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Activities:2018
Paper: 1: Understanding the Self

Q. No.1: Activities that develop cognitive skills-independent thinking to promote critical

thinking and creative thinking decision making and problem-solving with all their
components

Ans: Cognitive Domain:

The Cognitive domain of human behaviour includes the objectives related to the
cognitive abilities of thinking, knowing and problem solving. According to Bloom, it
includes memorizing and development of the intellectual abilities and skills.
Cognitive domain has in it six classes of objectives arranged in an order to hierarchy
on the basis of the complexity of tasks and arranged from the simple to complex and concrete
to abstract behaviour. The six categories or classes of this domain are-
1. Knowledge- This class includes the learners ability to recall terms, facts, rules,
principles, methods, processes, pattern, structure, setting etc. it involves
a) Knowledge of termology and facts.
b) Knowledge of combinations, trends and sequences, classification and categories,
criteria, methodology etc.
c) Knowledge of principles and generalization of theories and structures.
2. Comprehension- The lowest level of understanding can be termed as comprehension.
It is concerned with the learner‟s ability of understanding a given content and putting
it into his/her own words, summarizing and explaining it to the extent he/she can. The
objectives of this category include abilities like – being able to translate, give
examples, illustrate, and explain or summaries etc.
3. Application- It is concerned with the student‟s ability to use the rules, methods,
procedures, principles and other types of generalization in new situations. It is a
higher level of thinking than comprehension. It includes objectives as-being able to
solve, predict, develop, explain apply etc.
4. Analysis- This is concerned with the dividing of the material into small parts and
detecting the relationship between the parts and of the way in which they are
organized. This objective includes an analysis of elements, relationships and
organizational principles.
5. Synthesis- It is concerned with the ability of the learner to arrange the parts of the
structure together to form a whole. It involves uniqueness originality and creative
behaviour.
6. Evaluation- This objective is concerned with judgments in terms of internal evidence
or external criteria. It is about making of judgments‟ about values, purposes, ideas,
methods and materials etc. the judgments can be qualitative or quantities.

Independent Thinking-
Independent thinking signifies performing something according to our own beliefs
and opinions. To develop Independent thinking, one must act and do. Just reacting to a
certain situation may not suffice. It takes some time for our child to build Independent
thinking skills. When our children grow and reach teen age, they will be very curious to
inquire and challenge the systems and beliefs they once actively used. The sued to live in a
world that created everything for them especially from their parents; in fact, parents were
their sole support for satisfying all needs and requirement.

Using these strategies we can develop our Independent thinking ability-

1. Disconnect from sources of conventional thinking- Instead of plugging into TV, PC or
library for answers, think for yourself first, without cutting yourself off from world, you can
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increase your capacity for independent thought by limiting the conventional opinion you
absorb Independent thinkers are not necessarily contrarian but they don‟t agree with the
status quo by default. They devise new criterion for perceiving the world rather than seeing
everything through the screen of their computer
2. Immerse ourselves in experiences that conflict with our current perspective- Instead
of substituting a new conventional thought for the old one, deliberately seek out experiences
that challenge your views.
3. Watch the process from a distance-Leaving your normal life behind can you the freedom
to see issues from another perspective. Watching the world instead of eating it up gives you
the peace of mind to think for yourself.
4. Randomize our sensory inputs-Instead of visiting the same places, eating the same foods
and talking to the people, you can actively pursue new experiences. Many people cling to the
familiar to simplify decisions and create a sense of security
5. Practice disbelief- Without becoming a cynic, you can develop the habit of instinctively
distrusting thoughts that rely on conventional wisdom.
6. Use logic at all time- Human minds are trained to think like others. We are social beings
and easily flow with the masses. Logic is a gift everyone possesses but very few have the
courage to use it. Make sure you maintain a same mind at all times and think logicall.

