Senge
(1990) characterizes the creation and utilization of mental models as the assumptions held by
organizations and individuals. When
considering mental models, it is important to recognize the need for these
models to be based on fundamental and "deeply held images of thinking and
acting” (Jacobson, 2000, p. 102). Therefore, system dynamics and systemic thinking allow mental
models to become more effectively coordinated and simulated during the process
of learning. Through the creation of explicit,
clear, and easily communicated models, system dynamics extend mental
models. Through the improvement of the
quality of dynamic decisions based on existing mental models, systemic thinking
then provides the means to improve the mental models and thereby improve the
quality of dynamic decisions that are based on those mental models.
While clear vision is accepted as essential
for attaining goals, there is a need to embrace what vision means in relation to learning. Effective educators embrace the concept that
learning is improved through utilization
of graphic mental representations. Reason
(2010) defined the establishment of a mental representation as the capacity
to create a vision. During the learning
process, the opportunity for mastery of abstract concepts is optimized when
progressively complex steps and increased independence are effectively
communicated, respective of the stages
of learning (Idol & West, 1993).
During the learning process, mental representations do not automatically
emerge. Therefore, teachers influence
the capacity to learn through presentation of graphic mental representations.
Below is a mental representation of the process for synthesizing two
research articles. Respective of the
students’ acquisition stage of learning, students would initially be provided
with the common theme by which to begin the process for comparing and
synthesizing the two provided articles. In
this example, the expectation for students in a teacher preparation program
would be to analyze, summarize, and finally synthesize the Navarete et al (1990) and Heritage (2010) articles based on the theme: Changes
in Classroom Assessment Practices since 1990.
Teaching higher order thinking skills
requires implementation of good pedagogy that respects the students’ zone of
proximal development (Vygotsky, 1979) and utilizes formative assessment
(Black & Wiliam, 1998).
References:
Black, P. & Wiliam, D.
(1998). Assessment and classroom learning. Educational
Assessment:
Principles, Policy and Practice. 5(1), 7-74
Heritage, M. (2010)
Formative assessment and next-generation assessment systems: Are we losing
an opportunity. Paper prepared for The Council of Chief State School
Officers.
Washington DC. Retrieved from:
Idol, L., & West, J. F.
(1993). Effective instruction of difficult-to-teach Students: An inservice
and preservice
professional development program for classroom, remedial, and special
education
teachers. Austin, TX: Pro-ed.
Jacobson,
R.D. (2000). Leading for a change: How to master
the 5 challenges faced by
every leader. Boston, MA: Butterworth Heinemann
Navarete, C., Wide, J.,
Nelson, C., Martinerz, R., & Harget. G. (1990) Informal assessment in
educational
evaluation. Paper prepared for The
National Clearinghouse for Bilingual
Education (NCBE) Washington, DC.
Retrieved from:
Reason, C. (2010). Leading
a learning organization: The science of working with others.
Bloomington, IN: Solution Tree Press.
Senge, P.M.
(1990). The fifth discipline. London: Century Business
Tudge, J., & Scrimsher, S.
(2003). Lev S. Vygotsky on education: A cultural-historical,
interpersonal,
and individual approach to development. In B. J. Zimmerman &
D. H. Schunk
(Eds.), Educational psychology: A century of contributions
(pp. 207–228)
Mahwah, NJ: Erlbaum.
To cite:
Anderson,
C.J. (May 4, 2014) Using mental
representations to promote higher order thinking skills.
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