We have discussed throughout this website about activating and igniting thinking skills that remain dormant or fragile or sluggish due to inadequate stimulation or mediation
This section (section 4) offers some further details in this regard and uses key terms and comparative language to make this more explicit.
First up comparing activating thinking to building physical muscles of the body
As discussed previously activating and igniting the weak thinking "muscles" requires coaching & mediation and involves isolating, targeting and strategic development, taking each skill step by step. It requires a mediator to help interpret information signals.
ISOLATING means 2 things - first, separating each of the skills from their subject CONTENT and focusing entirely on the mechanisms of the skill, and secondly taking each cognitive function separately at a time to study its finer detail.
Each skill is broken down into its critical operational mechanisms so children can better see their operation. This intensive focus on one skill at a time can also be described as TARGETING.
Targeting helps children understand each skill separately as well as how they work together. A particular problem may require several skills such as analysing, comparing or synthesising before a solution is reached.
The third important aspect of coaching involves a STRATEGIC APPROACH. Strategic approach allows development through different levels of complexity in a thorough and progressive manner. Strategic approach ensures no steps are missed and as such leaves no room for confusion. Targeting is also part of a strategic approach in that it takes one skill at a time to examine and develop.
Leaving thinking development to occur by chance or as a by-product of engaging in other subject content could be short changing our kids future success as independent learners and thinkers.
Should we expect children to develop their thinking skills entirely from the stimulation they receive from their daily environment?
Should we rest easy that children will discover, identify and utilise their dormant thinking by means of participation and self discovery alone?
If thinking and intelligence is important then is it enough to just let our children explore their way through their intelligence development?
Is a programmed approach necessary and how is it beneficial?
What is "mastering the Process of Learning"?
Perhaps one of the most important and unique aspect of a programmed approach to teaching intelligence is the idea of neuroplasticity and the brain's ability to grow new neural pathways