Critical Thinking-
Critical thinking is the intellectual disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing and or evaluating information gathered
from or generated by, observation, experience, reflection, reasoning or communication as a
guide to belief and action.
Critical thinking is that mode of thinking- about any subject, content or problem- in
which the thinker improves the quality of his or her thinking by skillfully analyzing assessing
and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and
self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful
command of their use. It entails effective communication and problem-solving abilities as
well as a commitment to overcome our native egocentrism and socio centrism.

Elements of critical Thinking-

1. Identification of premises and conclusion- Critical thinking break arguments into basic
statements and draw logical implications.
2. Clarification of arguments- Critical thinkers locate ambiguity and vagueness in
arguments and propositions.
3. Establishment of facts- Critical thinkers determine if the premise are reasonable and
identify information that has been omitted or not collected. They determine if the
implications are logical and search for potentially contradictory data.
4. Evaluation of logic- Critical thinks determine if the premise support the conclusion. In
deductive arguments, the conclusions are true likely if the premises are true.
5. Final evaluation- Critical thinkers weight the evidence and arguments. Supporting data,
logic and evidence increase the weight of an argument. Contradictions and lack of evidence
decrease the weight of an argument. Critical thinkers do not accept propositions if they think
there is more evidence against them or if the argument is unclear, omits significant
information or has false premises or poor logic
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Critical thinking skills-

1. Analyzing- Separating or break a whole into parts to discover their nature, functional
and relationships.
2. Applying-Judging according to established personal professional or social rules or
criteria.
3. Discrimination-Recognizing differences and similarities among thing or situations
and distinguishing carefully as to category or rank.
4. Information seeking-Searching for evidence, facts or knowledge by identifying
relevant sources and gathering objectives, subjective historical and current data from
those sources.
5. Logical reasoning-Drawing inferences or conclusions that are supported in or
justified by evidence.
6. Prediction- Envisioning plan and its consequences.
7. Transforming knowledge- Changing or converting the condition, nature, form or
function of concepts among contexts.

Affective strategies to promote critical thinking-

1. Thinking independently.
2. Developing insight into egocentric or sociocentricity
3. Exercising fair-mindless.
4. Developing confidence in reason
5. Developing intellectual perspectives.
6. Developing intellectual good faith or integrity
7. Developing intellectual courage
8. Developing intellectual humility and suspending judgement.

Creative Thinking-

The word „Creativity‟ is derived from the Latin word „Creatus‟ which means to bring
into being. Creativity has been defined as the use of one‟s intellect to produce novelty and
meaningful ideas. It refers to creative potential, to creative production and to creative
productivity.

Normally, the word creativity is associated with arts like painting, dancing etc. but
creativity does not mean a talent associated with the arts alone.

Creative thinking techniques

1. Visual Thinking Activities-

i) Graphic Organizers sequences change cause effect, main ideas,
similarities/differences, story maps and diagram.
ii) Idea/Concept/Word sorts categories into meanings themes and patterns.
iii) Classification/Categorization Schemes, Taxonomies, Epitomes, Adv. Organ,
Compare contrast.
2. Writing Activities-
i) Summing Up: Critiques, Summaries, Reviews, Index Cards, Abstracts,
Outlines, Nutshell.
ii) Think Sheets or Cards, Reflection Questions, Procedural/substantive
Facilitators.
iii) Other Writing to Think Activities; e.g., Conferencing, Peer Review, Revising.
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3. Idea Listing Activities-

i) Force Field Analysis, Plus Minus Interesting (PMI)
ii) KWL (what do you know? What want to know? What did you learn?)
iii) Alternative, Possibilities and Choices (APC)
4. Group Interaction Activities-
i) Checking for Comprehension/Understanding literal knowledge,
comprehension, interpret, application.
ii) Debates, Trials, Focused Dialogues, Structured Controversy.
iii) Cost Benefit Analyses.
5. Teaching/Process Product Oriented Activities-
i) Socratic/Inquiry Questioning
ii) Think Aloud/Modeling/Self Verbalizations of Process..
iii) Cooperative Learning Request, Reciprocal Teaching, Jigsaw, Coo. Scripts.
6. Fostering Creativity-

