understand the skills and structures involved in learning. Explained more in depth below, Bloom's taxonomy is what professors and administrators use to guide them as they create learning outcomes for lessons, courses, programs, and institutions.\r\n

    Learning Objectives<\/h2>\r\nLearning objectives\u00a0are goals\u00a0that specify what someone will know, care about, or be able to do as a result of a learning experience; for example,\u00a0some texts list\u00a0learning objectives\u00a0at the beginning of\u00a0each chapter\u00a0to communicate\u00a0what\u00a0students should know after reading them. Some professors present learning objectives, or key questions, that each\u00a0class is designed to\u00a0answer, and all courses contain overarching objectives, called learning outcomes. Course learning\u00a0outcomes, found\u00a0on all course information sheets,\u00a0explain what students will be able to know and do by the end of the semester,\u00a0and program and institutional outcomes describe what students will\u00a0be able to know and do\u00a0by the time they graduate with a degree in their chosen majors.\r\n

    Domains of Learning<\/h2>\r\nLearning skills can be divided into three main categories or \u201cdomains\u201d: the cognitive domain<\/strong> (what you should know), the affective domain<\/strong> (what you should care about), and the psychomotor domain<\/strong> (what you should be able to do). Another important area that deals with thinking and cements learning is the metacognitive domain<\/strong> (thinking about thinking).\r\n\r\nCollege classes focus on what\u00a0students should know or do, so the cognitive domain of learning is discussed at length\u00a0below. However, to optimize their success, students should pay attention to all the domains of learning.\r\n

    The Affective Domain of Learning<\/h2>\r\nThe affective domain\u00a0sets the stage for learning and\u00a0addresses much of what is\u00a0discussed in\u00a0this text, such as motivation, confidence, school\/life balance, personal responsibility, and healthy choices. In addition, what we know and how we feel about a particular area of study as well as\u00a0our assumptions about and prior experiences with learning are a part of the affective domain. Students can prepare themselves for learning by coming to class with a positive affect, or attitude,\u00a0by\u00a0accessing what they already know about the topic to be covered in that day's lesson, and by\u00a0temporarily putting aside\u00a0any personal challenges to focus on the class or learning\u00a0they are about to experience. Addressing the affective domain\u00a0offers personal and academic rewards such as managing emotions and creating a mental readiness to learn.\r\n

