The opposite of analyze is synthesize, or put together. According to the dictionary, "analyze" means to break apart into essential elements. To clarify the difference between these words, let's look at their etymology (word origins). Critical thinking and analytical thinking are not the same thing. In order to problem solve, the thinker must think analytically and critically. What really occurs, however, is that in order to think critically, the thinker must first think analytically. Part of the reason for this confusion is that these skills often appear to use some of the same thinking techniques. In fact, in most professional literature, authors, researchers, and education gurus use analytical thinking, critical thinking, and problem-solving as interchangeable terms that simply indicate "deeper" thinking. I am including an excerpt from my new book, Teaching Students to Dig Deeper: The Common Core in Action, that explains the differences in cognitive activities we commonly call higher-order thinking:Īnalytical thinking, and critical thinking are often lumped together with that other higher-order thinking skill (HOTS) known as problem-solving. One thing that helps teachers and students is a better understanding the nature of the advanced thinking tools. What these students and the teachers need is to be patient, practice and build those mental muscles over time. A common occurrence in classrooms is that the teacher, when he or she sees the students struggle mightily to "think out of the box" will precipitously step in and give the students the answers, or throw the deeper learning activity out all together, thinking that the students aren't ready for it. We give them a tool to broaden their understanding, and really don't know how to use it and are not accustomed to using it. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.Sometimes this happens when we try to help students to think deeper. Includes real-life vignettes, self-guided worksheets, and a DVD. From framing a question to presenting research, this is a go-to guide each time Educators embark on a new inquiry. Teachers, students, and action-research coaches alike will learn how to: Reframe initial wonderings into pointed inquiries Creatively analyze both qualitative and quantitative data Draw action-research topics out of ordinary discussions with colleagues Share findings with others to help them improve as well With real-life vignettes, self-guided worksheets, and an included DVD, Digging Deeper into Action Research is your go-to guide each time you embark on a new journey toward professional growth. From framing your question to presenting your research, this guide will encourage, challenge, and ultimately lead you through the action research process. Nancy Fichtman Dana steps in as your action-research coach and leads you on a journey through wonderings to real change in your classroom. Take your great idea to the next level with action research How-and when-can we find time to conduct meaningful action research? Great ideas and thought-provoking questions can only blossom through methodical inquiry. "About this title" may belong to another edition of this title.īook Description Hardcover. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville.
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