The Mayan civilization lived in Central America around -2000 BC as their pyramids testify.Īlthough there are similarities, the Mayan civilization is different from the Aztecs or the Incas.Īny reference to Mexico, Belize, Guatemala, El Salvador or Honduras (current areas where the Mayans lived) are clues. However, we might see their expertise because they come up with solutions that we don t really expect.Maya numeration uses generally stacked lines and dots. If we strike students operating at the expert level, we find ourselves often forcing them back to behave as proficient learners since we want an explanation of why they came to that solution. This is often what we are seeking from our students when they are not capable of doing it. It is only when they move to proficiency that we begin to see them being able to reflect on what they are doing against the big picture models. They are still keen to apply past experience and rules.
Competence begins to show through when I see them seeking big picture understanding but they struggle to reflect on their work in terms of this big picture. Adaptation of the templates begins to show advanced learner operation but they still will struggle with reflecting in a way that shows the bigger picture. Taking the Dreyfus model, I expect many of my students to use the templates that I provide both to solve problems and to reflect on their learning (novice level).
The working group around Vladimir Hubka has published 23 case examples of worked conceptual designing, each including an application of a morphological matrix for synthesizing an engineering product (2b), see ref Eder, W.E., ‘Case Example of Systematic Design Engineering – Linear Friction Test Equipment’, paper 1002, in Proc 3rd International Conference on Design Engineering and Science – ICDES 2014, Japan Society for Design Engineering, 31 Aug - 3 Sept 2014, Pilsen, Czech Republic. and Hosnedl, S., Introduction to Design Engineering: Systematic Creativity and Management, Leiden, NL: CRC Press/Balkema, 2010.
BABYLONIAN NUMERALS SOLVER MANUAL
and Hosnedl, S., Design Engineering: A Manual for Enhanced Creativity, Boca Raton: CRC-Press, 2007, and Eder, W.E. Prescriptive design methods are mainly applicable to synthesizing engineering products (2b), often include use of a morphological matrix, and are most useful for novel products, or when an intuitive approach does not yield a good solution, refs Eder, W.E. US-China Educational Review A, April 2013, Vol. Designing has two major divisions: (a) for artistic designing, with emphasis on appearance and ergonomics, and (b) for engineering designing, with emphasis on the (internal and cross-boundary) workings of a technical product, ref Eder W.E. Morphology is used in two ways: (1) as an analytical tool to investigate the composition of an existing product, and (2) as a creative and synthesizing tool for designing a new product. to stop critical judgement and blocking ideas, and paralysis by analysis and a make a space for creative thinking at anytime, to come up with new solutions, solve problems, be entrepreneurial.so we can be highly productive thinkers and move forward together with our thinking, creating new solutions together, instead of wasting time this means to stop argument, judgement of other people's ideas and critical thinking to prove 'I and right and you are wrong' and debating. all of which are different thinking 'verbs' that can be used with Blue Hat focus to do everyday thinking about any issue, task or problem) to be able to switch our thinking between different modes of thinking on-demand when we need to (to solve, create, generate, design, consider, evaluate, analyse, decide, plan, develop etc.to unravel our thinking so it is not all mixed up.the Six Thinking Hats have not been designed to test children with any of this - the Six Thinking Hats should be taught to children for the reasons they were designed by de Bono this includes: In regards to 'socratic methods', 'analysis', 'judgement', 'critical thinking' etc.
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