Session Objectives

1. Session Objectives • Explain How MUDD works (how humans learn) • Identify the benefits of good thinking (even though we often don’t like it) • Identify the key brain barriers to learning (and thinking) • Compare and contrast memory and thinking • Identify the main components of good thinking (critical thinking, creative thinking, metacognitive thinking) • Explain how each type of thinking works • Identify how to improve your thinking capability

2. “Humans don’t think very often because our brains are designed not for thought but for the avoidance of thought” (Willingham, 2009, p.4) That’s why many students don’t like school

3. Are our bodies naturally designed to look like this? So – what needs to be done to get it like this?

4. Some things you need to do (LEARN) for your modules • Chemical Engineering Principles & Simulation 5.7 Apply critical thinking in making recommendation on the choice of utility suitable for the manufacture of a product 6.3 Compare and contrast the two types of fuel combustion systems: fuel gas and fuel oil 9.5 Compare and contrast the different types of cooling towers • Introduction to Chemical thermodynamics 3.5 Infer and interpret experimental data to evaluate the behaviour of a solution using solution laws 9.3 Apply critical thinking skill by inferring and interpreting experimental data obtained from practical activities 9.4 Apply critical thinking skill by analysing and evaluating vapour-liquid equilibrium data for a flash drum under different operating conditions using simulation software 9.5 Formulate hypothesis and conduct experiment inquiry for knowledge discovery through practical activities How doI make sure I can do this? What doI need to do? How best to do this?

5. What Do Chemical Engineers Do? Diagnose & Predict - so how do they do that?

6. How do Humans LEARN? • To learning anything, it must Involve: • Acquiring the necessary knowledge (Involves Memorization of key facts and procedures) • Understanding how these facts and procedures are connected (Involves Thinking) • If a skill is to be learned, it requires practice (Involves Doing the skilled activity • And, of course, you must be motivated to do all of the above (Involves Desire)

7. MUDD: A Mnemonic for how we learn Memory Understanding Doing Desire Putting things into your memory, keeping them there and being able to get at them When you need them Making meaning of acquired knowledge and seeing how they fit together – results from thinking Developing actual skills through practice Having the motivation and persistence to learn To learn well is to mix MUDD well

8. But there are problems – lets see what they are

9. The Serial Position Curve 80 70 60 50 40 30 20 Primacy Effect Recency Effect Proportion Correct von Restorff Effect 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Position on List

10. Two more mental teasers for You • How many capital letters in the English alphabet are curved? (e.g., C) • A bat and ball cost $1.10 • The ball costs one dollar more than the ball • How much does the ball cost?

11. Look carefully at this list for 20 seconds candy, sour, sugar, bitter, good, taste, tooth, nice, honey, soda, chocolate, heart, cake, eat, and pie

13. What do you see, and how do you feel about it?

14. Magic Eggs - Story “Mum, Mum, you don’t have to buy eggs anymore coz I’m laying them”

15. Beliefs “We forget that beliefs are no more than perceptions, usually with a limited sell by date, yet we act as though they were concrete realities” (Adler, 1996, p.145)

16. Brain Barriers to Learning (and Thinking) Restricted Working Memory & Slow processing Speed Despite Long Term Memory having unlimited capacity for information – Working Memory can only deal with around 7 bits of information at once. Furthermore, the actual processing speed of the brain is slow compared to its capacity and organising ability. Inherent Design Features The mind is inherently ‘lazy’ when it comes to mental effort (thinking); it typically relies on what has already been learned, rather than doing good thinking and using empirical evidence. Interference from out Emotions & Beliefs Our emotions often interrupt or prevent good think andcause us to react quickly but not necessarily rationally. Equally our beliefs typically shape what we will think about and how we perceive things

17. A Model of Human Memory Senses Sight Hearing Touch Smell Taste Working Memory Where Conscious Thought goes on Limited Capacity5-9 bits ofinformation E N V I R O N M E N T Integrated Consciously, Subconsciously & Unconsciously Long-TermMemory Infinite Capacity Forgetting Our Memory Systems are fundamental to all learning – how these are managed affects the rate and quality of learning

18. The Importance of Long-Term Memory • Research clearly shows that a major factor that differentiates experts from novices is that expert problem-solvers are able to • draw on the vast knowledge bases in their long-term memory and quickly select the best approach and procedures for solving • a given problem. • We are skillful in an area because our long-term memory contains huge amounts of information • concerning that area. That information permits us to quickly recognize the characteristics of a • situation and indicates to us, often unconsciously, what to do and how to do it.(Kircher et al,2006, p.4)

19. What is thinking? Thinking is goal-directed mental activity we do in order to solve problems Thinking occurs consciously, subconsciously and unconsciously “Thinking occurs when you combine information (from the environment and long-term memory) in new ways… That combining happens in working memory (Willingham, 2009, p.11) The result of successful thinking is better Understanding

20. This involves Critical Thinking – have I seen this problem before, what are the likely causes, what information do I need to clearly interpret what’s occurring....? I want good Thinking on this Good thinking, what’s that?