    The Cognitive Domain of Learning<\/h2>\r\nThe cognitive domain of learning is divided into six main learning-skill levels or stages, which are arranged hierarchically--moving from the simplest of functions like remembering and understanding, to more complex learning skills, like applying and analyzing, to the most complex skills of evaluating and creating. The lower levels are more straightforward and fundamental, and the higher levels are more sophisticated.[footnote]Wilson, Leslie Owen. \"Anderson and Krathwohl - Bloom's Taxonomy Revised.\" The Second Principle<\/em>. 2013. Web. 10 Feb 2016.[\/footnote] See Figure 1, below.\r\n\r\n[caption id=\"attachment_292\" align=\"aligncenter\" width=\"640\"]\"Triangle<\/a> Figure 1[\/caption]\r\n\r\nThe following\u00a0table describes\u00a0the six main skill sets within the cognitive domain.\r\n
    \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    MAIN SKILL LEVELS WITHIN THE COGNITIVE DOMAIN<\/th>\r\nDESCRIPTION<\/th>\r\nEXAMPLES OF RELATED LEARNING SKILLS (specific actions related to the skill set)<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    Remembering<\/td>\r\nWhen you are skilled in remembering, you can recognize or recall knowledge you've already gained, and you can use it to produce or retrieve or recite definitions, facts, and lists.\r\n\r\nRemembering may be how you studied in grade school or high school, but college will require you to do more with the information.<\/em><\/td>\r\nidentify \u00b7 relate \u00b7 list \u00b7 \u00a0define \u00b7 recall \u00b7 memorize \u00b7 repeat \u00b7 record \u00b7 name<\/td>\r\n<\/tr>\r\n
    Understanding<\/td>\r\nUnderstanding is the ability to grasp or construct meaning from oral, written, and graphic messages.\r\n\r\nEach college course will introduce you to new concepts, terms, processes, and functions. Once you gain a firm understanding of new information, you\u2019ll find it easier, perhaps later, to comprehend how or why something works.<\/em><\/td>\r\nrestate \u00b7 locate \u00b7 report \u00b7 recognize \u00b7 explain \u00b7 express \u00b7 identify \u00b7 discuss \u00b7 describe \u00b7 discuss \u00b7 review \u00b7 infer \u00b7 illustrate \u00b7 interpret \u00b7 draw \u00b7 represent \u00b7 differentiate \u00b7 conclude<\/td>\r\n<\/tr>\r\n
    Applying<\/td>\r\nWhen you apply, you use learned material (or you implement the material) in new and concrete situations.\r\n\r\nIn college you will be tested or assessed on what you've learned in the previous levels. You will be asked to solve problems in new situations by applying understanding in new ways. You may need to relate abstract ideas to practical situations.<\/em><\/td>\r\napply \u00b7 relate \u00b7 develop \u00b7 translate \u00b7 use \u00b7 operate \u00b7 organize \u00b7 employ \u00b7 restructure \u00b7 interpret \u00b7 demonstrate \u00b7 illustrate \u00b7 practice \u00b7 calculate \u00b7 show \u00b7 exhibit \u00b7 dramatize<\/td>\r\n<\/tr>\r\n
    Analyzing<\/td>\r\nWhen you analyze, you have the ability to break down or distinguish the parts of material into its components, so that its organizational structure may be better understood.\r\n\r\nAt this level, you will have a clearer sense that you comprehend the content well. You will be able to answer questions such as what if, or why, or how something would work.<\/em><\/td>\r\nanalyze \u00b7 compare \u00b7 probe \u00b7 inquire \u00b7 examine \u00b7 contrast \u00b7 categorize \u00b7 differentiate \u00b7 contrast \u00b7 investigate \u00b7 detect \u00b7 survey \u00b7 classify \u00b7 deduce \u00b7 experiment \u00b7 scrutinize \u00b7 discover \u00b7 inspect \u00b7 dissect \u00b7 discriminate \u00b7 separate<\/td>\r\n<\/tr>\r\n
    Evaluating<\/td>\r\nWith skills in evaluating, you are able to judge, check, and even critique the value of material for a given purpose.\r\n\r\nAt this level in college you will be able to think critically. Your understanding of a concept or discipline will be profound. You may need to present and defend opinions.<\/em><\/td>\r\njudge \u00b7 assess \u00b7 compare \u00b7 evaluate \u00b7 conclude \u00b7 measure \u00b7 deduce \u00b7 argue \u00b7 decide \u00b7 choose \u00b7 rate \u00b7 select \u00b7 estimate \u00b7 validate \u00b7 consider \u00b7 appraise \u00b7 value \u00b7 criticize \u00b7 infer<\/td>\r\n<\/tr>\r\n
    Creating<\/td>\r\nWith skills in creating, you are able to put parts together to form a coherent or unique new whole. You can reorganize elements into a new pattern or structure through generating, planning, or producing.\r\n\r\nCreating requires originality and inventiveness. It brings together all levels of learning to theorize, design, and test new products, concepts or functions.<\/em><\/td>\r\ncompose \u00b7 produce \u00b7 design \u00b7 assemble \u00b7 create \u00b7 prepare \u00b7 predict \u00b7 modify \u00b7 plan \u00b7 invent \u00b7 formulate \u00b7 collect \u00b7 generalize \u00b7 document combine \u00b7 relate \u00b7 propose \u00b7 develop \u00b7 arrange \u00b7 construct \u00b7 organize \u00b7 originate \u00b7 derive \u00b7 write \u00b7 propose<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\nThe two videos below explore these concepts further. The first, Learning Levels, is from the Center for Learning Success at Louisiana State University. It discusses\u00a0Bloom's taxonomy with regard to student success in college.\r\n\r\nhttps:\/\/youtu.be\/Qfp3x_qx5IM\r\n\r\nThis next video, Bloom\u2019s Taxonomy Featuring Harry Potter Movies<\/em>, is a culturally based\u00a0way of understanding and applying Bloom\u2019s taxonomy. Download\u00a0a transcript of the video here<\/a>.\r\n\r\nhttps:\/\/youtu.be\/TI4kZb0vLiY\r\n

