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2. PMI
Plus -
Good things about an idea. Why you like it?
Minus
- Bad things about an idea. Why you do not like it?
Interesting
- Observations or comments that are neither positive nor
negative. What you find interesting about an idea?
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PMI helps children evaluate and extend understanding about facts,
concepts, thinking processes and cooperative interactions. It
also encourages children to investigate and examine all sides
of an issue.
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Inquiring or the act of investigating
about something |
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Evaluating to value the importance |
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Arguing from a perspective that is
not agree with |
| Step 1 |
Ask children to draw
a PMI frame. Label each column and explain the term and
its use. Explain that 'plus' comments will show what children
see as positives, 'minus' comments will show what they
see as negatives, and 'interesting questions' will show
what they would like to know about the topic or its positive
and negative comments.
|
| Step 2 |
Above the PMI frame,
ask children to write the topic for discussion. |
| Step 3 |
Allow them three to
five minutes for listing the requirements |
| Step 4 |
Give them opportunities
to ask interesting questions. |
| Step 5 |
After they have finished
their question list; invite one plus, one minus, and one
interesting question. |
| Step 6 |
After reviewing the
procedures, ask children to explain when and where they
might use a PMI, how it can help their thinking, and what
are the advantages of using a PMI. |
Example: All vehicles should be banned from main market areas
so that people can walk about freely.
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Positive: |
| |
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People can walk freely |
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There will be less congestion |
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People can breathe freely |
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Shopping will take on a whole new meaning |
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Children can run around without the fear of an
accident |
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Green play ground for children |
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Negative |
| |
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Vehicles will have to take
a long way to reach destination. |
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Lack of parking space around
the market will lead to confusion |
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Older people will have to walk
a lot to reach specific shops |
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A lot of time will be wasted |
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Interesting |
| |
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Interesting to see what would
happen to hawkers |
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Shopkeepers might occupy space
on the road |
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Stricter rules might be needed
to ensure no encroachment happens |
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Exercises to do with your child
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People in your colony want to cut
down 20 trees in a certain area to build a park for children.
Ask children to do a PMI. |
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All children should spend 3 months
every year earning money. Ask children to do a PMI. |
Consider All Factors
CAF is related to action, planning, judgment and coming to a
conclusion. It considers the factors operating at the time when
a decision is to be made and is designed to increase the breadth
of perception. A CAF is useful before choosing, deciding or
planning. To choose or make a decision or just think about something,
many factors are to be considered. These factors must be those
affecting oneself, other people and society in general. Leaving
out some factors may seem right at the time but later turn out
to be wrong.
| Step 1 |
Ask children to consider
all the factors first. |
| Step 2 |
They should pick out
the ones that matter most. |
| Step 3 |
Help children to see
if important factors have been omitted. Ask them to consider
other people's thinking and see what factors they have
left out. |
Example:
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What are the factors involved when
choosing a used car? Do a CAF |
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The person selling it actually owns
it. |
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The condition of the car |
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The price of the car |
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Type and colour of the car |
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The engine power and the speed of
the car |
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Mileage of the car |
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Number of kilometers covered by
the car till date |
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Met with an accident earlier? |
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If the mechanical parts are working
perfectly |
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Is it big enough for the family? |
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Is the insurance paid? |
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Should the registration be changed? |
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Has the life tax been paid? |
Exercises to do with your child
|
Your family would like to go on a
holiday aboard this summer. Ask you child to do a CAF. |
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Ask children to do CAF on choosing
a friend. |
4. Consequences and Sequels
C & S is the process of future prediction. It is a crystallization
of the process of looking ahead to focus on the consequences
of an action, plan, decision, rule or invention. C & S deals
with what may happen after the decision has been made. It is
concerned with action of some sort, either the action that one
intends to take oneself or the action that others are taking.
The intention is to enlarge the view beyond the immediate effect
of that action. The time will vary from situation to situation.
For example, when considering a quarrel with a friend, immediate
may be 'now' whereas for an oil refinery project, immediate
may suggest 'five years'!
| Step 1 |
Look ahead for immediate
consequences. |
| Step 2 |
Look ahead for short-term
consequences - what happens after the immediate? |
| Step 3 |
Look ahead for medium-term
consequences - what happens when things have settled down? |
| Step 4 |
Look ahead for long-term
consequences - what happens much later? |
Example: What are the consequences of arguing with your friend?
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Immediate: Rahul is angry and he
is not going to help me with this Maths sum. He might
complain to Ma'am. I am feeling miserable |
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Short term (tomorrow): I may not
be able to go to his house tomorrow for playing cricket. |
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Medium term (one week): He might
spread rumours about me to the other children. |
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Long Term (One month): I might have
to look for another friend. |
Exercises to do with your child
|
A new law is suggested to allow
school children not to wear uniforms. Ask children to
do a C&S on this from the point of view of students,
and from the point of view of school in general. |
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Your child's best friend with whom
she does everything has met with a serious car accident.
Her friend is going to be in the hospital for six months.
Ask your child to do a C&S on how this will affect
her life. |
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All school examinations are abolished.
Ask children to do a C&S on this |
Tips for parents to encourage
Critical Thinking skills:
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Ask questions frequently. These questions
should be why and how in nature not simply yes or no type
questions |
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Use examples and illustrations that
challenge dualistic thinking and reinforce the notion
that science does not have many absolutely correct answers. |
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Promote discussion among children
by using assignments and encourage out-of-home study groups. |
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Effective use of feedback encourages
critical thinking. |
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