One of the painful dilemmas, often behind the parents, is to provide quality education for their children. Most rational parents start early, even before the birth of a child who plans educational channels, which are thought to offer higher-level teaching methods. Obviously, this conviction is based on the assumption that the child’s upcoming achievements depend on the academic impact offered in educational institutions, especially recognized by scholastic rigor. For this reason, truly motivated parents begin, from infancy, to prepare their child for excellent cognitive results.
Thus, such zealous parents are trying to start work in creating the basis for better education for their child. This attitude reflects the parental preference for Ivy League’s educational styles as a choice of methods for academic purposes. Ruthless, still other parents, more conscientious, more insistent require more for their child and an uncompromising desire for "advanced" educational performance, which points to educational approaches that replace institutional academic requirements.
DETERMINATION OF FASTENING PROCESSING
Parents looking for so-called “higher orders” educational strategies for their child and expecting higher academic goals should also take into account the dynamics that determine the learning process, and how the requirements of teaching and learning methods influence the developmental stages of the child.
First, exploring the concept of higher-order learning, before joining it to how children learn, should consider the relationship between learning and learning styles. Carrying out this idea, this way considers the importance of academic delivery and coding of indirect results of information processing. According to educational psychology, the skills and thinking abilities of a higher order go beyond the limits of consciousness and understanding, but use “the ability to apply ideas and concepts, analyze and synthesize information, and also evaluate complex information.
Recognizing the understanding of the definition of the word “learning” is also useful for manipulating one's own learning abilities, as well as toward the child, which has a constructive effect on the recipients. behavior. As part of this process, understanding the importance and meaning of the concept of “learning” is important in order to help students respond to the information provided, creating competent abilities to make optimal use of the components of one environment through creative ideas. In the field of education, the study describes moderately permanent changes in behavior or behavioral repertoire that arises from experience.
A related aspect of experience is how a student acquires knowledge that induces changed behavior through sensation. Experience means events perceived through the five senses, such as vision and hearing. Illustrating this concept, learning to read is a process that undergoes gradual cognitive manipulations that follow with appropriate behavior.
During the processing of information, types of educational materials presented in the form of pedagogical lessons stimulate certain areas of the brain that are susceptible to such types of information as visual stimuli, processes in different ways and in different areas of the brain. Knowing how to activate certain areas of the brain for learning provides a brutal leverage to provide “advanced” instructions. Of course, the "cutting edge", which means excellent data, as well as excellent application.
Returning to the earlier description of the value of “cutting-edge” pedagogy, the successful cognitive exploitation of the coded data using pedagogical methods allows students to achieve the maximum possible educational potential for a specific period of development.
This means, for example, that for one six-year-old student, successfully studying one variable transcendental calculus, can not only exceed higher education, but also reach the full individual potential for a certain age and stage of development. On the other hand, another six-year student can successfully study the concepts of mathematical operations related to addition and subtraction, when this level of mathematics can provide the full academic potential for this student in a specific period of development of age and childhood. Although teaching six-year-old students is a higher-level information delivery and requires higher cognitive processing for one group of students, information and higher-level delivery for many six-year-old children can be mathematical operations that are comparable to basic addition and subtraction. However, learning and teaching procedures are considerations, as well as the environment, teacher quality, genetic makeup, and the priority impact on the types of information are also considerations about how students learn and how students process information. Learning lessons generate thinking patterns that can facilitate student participation. learning style.
Moreover, the concept of “state-of-the-art” education in this article assumes a non-pure provision of higher-level information, for example, teaching child calculus. Rather, “advanced” education entails many converging effects that affect teaching methods and the quality of converging effects. The value, quality of education, quality of the teacher, quality of the institution, and quality of the student’s mental state during the training periods, which also include previously acquired abilities These abilities affect students' proficiency in the material being analyzed, creating heuristic applications of the data obtained, ability to use information in everyday movements, and successful use of the learning information to create other types of knowledge or knowledge application. Of course, higher education involves a lot more, but the beginning here recommends a productive advantage.
As a rule, higher learning procedures illustrate deeper intellectual processes, such as conceptualization, thinking in more detail, trying to understand the links between related components, and considering the nature of the information presented. Thus, in this letter, “state-of-the-art” training distinguishes the importance of the breadth of knowledge and acquired abilities, using not just systematic methods of analyzing and effectively using the information presented, but also developing innovative ways of thinking.
Vertical Thinking
The nature of “problem solving” consistently puts different strategies, even dichotomous positions for the same problem, which is true for approaches to vertical and lateral thinking. The assumption of differences between the two types of thinking, vertical reasoning, encouraging algorithmic logic, using step-by-step and methodological applications to solve problem situations. This type of thinking includes some areas of the critical thinking methods of Paul and Elder, in which the depth of knowledge is important. Similarly, the scientific method often expresses verticality in some areas due to its systematic approach.