    The Metacognitive Domain of Learning<\/h2>\r\nThe metacognitive domain is the key to\u00a0solidifying and reinforcing new concepts, course content, and effective learning methods. When you examine your learning strategies and\u00a0preferred processes, you\u00a0engage in metacognition.\u00a0Similarly, predicting how you'll do on a test, evaluating your\u00a0approaches to learning, and reflecting about what you'll do differently next\u00a0time are all important parts of this\u00a0learning\u00a0domain. While in this and other courses metacognitive strategies are taught and used as part of the curriculum, in other classes you'll be responsible\u00a0to complete this stage of learning\u00a0as part of your\u00a0normal study\u00a0routine.\r\n

    The Power of Thought<\/h1>\r\nFrom\u00a0Bloom\u2019s Taxonomy of learning skills,\u00a0we can see there is order and structure in the way we think and in the way we process and internalize information and that thought and thinking can be understood as patterns, systems, or\u00a0schemes within the mind.\r\n\r\nAs we look at patterns of thought, we can also think about the power of thought. The scientific community is still discovering a great deal about how plastic, malleable, and constantly changing the brain is. For example, the act of thinking alone can affect not only the way your brain works but also its physical shape and structure. The following video explores some of these discoveries, which relate to all the thinking and thoughts involved in college success.\r\n\r\nhttps:\/\/www.youtube.com\/watch?time_continue=26&v=-v-IMSKOtoE\r\n
    \r\n

    Metacognitive Reflection<\/h3>\r\nTHOUGHT INVENTORY<\/strong>\r\n\r\nThink about\u00a0your thinking. Are you using all six thinking skills? Reflect on your schoolwork in the past three weeks and identify specific examples where you used each of the thinking skills. Use the comment column to write notes about the skills, determining the skills\u00a0which are second nature to you and those you would like to develop further.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Skill Set<\/strong><\/td>\r\nHow You Used It in the Past Three Weeks<\/strong><\/td>\r\nComments<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
     \r\n\r\nRemembering and Recalling\r\n\r\n \r\n\r\n \r\n\r\n <\/td>\r\n \r\n\r\n <\/td>\r\n<\/td>\r\n<\/tr>\r\n
     \r\n\r\nUnderstanding\r\n\r\n \r\n\r\n \r\n\r\n <\/td>\r\n \r\n\r\n <\/td>\r\n<\/td>\r\n<\/tr>\r\n
     \r\n\r\nApplying\r\n\r\n \r\n\r\n \r\n\r\n <\/td>\r\n \r\n\r\n <\/td>\r\n<\/td>\r\n<\/tr>\r\n
     \r\n\r\nAnalyzing\r\n\r\n \r\n\r\n \r\n\r\n <\/td>\r\n \r\n\r\n <\/td>\r\n<\/td>\r\n<\/tr>\r\n
     \r\n\r\nEvaluating\r\n\r\n \r\n\r\n \r\n\r\n <\/td>\r\n \r\n\r\n <\/td>\r\n<\/td>\r\n<\/tr>\r\n
     \r\n\r\nCreating\r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n <\/td>\r\n \r\n\r\n <\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>","rendered":"
    \n

    Affective CHECK-In<\/h3>\n

    Affective check-ins can be a formal or informal part of a college course. These kind of check-ins help students reflect on how they are feeling about their learning and may also link their life experiences to course content. Let’s try it.<\/p>\n

      \n
    1. How are your classes going? How is First-Year Seminar going?<\/li>\n
    2. What are your strengths and weaknesses as a learner so far?<\/li>\n
    3. Are you staying focused and persistent? If yes, how? If not, why?<\/li>\n
    4. Is there anything you are concerned about in regards to your academics? If yes, what?<\/li>\n<\/ol>\n<\/div>\n

      \"man<\/p>\n

      \n
      It is the mark of an educated mind to be able to entertain a thought without accepting it. \u2014Aristotle, Greek philosopher<\/strong><\/em><\/div>\n<\/blockquote>\n

      Defining Thought<\/h1>\n

      Thinking is the mental process used to form associations and models of the world. When you think, you manipulate information to form concepts,\u00a0to solve problems,\u00a0to reason, and to make decisions. The act of thinking produces thoughts, and thoughts produce ideas, images, sounds, associations, emotions, and much more. Many would say our thoughts are a large part of what makes us human beings.<\/p>\n

