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The experimental group was presented with a set of directed strategies offered by de Bono in addition to regular instruction, while the control group was not.
Afterwards, all members of the class were given an open ended writing assignment about a vaguely worded topic where they were asked to be creative.
Student responses were evaluated for indications of divergent thinking by counting the number of interested parties identified in their writing in relation to the topic.
It was found that the experimental de Bono group engaged in significantly more divergent thinking than did the control group, both in terms of originality and in the total number of interested parties that were generated.
The model used is original within the realm of library pedagogy and has the potential to help librarians apply divergent thinking strategies to information literacy programs. The framework uses language throughout that describes learners as open-minded, reflective creators of information rather than as passive recipients, and for good reason: Real life problem solving rarely involves simply picking items from a menu.
Most librarians can recall easily the student who wants to find five scholarly articles about a predetermined topic and wants them fast. Many students are more interested in locating a scholarly source than in engaging authentically with the process of research. Moreover, in the age of autosuggestion, there are few subject-related structures that allow one to broaden and narrow topics in the electronic environment; ideas emerge only because someone else the crowd searched for them previously.
The wisdom of the crowd may be helpful in answering questions with definite answers, but is not as useful when one is developing a strategic plan or making a choice. Such dispositions of efficiency and satisfaction serve a purpose, but ultimately, they are not particularly strategic for lifelong learning in the 21st century, which values creativity as a skill Partnership for 21st Century Skills, With this in mind, the author began to investigate ways in which creativity is encouraged, in order to identify processes or practices that better operationalize and encourage the creative dispositions called for in the framework in conjunction with preparing to teach a credit-bearing information literacy class.
While the ACRL framework provides various examples of practices and dispositions in which information literate learners may engage, it does not offer a great deal in terms of the means by which librarians and faculty can increase the likelihood that this type of learning takes place.
This is, of course, a feature, rather than a fault of the framework, as librarians are free to develop their own outcomes and activities to meet local contexts. However, librarians interested in such means must look beyond the framework for such guidance.
It appeared that simply reminding students to adopt creative, open-minded dispositions was not likely to be as effective as actually providing opportunities for them to practice them. While investigating along these lines, the author came across the work of Edward de Bono, who offers a wide range of problem solving techniques that claim to teach individuals and groups how to think more creatively.
Individual CoRT thinking tools are presented often in the form of acronyms or short descriptors and are designed to be practiced in order to take immediate and deliberative action in relation to thinking de Bono,p. This is followed by a stage in which they consider only its negative points, and finally, consider only the interesting points of the problem Moseley,p.
The concept of lateral thinking is based upon his idea of the brain as a self-organizing system that establishes and uses routine patterns. De Bono describes creativity as a highly unnatural process that necessitates lateral thinking in order to introduce new patterns that produce new connections de Bono, De Bono advocates that his processes and thinking programs should be taught as an area of study distinct from the regular curriculum, so that such instruction may serve individuals better than subject-based instruction de Bono,pp.
However his theory of lateral thinking is not recognized as a coherent and empirically-validated theory within psychology Higgins,p.If your Guaranteed Delivery item isn’t on time, you can (1) return the item, for a refund of the full price and return shipping costs; or (2) keep the item and get a refund of your shipping costs (if shipping was free, get a $5 eBay voucher).Seller Rating: % positive.
View Essay - Pisco ph-vs.com from INTRODUCTI at Ivy Tech Community College of Indiana. Running Head FINAL PAPER 1 Pisco Model Nakina Goff Indiana Wesleyan University FINAL PAPER 2 Pisco. ETHICAL DECISIONS IN LEADERSHIP PISCO (Problem Solving Model) Problem (Step#1): In this case, there are two main characters: John Bellow, a loan officer at First National Federal Bank and deals with customers who apply for loans and the second is his colleague Mary Willow, another loan officer who is a recent graduate from the University Of %(1).
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|Problem-Solving Model||Your textbook discusses several different models. The objective of this assignment is to learn how to apply a decision making model, in this case, the PISCO model, to an ethical problem or situation and to make a decision based weighing all the facts using the SWOT analysis, which the PISCO model uses.|
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[email protected] In this paper, I will explain the PISCO Model- this is a problem solving model that is made to have a team learning, efficient way, in reaching the same objective. This strategic model was created by Edward de Bono, an expert in brain and lateral thinking.