Involving questions of mathematics, dimension in size is not only an appropriate method for solving certain types of problems, but more often the only method for solving problems. However, although science allows an approximate, more lateral approach to research, mathematics explains research using established or fixed principles. However, both areas of research encompass meticulous facts that require objective participation, in which the nature of systems is unlikely to change, especially in the field of mathematics. The nature of careful arithmetic verticality allows only strict rules to achieve accurate results.
Therefore, the rejection of the “established” methods follows the wrong results, which is true for scientific courses that regularly require methodological equations of the formula, the formation of molecular structures, given models among biological systems. Understanding the functions of organizations must comply with fixed pathways of functioning of the body. This is where learning in a form requires vertical ways of thinking.
Nevertheless, the application of a mathematical formula in scientific research, explaining phenomena or influencing innovative ideas, demonstrating the concept of a higher level and even “state-of-the-art” ability. Moreover, cognitive dimensional verticality is often an unconscious deduction method that allows medical procedures to generate new therapeutic treatments and improve the quality of life. Thus, with such reviews, the vertical dimension is a necessary approach to thinking, which allows to solve many problems.
On the other hand, it should be noted that vertical thinking is an advanced method of thinking used in the American public school system. This approach is a common format for business and commerce, while high technology uses side applications. High technology leads to "advanced" efforts. In this light, vertical reasoning hinders the pursuit of innovation, teaching children the right answer or the way to solve problems under certain restrictions.
PREFERRING VERTICAL
The brain most often requires the study of processes of vertical dimension, which automatically organize information in accordance with the names, themes, themes and dates that organize objects in the world for the convenience of daily use. This means that verticality is useful for daily activities, because analytical and consistent thinking patterns are properties of vertical thinking. This method of thinking is a reliable and structured way of getting a job, as expected.
NON-STANDING THINKING
On the contrary, lateral reasoning creates creative solutions to problems through the breadth of knowledge, “thinking about the box.” The methods of lateral thinking are further consistent with inductive reasoning and are closely related to insight and humor. For these reasons, lateral thinking often leads to the solution of problems that define the unclear difficulties associated with the cause of complication, which “gets to the root” of the problem, where the vertical mode of reasoning only recognizes an obvious or superficial problem.
Moving towards a higher level of thinking, lateral or horizontal thinking considers more than obvious problem solving, but a more critical approach that allows you to reach the root cause of problems and correct or change the source that can resolve related variables. Skilful use of lateral thinking provides advanced thinking .
TRAINING SYSTEM
Alternatively, the cycle learning system recommends teaching methods and methods that can help understand how people think about problem solving or decision making and their motivation for subsequent behavior.
TRAINING SINGLE LOOP
One-cycle learning is one of the theoretical “cycles” of action that recognizes a problem and applies methodical and typical methods of solving a problem; This is also one-dimensional thinking. In a sense, vertical thinking is reminiscent of aspects of one-point learning, which often do not have innovations that do not create new knowledge or higher-level thinking that demonstrate sharp reflection.
PROCESSING DOUBLE TURNOVER
However, “learning with a double loop” responds to problems with more effort than just corrective measures. Dual-cycle learning explores the root cause of the dilemmas that may arise from established rules or the usual ways of solving problems or goals. Situations may also arise from motive, speculation, or deeply divided practices that prevent the rule or decision from being challenged. Therefore, the skills necessary for teaching a double cycle encompass self-awareness, self-government and honesty in evaluating decisions and rules and why they are ineffective. Thus, identifying reasonable causes may require responsibility for the proper execution of agreed knowledge.
These higher thinking methods resemble and share common approaches with other approaches, such as critical thinking and metacognition. Getting effective decision-making principles from sources that allow breadth and flexibility are often creative ways to overcome intricate internal and external problem situations. According to this, such methods provide the most advanced features. Moreover, as a theory of action, the dual cycle education is useful for personal change, focused on educational experience in some specialized areas, such as organizational leadership, the school principal is an example.
TRIPLE LOOP SYSTEM
In addition, the triple-cycle learning coordinators are a metacognitive approach, learning how to learn, and meaning that reflects the ways in which people learn. This cycle requires consideration of how and why individuals believe certain rules, which may include, whether these rules may require some changes or they need to be completely changed. Thus, understanding increases in self-knowledge and understanding of others, their beliefs and perceptions.
Here are the ways of thinking that allow the use of innovative methods, new procedures that create knowledge, “thinking out of the box.” The practice of “out-of-the-box thinking” develops unique skills and strengthens cognitive abilities with greater ability, as a rule, leads to insight, recognition, understanding and the ability to think clearly. These methods are cross-training.
Now evaluate the type of education that you think your child should have, where to get it, and who will be its administrator, will provide an opportunity to apply some of the principles mentioned in these articles. Most of all, realizing the ideas presented in everyday life, creates a modern academic atmosphere in the family, paying particular attention to the development of the child. This channel helps to increase the likely rate of optimistic changes in thinking patterns for child development.