      \n

      The power of thought<\/h3>\n

      Thought is intimately connected to being human because, as humans, we are all thinking beings. This idea is what French philosopher, Ren\u00e9 Descartes, was exploring when he said, \u201cCogito ergo sum.\u201d Translated from Latin into English, it means, “I think; therefore, I am.” People have argued about this profound philosophical idea for centuries: we exist, and we are aware that we exist because we think. Without thought or the ability to think, we don’t exist. Do you agree? Do you disagree? What are your thoughts about this belief that has had people talking since the 1600s?<\/p>\n<\/div>\n

      Many great thinkers, scientists, educators, and theorists have dedicated their lives to the study of thought, trying to understand exactly how we receive, absorb, generate, and transmit thought and also how we learn.<\/p>\n

      One such thinker was Benjamin Bloom, an American educational psychologist. Particularly interested how people learn, Dr. Bloom chaired a committee of educators that developed a set of universal learning objectives, which came to be known as Bloom’s taxonomy.\u00a0This classification system has been slightly updated since it was first developed in 1956, but those levels\u00a0remain important\u00a0in helping both students and teachers\u00a0understand the skills and structures involved in learning. Explained more in depth below, Bloom’s taxonomy is what professors and administrators use to guide them as they create learning outcomes for lessons, courses, programs, and institutions.<\/p>\n

      Learning Objectives<\/h2>\n

      Learning objectives\u00a0are goals\u00a0that specify what someone will know, care about, or be able to do as a result of a learning experience; for example,\u00a0some texts list\u00a0learning objectives\u00a0at the beginning of\u00a0each chapter\u00a0to communicate\u00a0what\u00a0students should know after reading them. Some professors present learning objectives, or key questions, that each\u00a0class is designed to\u00a0answer, and all courses contain overarching objectives, called learning outcomes. Course learning\u00a0outcomes, found\u00a0on all course information sheets,\u00a0explain what students will be able to know and do by the end of the semester,\u00a0and program and institutional outcomes describe what students will\u00a0be able to know and do\u00a0by the time they graduate with a degree in their chosen majors.<\/p>\n

      Domains of Learning<\/h2>\n

      Learning skills can be divided into three main categories or \u201cdomains\u201d: the cognitive domain<\/strong> (what you should know), the affective domain<\/strong> (what you should care about), and the psychomotor domain<\/strong> (what you should be able to do). Another important area that deals with thinking and cements learning is the metacognitive domain<\/strong> (thinking about thinking).<\/p>\n

      College classes focus on what\u00a0students should know or do, so the cognitive domain of learning is discussed at length\u00a0below. However, to optimize their success, students should pay attention to all the domains of learning.<\/p>\n

      The Affective Domain of Learning<\/h2>\n

      The affective domain\u00a0sets the stage for learning and\u00a0addresses much of what is\u00a0discussed in\u00a0this text, such as motivation, confidence, school\/life balance, personal responsibility, and healthy choices. In addition, what we know and how we feel about a particular area of study as well as\u00a0our assumptions about and prior experiences with learning are a part of the affective domain. Students can prepare themselves for learning by coming to class with a positive affect, or attitude,\u00a0by\u00a0accessing what they already know about the topic to be covered in that day’s lesson, and by\u00a0temporarily putting aside\u00a0any personal challenges to focus on the class or learning\u00a0they are about to experience. Addressing the affective domain\u00a0offers personal and academic rewards such as managing emotions and creating a mental readiness to learn.<\/p>\n

      The Cognitive Domain of Learning<\/h2>\n

      The cognitive domain of learning is divided into six main learning-skill levels or stages, which are arranged hierarchically–moving from the simplest of functions like remembering and understanding, to more complex learning skills, like applying and analyzing, to the most complex skills of evaluating and creating. The lower levels are more straightforward and fundamental, and the higher levels are more sophisticated.[1]<\/sup><\/a> See Figure 1, below.<\/p>\n

      \"Triangle<\/a><\/p>\n

      Figure 1<\/p>\n<\/div>\n

      The following\u00a0table describes\u00a0the six main skill sets within the cognitive domain.<\/p>\n

      \n\n\n\n\n\n\n\n\n\n\n
      MAIN SKILL LEVELS WITHIN THE COGNITIVE DOMAIN<\/th>\nDESCRIPTION<\/th>\nEXAMPLES OF RELATED LEARNING SKILLS (specific actions related to the skill set)<\/th>\n<\/tr>\n<\/thead>\n
      Remembering<\/td>\nWhen you are skilled in remembering, you can recognize or recall knowledge you’ve already gained, and you can use it to produce or retrieve or recite definitions, facts, and lists.<\/p>\n

