Thinking frameworks allow for the organising of knowledge, guide thinking, and facilitate the retrieving of information. This post talks specifically about the use of thinking frameworks in the teaching and learning of ideas in the Logic unit of the Philosophy course for Year 3 students.
- Concept Attainment Model (Joyce & Weil, 1985)
The Concept Attainment Model involves defining concepts by identifying the attributes essential to the concepts’ meanings and discriminating between what are and what are not examples of the concepts. The Concept Attainment Model was used in the Logic unit when students were invited to sift out the criteria for evaluating arguments and the attributes of deductive and non-deductive arguments by examining examples and non-examples of arguments and apply the criteria in the evaluation of arguments.
- Questioning Frameworks
The quality of discussions/inquiries is augmented when we ask the appropriate questions at the appropriate times. The following Questioning Frameworks were used in the Logic unit when teachers and students examined and evaluated arguments: Socratic Questions, Questions from the Elements of Reasoning (or Paul’s Wheel of Reasoning).
- Graphic Organisers
Graphic organisers are non-linguistic representations of ideas which aid the understanding and recalling of the ideas. Graphic Organisers were used in the Logic unit when students were learning the attributes of and the terms used for evaluating deductive and non-deductive arguments (comparison tables) and when students were consolidating all that they have learnt in the unit (mind maps and flow charts).
Posted by: Mr Alwin Ho
Raffles Girls’ School