critical thinking papers

critical thinking papers

a critical thinking paper about Part One: Introduction to Instructional Systems (1. Introduction). Page 3 to 18 This chapter includes several important topics that are fundamental to the instructional design, where the author sequences in this chapter of the basic assumptions about the instructional design, principles of learning and then conditions of learning. This sequence of topics makes sense because a beginner in instructional design should begin to know the basic assumptions and principles in the instruction design process This supports what Gagne advocated using the problem-solving method in education, as he believes that learning should be centered around problems, and the first step in solving problems is feeling the problem and then collecting information. Therefore, the stage of collecting information needs to see a lot of learning theories, assumptions and basics related to the topic in order to launch the subsequent steps correctly. Accordingly, the introduction to the book \" Introduction to Instructional Systems \" is organized and sequential and meets the needs of the reader. In this chapter, the author explains that the basic assumptions about instruction design are: 1-instructional design must be aimed at aiding the learning of the individual. 2-instructional design has phases that are both immediate and long range 3-designed instruction can greatly affect individual human development. 4-instructional design should be conducted by means of a systems approach. 5-the designed instruction must be based on knowledge of how human beings learn. There is no difference of opinion about these assumptions, as they are consistent with the learning hypotheses mentioned by Jones, which include that learning is a process of organizing information that takes place in stages, is goal-oriented and is influenced by development. This is consistent with the assumptions mentioned by the author of this book, as all the assumptions showed that the learning process is a systematic approach that proceeds according to organized stages (hung, 2001). https://1bestlinks.net/WSSTV

But I think the fifth assumptions must be focused on knowledge of how human beings think more than of how human beings learn; This is because most studies have shown the importance of teaching thinking and have shown that education is done for the sake of thinking or learning thinking skills is an important goal of education, and every educational system must provide opportunities for thinking to learners (grown, 2007). https://1bestlinks.net/nbRwd Also, the author mentions the three principles of learning in this chapter: (Contiguity, Repitition and Reinforcement). I agree with the author on these principles, but after reviewing more than one study, it became clear to me that there are many other important principles of learning that must be focused and adopted in the design of instructions as they are inclusive of all elements of the educational process, and among these principles (Dumont, Istance and Benavides, 2012): Learners at the center the social nature of learning Emotions are integral to learning Recognize individual differences Stretch all students Assessment for learning Build horizontal connections With regard to the conditions of learning and learning events, the writer mentioned briefly in this chapter, and I do not agree with him on that; Because they are basic topics for all the content of this book, it was necessary to mention them in detail as a basis for understanding the following topics. In addition, learning events are steps and stages of a teaching method, and each stage in it is an input to the next stage, but the author in this chapter did not show the relationship and interdependence between these events and mentioned them briefly. https://1bestlinks.net/lHYKb

resources and references Dumont, H & Istance, D & Benavides, F (2012). The Nature of learning guide. Innovative learning environment project. Hung, D (2001). Theories of Learning and Computer-Mediated Instructional Technologies. international Council for Education Media, Singapore, page 282-286 http://www.tandf.co.uk/journals DOI: 10.1080/09523980110105114 Ann Gravells, A and Simpson, S (2014). Teaching and Learning Theories. Retrieved from: https://1bestlinks.net/nbRwd. on March 18, 2022. University of Florida, Center for Instructional Technology and Training. (2018). Gagne's 9 events of instruction. Retrieved from https://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ on March 18, 2022. https://1bestlinks.net/WSSTV ‫ استعرض من‬.‫ علم النفس ومفهوم التعلم وفرضياته‬.)2021( ‫آفاق علمية وتربوية‬ .2022 -3 -18 ‫بتاريخ‬ ‫ دار الفكر للنشر والتوزيع‬:‫ الأردن‬،3‫ ط‬.‫ مفاهيم وتطبيقات‬:‫ تعليم التفكير‬.)2007( ‫ فتحي‬،‫جروان‬

Create a critical thinking paper about Part One: Introduction to Instructional Systems (2. Designing Instructional Systems). Page 20 to 35 In this chapter, the author talks about Designing Instructional Systems the sequence of chapter topics is logical and organized because it moved from the basics, principles, and assumptions of learning to clarifying the parts as a system. I expect that the author followed the Gestalt theory in presenting and sequencing the contents of the chapters, as it appears from his presentation that he is trying to clarify the whole (as a unit) through particles and sub-topics I agree with him in that because; Gestalt theory asserts that the attributes of the whole cannot be inferred in isolation from the analysis of the parts in isolation (Encyclopedia Britannica, 2020) Also, In the introduction of chapter, the author mentioned that \" Instructional systems design is the systematic process of planning instructional systems\". I do not agree with the author in this explanation, as some studies have shown that designing instruction systems is as an arrangement of resources and procedures used to promote learning, Instructional systems have a variety of particular forms and occur in many of our institutions (Barbara, Clemente,1990). Therefore, we cannot express the design of educational systems as the process of planning systems because planning is one of the procedures for designing educational systems and does not represent the entire system, in other words, planning is part of the systems design process. The book also mentioned that \" instructional development is the process of implementing the plans\", I do not agree with him on that, because it is known that the development stage (even if it continues during all stages) precedes the design stage and has different procedures.