21. A Model of Thinking Inference & Interpretation Comparison & Contrast Metacognition Analysis Evaluation Generating Possibilities

22. Analysis What do we do when we analyse? Inference & Interpretation Comparison & Contrast • Identify relationship of the parts to a whole in system /structure/model • Identify functions of each part • Identify consequences to the whole, if a part was missing • Identify what collections of parts form important sub-systems of the whole • Identify if and how certain parts have a synergetic effect Analysis Evaluation Meta-cognition Generating Possibilities

23. Comparison and Contrast What do we do when we compare and contrast? • Identify what is similar between things - objects/options/ideas • Identify what is different between things • Identify and consider what is important about both the similarities and differences • Identify a range of situations when the different features are applicable Inference & Interpretation Comparison & Contrast Analysis Evaluation Meta-cognition Generating Possibilities

24. Inference and Interpretation What do we do when we make inferences and interpretations? • Identify intentions and assumptions in data • Separate fact from opinion in data • Identify key points, connections, and contradictions in data • Make meaning of the data/information available • Establish a best picture to make predictions Inference & Interpretation Comparison & Contrast Analysis Evaluation Meta-cognition Generating Possibilities

25. Evaluation What do we do when we evaluate? • Decide on what is to be evaluated • Identify appropriate criteria from which evaluation can be made • Prioritize the importance of the criteria • Apply the criteria and make decision Inference & Interpretation Comparison & Contrast Analysis Evaluation Meta-cognition Generating Possibilities

26. Generating Possibilities What do we do when we generate possibilities? • Generate many possibilities • Generate different types of possibilities • Generate novel possibilities Inference & Interpretation Comparison & Contrast Analysis Evaluation Meta-cognition All creative products involve the combining of old ideas or elements in new ways Generating Possibilities

27. What is Creativity?A product or response will be judged creative to the extent that it is novel, useful or a valuable response to the task at hand.(summarized from Amabile, 1996, p.35) <> One dark foggy night in Halifax, as Percy Shaw was driving home, he saw two small green lights, very close together near the edge of the road. He was curious so he stopped and saw the ‘lights’ were a pair of cats eyes reflecting the light from his head lights. This triggered off his thinking, making some new connections in his brain – subsequently he invented a small device involving two marbles placed close together in a rubber casing; this would then be set in the road at intervals between the lanes of traffic. After a year of experiments, Percy patented the invention and then, in 1935, formed his company, Reflecting Roadstuds Ltd. (That’s Innovation & Enterprise)

28. Creativity: Not Thinking out of the Box It all happens Inside the Head, it’s just a question of what’s in there, what you do with it and how Little in there, little desire and effort to keep making new neural connections - especially across knowledge areas – expect little by way of creativity Creativity results from conscious (and subconscious) neural restructuring that results in NEW PERCEPTIONS

29. Reframing “How your perceive something makes all the difference and you are free to see things from any perspective you wish” (Adler, 1996, p.145) Slimy Pond Life or Tasty Dinner?

30. Metacognition What are we doing when we are metacognitive? • Aware that we can think in an organized manner (and the barriers to it) • Actively thinking about the ways in which we are thinking • Monitoring and evaluating how effective we are thinking (including how our emotions and beliefs may be impacting the thinking process) • Seeking to make more effective use of the different ways of thinking as well as any useful learning strategies, tools and resources Inference & Interpretation Comparison & Contrast Analysis Evaluation Meta-cognition Generating Possibilities

31. Metacognition plays a central role in learning by monitoring the quality of the overall (and specific aspects) of the thinking process, our emotional dispositions, as well as the choice and application of learning strategies and skills It operates at both conscious and sub/unconscious levels.

32. Good Thinking is… • … the ability to use Critical, Creative & Metacognitive thinking in an highly competent manner to solve problems: • This involves: • Using (and practicing) each type of thinking effectively and • efficiently • Using them together to get maximum capability • Managing barriers to the thinking process

33. BIG TIPS “If it bleeds we can kill it” Yes, but you need to make it visible first: Ask your teachers to make their thinking visible - so how do you do that?

34. Make Your Thinking Visible: The Power of Questions “Questions are the primary way we learn virtually everything” “Thinking itself is nothing but the process of asking and answering questions” (Anthony Robbins, 2001, pp.179-8) “All answers come out of the question. If we pay attention to our questions, we increase the power of meaningful learning” Ellen Langer

35. What’s the difference between Memory and Thinking? Memory is what’s left after Thinking