      Remembering may be how you studied in grade school or high school, but college will require you to do more with the information.<\/em><\/td>\n

      		identify \u00b7 relate \u00b7 list \u00b7 \u00a0define \u00b7 recall \u00b7 memorize \u00b7 repeat \u00b7 record \u00b7 name<\/td>\n<\/tr>\n
      Understanding<\/td>\nUnderstanding is the ability to grasp or construct meaning from oral, written, and graphic messages.<\/p>\n

      Each college course will introduce you to new concepts, terms, processes, and functions. Once you gain a firm understanding of new information, you\u2019ll find it easier, perhaps later, to comprehend how or why something works.<\/em><\/td>\n

      		restate \u00b7 locate \u00b7 report \u00b7 recognize \u00b7 explain \u00b7 express \u00b7 identify \u00b7 discuss \u00b7 describe \u00b7 discuss \u00b7 review \u00b7 infer \u00b7 illustrate \u00b7 interpret \u00b7 draw \u00b7 represent \u00b7 differentiate \u00b7 conclude<\/td>\n<\/tr>\n
      Applying<\/td>\nWhen you apply, you use learned material (or you implement the material) in new and concrete situations.<\/p>\n

      In college you will be tested or assessed on what you’ve learned in the previous levels. You will be asked to solve problems in new situations by applying understanding in new ways. You may need to relate abstract ideas to practical situations.<\/em><\/td>\n

      		apply \u00b7 relate \u00b7 develop \u00b7 translate \u00b7 use \u00b7 operate \u00b7 organize \u00b7 employ \u00b7 restructure \u00b7 interpret \u00b7 demonstrate \u00b7 illustrate \u00b7 practice \u00b7 calculate \u00b7 show \u00b7 exhibit \u00b7 dramatize<\/td>\n<\/tr>\n
      Analyzing<\/td>\nWhen you analyze, you have the ability to break down or distinguish the parts of material into its components, so that its organizational structure may be better understood.<\/p>\n

      At this level, you will have a clearer sense that you comprehend the content well. You will be able to answer questions such as what if, or why, or how something would work.<\/em><\/td>\n

      		analyze \u00b7 compare \u00b7 probe \u00b7 inquire \u00b7 examine \u00b7 contrast \u00b7 categorize \u00b7 differentiate \u00b7 contrast \u00b7 investigate \u00b7 detect \u00b7 survey \u00b7 classify \u00b7 deduce \u00b7 experiment \u00b7 scrutinize \u00b7 discover \u00b7 inspect \u00b7 dissect \u00b7 discriminate \u00b7 separate<\/td>\n<\/tr>\n
      Evaluating<\/td>\nWith skills in evaluating, you are able to judge, check, and even critique the value of material for a given purpose.<\/p>\n

      At this level in college you will be able to think critically. Your understanding of a concept or discipline will be profound. You may need to present and defend opinions.<\/em><\/td>\n

      		judge \u00b7 assess \u00b7 compare \u00b7 evaluate \u00b7 conclude \u00b7 measure \u00b7 deduce \u00b7 argue \u00b7 decide \u00b7 choose \u00b7 rate \u00b7 select \u00b7 estimate \u00b7 validate \u00b7 consider \u00b7 appraise \u00b7 value \u00b7 criticize \u00b7 infer<\/td>\n<\/tr>\n
      Creating<\/td>\nWith skills in creating, you are able to put parts together to form a coherent or unique new whole. You can reorganize elements into a new pattern or structure through generating, planning, or producing.<\/p>\n

      Creating requires originality and inventiveness. It brings together all levels of learning to theorize, design, and test new products, concepts or functions.<\/em><\/td>\n

      		compose \u00b7 produce \u00b7 design \u00b7 assemble \u00b7 create \u00b7 prepare \u00b7 predict \u00b7 modify \u00b7 plan \u00b7 invent \u00b7 formulate \u00b7 collect \u00b7 generalize \u00b7 document combine \u00b7 relate \u00b7 propose \u00b7 develop \u00b7 arrange \u00b7 construct \u00b7 organize \u00b7 originate \u00b7 derive \u00b7 write \u00b7 propose<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

      The two videos below explore these concepts further. The first, Learning Levels, is from the Center for Learning Success at Louisiana State University. It discusses\u00a0Bloom’s taxonomy with regard to student success in college.<\/p>\n