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CoRT Thinking

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by

Aisha Abd

on 8 June 2013

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Transcript of CoRT Thinking

Thank You The language proficiency may limit students’ performance, which consequently will affect the accuracy of the results. Limitations how much the program will help students
look beyond limitations and self–limiting views;
take a fresh look at options by exploring ideas;
use ‘what if’ thinking to avoid mistakes;
weigh risks quickly and accurately against rewards in various situations;
learn to be confident decision-makers, reaching best solutions more quickly;
respect for others’ points of views with a willingness to share ideas; and
develop self-reliance and self-esteem. Significance of the Study How far does CoRT thinking program affect and improve students’ thinking skills? Hypotheses/Research Questions: measuring the improvement that CoRT Thinking tools lead to,
how far they broaden perception so that in any thinking situation students can see beyond the obvious, immediate and egocentric.
allows students to focus attention directly on different aspects of thinking,
and crystallize these processes into definite concepts and tools that can be used to move their thinking along.
helps them develop a much broader view of situations. Purpose of the study This study will investigate the effects of using CoRT 1 program on the thinking skills of High School students in some UAE public schools. The study will measure their thinking skills prior to and post applying the program. Statement of the Problem Were positive ,indicating great potential in the use of CoRT 1. The results The basis for Edwards’ work involved the teaching of CoRT 1 to Grade 7 children.
The study involved a delayed post-test (fifteen weeks after the pre-test and eleven weeks post-treatment) in order to assess the long-term (non-immediate) effects of the CoRT program.

Pre-test (15 weeks) post-test
Treatment (11 weeks) post-test John Edwards (1988) “In general, the CoRT operations seem more suitable for contexts of decision making and informal reasoning in humanistic, social, and design contexts. They have a straightforward and immediate application to the sorts of problems that arise in everyday life.” Nickerson, et al, 1985 Student reaction to the CoRT 1 program was positive,
it was rated as being worth doing and as having a positive effect on their thinking
teachers familiar with the students stated an improvement in student thinking skills Results It is suggested that CoRT lessons are taught with a mixture of :
direct instruction by the teacher,
student group work,
class discussion,
individual work, and
homework projects. CoRT consists of sixty lessons divided into six sections of ten lessons each, CoRT 1 to CoRT VI. The program offers instructions in a selection of specific thinking skills. Chapter 1: Introduction The CoRT program was designed by Edward de Bono and was first published in 1973. The name CoRT comes from the Cognitive Research Trust Aisha Abdulkader Cheikhmoos CoRT Thinking
For High School Students
In the UAE
Seminar Thesis results will show:
the effect of applying CoRT Thinking tools in instruction
how far the tools will support students
academically,
socially and
vocationally Significance of the Study conducted a study on the impact of a five-week exposure to CoRT 1 on 72 fifteen-year-old male students, as part of their Grade 10 science program. Edwards and Baldauf (1983)
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