By: Megan Prats 2/6/2015 “Bias: A mental leaning or inclination. We must clearly distinguish two different senses of the word ’’bias’’. One is neutral, the other negative. In the neutral sense we are referring simply to the fact that, because of one’s point of view, one notices some things rather than others, emphasizes some points […]
By: Megan Prats 6/28/2017 The Right Answer The right answer(s) is the one that the student can justify intellectually (explain) and emotionally (feeling). In other words, the right answer(s) is the one that aligns the mind and emotional self ever-so-perfectly. If the answer only contains one of the two elements of a right answer, then […]
[:en] By: Megan Prats 10/13/2014 Sometimes the student has no time to go through the creative process (steps highlighted in Critical Thinking Defined). Thus, the creative process must be completed in an instant. Creativity in the moment is probably best exemplified by a musician improvising on stage. This skill is more innate in some, but […]
By: Megan Prats 9/27/2014 Sometimes the student selects an idea because it just feels right. This end product is more spiritual than anything else as less thinking and more feeling really works best here. “The feeling” is something that you cannot really develop because like the heart beat, it is out of the student’s control. […]
[:en] By: Megan Prats 8/5/2014 Brainstorming is the first step of the creative process. I explained it to my student as “vomiting” ideas because brainstorming is when the student allows a free flow of ideas to be generated. How do you teach brainstorming when it is something that, like your heart beat, just comes naturally […]
[:en] By: Megan Prats 11/3/2015 The Dictionary defines creative as, “resulting from originality of thought,” and “having the quality or power of creating.” The 2learn® Method agrees. Probably the easiest way to implement critical thinking in your lessons is allow the student to create because creating beckons creativity. To develop creativity in the student, you need […]
By: Megan Prats Thinking “outside of the box” and Creativity have a lot in common. However, thinking “outside of the box” is an area of creativity that the student struggles to reach (creative ideas “inside the box” should be rewarded for creativity in the student’s 2learn® Bank and not thinking “outside of the box”). Thus, […]
By: Megan Prats 5/29/2015 Learning is an infinite journey because the infinite realm of knowledge always inhabits the “unknown” for the student. Thus, the student should take this “unknown” into consideration when problem-solving and make sound decisions as to how to approach it. In this article, the 2learn® Method suggests that avoidance can be a […]
By: Megan Prats 10/26/2015 Assumptions are dangerous and thus should be avoided in the problem-solving process. Assumptions inherently incorporate doubt and doubt increases the probability of error. Thus, if the student can remove the assumption that she’s applying to her problem-solving, she should. When an assumption appears, the logical step to follow is to research the […]
By: Megan Prats 5/5/2015 Critical thinking is effective in that it avoids common pitfalls, such as seeing only one side of an issue, discounting new evidence that disconfirms your ideas, reasoning from passion rather than logic, failing to support statements with evidence, and so on. –Daniel Willingham, University of Virginia The infinite realm of knowledge […]
