The educators at OWIS Nanyang and OWIS Suntec constantly encourage students to think critically about a question. In addition, creative thinkers are adept at considering problems or questions from multiple perspectives to create innovative solutions that others may not have thought of yet. Creative thinkers often develop alternative or unique ideas to resolve a particular problem. Creative Thinking - Creative thinking is another form of higher-order thought process that often works in tandem with critical thinking.Critical Thinking - Critical thinking is a higher-order thought process in which students analyse each part of the problem - as well as their existing knowledge - in order to determine a possible solution.For example, students weighing the benefits or disadvantages of several possible solutions are using divergent thinking. Divergent Thinking - Divergent thinking is the type of thought process that is used when there is not a single correct solution to a particular problem.Analytical thinkers rely on their memory, the resources they have available, and their logic to come up with a solution to a problem. Analytical Thinking - Analytical thinking is the most straightforward type of thought process and is most common in students who are not provided with opportunities to develop their higher-order thinking skills.These are the four types of thinking skills that students should develop throughout their educational journey: They work to understand their strengths and weaknesses in order to support their learning and personal development.On the surface, thinking may seem like a basic function, but the most powerful thinkers have honed specific thinking skills that allow them to consider complex issues and develop innovative solutions carefully. They thoughtfully consider the world and their own ideas and experience. They recognize their interdependence with other people and with the world in which they live. They understand the importance of balancing different aspects of their lives – intellectual, physical and emotional – to achieve well-being for themselves and others. They are resourceful and resilient in the face of challenges and change. They approach uncertainty with forethought and determination they work independently and cooperatively to explore new ideas and innovative strategies. They have a commitment to service, and they act to make a positive difference in the lives of other and in the world around them. They show empathy, compassion and respect. They seek and evaluate a range of points of view, and they are willing to grow from the experience. They critically appreciate their own cultures and personal histories, as well as the values and traditions of others. They take responsibility for their actions and their consequences. They act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. They collaborate effectively, listening carefully to the perspectives of other individuals and groups. They express themselves confidently and creatively in more than one language and in many ways. They exercise initiative in making reasoned, ethical decisions. They use critical and creative thinking skills to analyse and take responsible action on complex problems. They engage with issues and ideas that have local and global significance. They develop and use conceptual understanding, exploring knowledge across a range of disciplines. They learn with enthusiasm and sustain their love of learning throughout life. They know how to learn independently and with others. They nurture their curiosity, developing skills for inquiry and research. The development of these attributes is the foundation of developing internationally minded students who can help to build a better world. IB educators help students to develop these attributes over the course of their IB education, and to demonstrate them in increasingly robust and sophisticated ways as they mature. They also highlight that along with cognitive development, IB programmes are concerned with students’ social, emotional and physical well-being, and with ensuring that students learn to respect themselves, others, and the world around them. They highlight the importance of nurturing dispositions such as curiosity and compassion as well as developing knowledge and skills. The 10 attributes reflect the holistic nature of an IB education. The IB learner profile places the student at the centre of an IB education.
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