It can be said that the development process includes experimentation as one of its procedures with the aim of improvement, but it cannot be said that it is implementation because implementation is taking place After taking feedback from the development stage, the outputs of the development process become inputs to the implementation process (Aldoobie, 2015). In the development stage, the outputs of the design processes are translated from plans and scenarios into real educational materials, during this stage, the components of the situation or the educational product and the teaching aids and supporting materials are created and produced (Aldoobie, 2015) In this chapter the author started by talking about the Dick and Carey model (1990), which is one of the widely known models, I agree that it is an important and well-known model, but I do not agree with it to start with this model; the reason is the existence of the general model of design [ADDIE], which includes organized stages, and within each stage we find all the stages of other models. This is from my opinion supported by my experience in the Ministry of Education as a teacher, administrator, and educational supervisor for 15 years. In addition to what was mentioned by Aldoobie (2015) and Barbara & Clemente (1990) that the general design model [ADDIE] includes five basic stages interspersed with subsidiary procedures, and all these procedures represent stages for other models, including the model (the Dick and Carey model) It includes the analysis phase which has (analysis of the learner, goals, task, content, and learning needed). and design phase includes (defining objectives, teaching strategies, and evaluation strategies). The development phase includes (composing and producing the components of the educational situation, including materials, tools, and resources). In the implementation phase, all the outputs of the previous phases are applied in the classroom situation, with the evaluation {formative, summative} employed during all stages.

resources and references Encyclopedia Britannica (2020). Gestalt psychology. Retrieved from: https://www.britannica.com/science/Gestalt-psychology on March 18, 2022. Barbara L & Clemente C (1990). Instructional Systems Design and Public Schools. Educational Technology Research and Development. Kent state University, Vol.38, No.2, pp. 61-75. Aldoobie N. (2015). ADDIE Model. American International Journal of Contemporary Research. University Of Northern Colorado. Vol. 5, No. 6, PP 68-72

a critical thinking paper about Part Two: Basic Processes in Learning and Instruction (3. The Outcomes of Instruction). Page 39 to 52. This chapter (the second part of the second chapter) includes a discussion of learning outcomes, the writer showed the importance of educational outcomes, He explained the relationship between learning goals and learning outcomes indicating that educational goals are statements of the outcomes of education. I agree with him, because the design of the educational process begins with defining and formulating learning goals with the aim of defining and achieving the final outcomes. So, it is important to group learning goals according to their learning outcomes. Learning outcomes are dependent on planning what is meant to be learned and what is required at the end of the learning session. Gagne proposed a series of critical conditions of learning which he then regarded as important in the learning of different outcomes. These outcomes are distinct in terms of internal organization in long term memory and required mental processing (Gagne, 1970). . Based on what I mentioned in the previous paragraph of the book “Conditions of Learning” by Gagne, I think that it would have been better for the writer to include in this chapter the nine learning events in detail rather than of mentioning them in the first chapter separately from learning outcomes, since the main elements in Gagne theory are: the five categories of the Instruction Outcomes and the Nine Events of Instruction, Where the implementation of the nine learning events depends on the desired learning outcomes, and accordingly, the achievement of the nine learning events depends on a clear and precise formulation of the learning objectives and outcomes. This is confirmed by what Gagne mentioned in his books “Learning Conditions” and “Learning Conditions and Teaching Theories”, that where emphasized the use Gagne's nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful instruction.

Also. In this chapter the writer connected between human capabilities and learning outcomes Where he emphasized that\" To design instruction, one must seek a means of identifying the human capabilities that lead to the outcomes called educational goals \", and he explain that human capabilities in these five categories also differ from each other in another very important way. Each requires a different set of learning conditions for their effective learning. These ideas mentioned by the author are logical and realistic. I agree with the strong link between human capabilities and learning outcomes; The reason for this is; If we return to the concept of human capabilities, we will find that it means (Human Capacity Development Program, 2021-2025): Human capabilities are a set of knowledge, skills, competencies, and values inherent in the individual, enabling him to build his personal, social, and economic entity (Organization for Economic Cooperation and Development, OECD) It consists of the knowledge, skills, and health that people accumulate during the years of their lives, and that enable them from realizing their potential and aspirations as productive members of society (World Bank) and it for the development of the child there is a need for a system that contains: knowledge, skills, traits, and values (United Nations Children's Fund, UNICEF). Based on the foregoing, we conclude that the factors of human capabilities formation are values, behaviors, basic skills, future skills and knowledge, and These components correspond to the learning objectives and outcomes (intellectual skills, cognitive strategy, verbal information, motor skills, attitude) that we seek to achieve with learners in order to achieve human capabilities to ensure readiness for the future and meet the needs of society.

resources and references Gagne, Robert M (1970). The condition of learning. New York: Holt Rinehart and Winston Gagne, Robert M (1985). The condition of learning and theory of instruction. New York: Holt Rinehart and Winston Morris L & Samuel S (2004). Learning Theories for Teachers. Sixth Edition. Boston New York: California State University. Human Capacity Development Program (2021-2025), Human Capacity Development Program Information Document: Vision 2030, Kingdom Saudi Arabia