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KM
by
Kleio Milioni
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Updated Jan 7, 2022
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Chapters
00:00
Clio Milioni cliomil@gmail.com
00:09
SOFT SKILL: Critical thinking
00:15
Chapter 3
00:32
Chapter 4
00:51
Chapter 5
01:05
Should we send people to live on the Moon, or should we spend the money on projects on Earth?
01:12
Research Group work: worksheet “Six thinking hats method”
01:17
Should we send people to live on the Moon, or should we spend the money on projects on Earth?
01:23
Research Group work: worksheet “Six thinking hats method”
01:40
Chapter 10
02:20
Chapter 11
03:10
Chapter 12
03:17
Chapter 13
03:19
Chapter 14
03:33
Chapter 15
03:33
Chapter 16
03:34
Chapter 17
03:35
Chapter 18
Audio Transcript
Auto-generated
00:02 - 00:02
Hello.
00:02 - 00:06
I'm clear from Greece and I'm here to present you an activity
00:06 - 00:10
that aims to increase social to students and specifically critical thinking.
00:12 - 00:15
The activity begins with the presentation of the scenario.
00:15 - 00:16
So
00:16 - 00:17
Nasa
00:17 - 00:20
and many other international space agencies and governments
00:20 - 00:22
intend to incorporate
00:22 - 00:25
to send humans to moon to leave conduct experiments
00:25 - 00:28
and help plan for other missions to mars and beyond
00:29 - 00:30
sending humans to moon.
00:31 - 00:34
It offers a great opportunity for advances in science and technology.
00:34 - 00:39
However, many argue that the amount of money required for this project,
00:39 - 00:45
it would be much better spent on the technology here on earth
00:45 - 00:51
to combat issues such as poverty, water shortages and climate issues.
00:53 - 00:56
So what so should
00:56 - 00:56
mm hmm.
00:57 - 00:59
So should we um
01:00 - 01:00
Mhm.
01:01 - 01:02
So should
01:05 - 01:09
should they send people to live on the moon or
01:09 - 01:11
should we spend the money on projects on earth.
01:13 - 01:14
The activity
01:14 - 01:16
begins with the research
01:25 - 01:27
for this activity.
01:27 - 01:30
Every students have time to research on this topic.
01:31 - 01:38
After that students work into groups of four with a worksheet based on 60 hot method.
01:42 - 01:42
Yeah,
01:44 - 01:47
by doing this, students separate thinking
01:48 - 01:49
26.
01:50 - 01:51
Mhm.
01:51 - 01:56
By doing these students separate thinking into six.
02:04 - 02:10
By doing these students separate thinking into six functions and roles
02:12 - 02:14
by doing these students
02:14 - 02:17
separate thinking into six clear functions.
02:17 - 02:20
Enroll and see all sides of a situation.
02:25 - 02:26
Okay,
02:35 - 02:41
for every thinking cut, there is a suggested time um for everything in cut,
02:41 - 02:43
there is suggested time in terrible to
02:43 - 02:46
be spent on brainstorming in order to facilitate
02:47 - 02:50
for for every thinking cut.
02:51 - 02:54
For everything in hat there is a suggested time in
02:54 - 02:58
terrible to be spent on brainstorming in order to facilitate
03:01 - 03:04
for everything in cat, there is a time interval
03:04 - 03:08
to be spent on brainstorming in order to facilitate
03:08 - 03:09
group work.
03:09 - 03:10
Specifically,
03:10 - 03:12
the question for the white hat
03:13 - 03:14
is,
03:16 - 03:16
but
03:22 - 03:27
specifically the questions for every hat is written above. Um
03:36 - 03:36
thank you.
03:37 - 03:37
Mm hmm.
03:40 - 03:44
The questions for every hat you can shoot there.
03:45 - 03:45
Mhm.
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