Creativity is a blessing from nature but we can develop it by careful planning through
education. Hence it is necessary that parents and teachers provide healthy conditions at
home and in the school. This would enable children to express themselves and contribute
something new for the society which may be termed as creativity. So, the following
suggestions can work satisfactorily in the stimulation and nourishment of creativity-

1. Freedom to respond.
2. Encouraging originality and flexibility.
3. Removal of hesitation and fear.
4. Avoidance of blocks to creative thinking.
5. Proper organization of the curriculum.
6. Reform in the evaluation system.
7. Use of special techniques for fostering creativity viz- a) Brain storming, b) Use of
teaching models, c) Use of gaming technique.
8. Teaching by example.

Problem solving-

The Concise Oxford Dictionary (1995) defines a problem as, „A doubtful or difficult matter
requiring a solution‟ and „something hard to understand or accomplish or deal with‟.

Stages of problem solving-

1. Problem identification- This stage involves detecting and recognizing that there is a
problem; identifying the nature of the problem; defining the problem.
2. Structure the problem- This stage involves a period of observation, careful
inspection, fact-finding and developing a clear picture of the problem.
3. Looking for possible solution- during this stage we will generate a range of possible
course of action but with little attempt to evaluate them at this stage.
4. Making a decision- This stage involves careful analysis of the different possible
courses of action and then selecting the best solution for implementation.
5. Implementation-This stage involves accepting and carrying out the chosen course of
action.
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6. Monitoring/seeking feedback- The last stage is about is about reviewing the

outcomes of problem solving over a period of time, including seeking feedback as to
the success of the outcomes of the chosen solution.
7. Developing problem solving skills-

How to develop all these as skills-

Applying the techniques of critical thinking allows we to dismantle complex problems

and to understand the inputs and implications of our thought processes. By applying problem
analysis and good practices we shall be able to develop positions and arrive at decisions that
are logical and explicable to others. After completing the course, we will understand why
most decisions are of poor quality and be able to impose quality controls on both our
decisions and the decisions of others. Improve our decisions making capabilities through
critical thinking, structured reasoning and creative problem analysis.

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Q. No.2: Visit to the slums and national calamities and stories of different children to
top empathy which is inherent.

Ans:

Q. No.3: Exercise to have inner observation for self knowing which in stress or in
emotions and to develop skills of self management.

Ans:

Q.No.4: Group discussions on the current issue to develop psycho-social skills like
interpersonal relationship skills effective communication skills.

Ans: INTRODUCTION:
The importance of interpersonal communication (IPC) has been growing especially in
the context of globalization and privatization where the economies of the developed and the
developing countries move from an industrial to service-oriented economy and that has
placed IPC in the center among all other skills that help in developing and sustaining in
business. Today‟s service economy puts a premium on relationship building among
employees, peers, departments, organizations, and customers. Of course developing and
maintaining these relationships is the goal of business communication. Cultural diversity,
globalization, organizational restructuring, worker specialization, and technology contribute
to the current emphasis on interpersonal skills.
. When we try to understand and develop communication skills we cannot escape
these larger integration issues. Human communication is a complex and intriguing
phenomenon. Both form (syntactics) and content (semantics) of the communication reflect
the personal characteristics of the individuals as well as their social roles and relationships. In
this era of communication revolution, the effectiveness of communication has been
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emphasized in all contexts. But the primary focus is only on the elements of language not on
the psychological (cognitive), social and cultural factors.
The aim of this article is to highlight the links between psychology and interpersonal
communication skills. Psychological approaches to interpersonal communication will help us
in identifying the key concepts in developing interpersonal communication skills.
PSYCHOLOGY AND HUMAN COMMUNICATION:
Psychology is generally concerned with studying the mind, the brain, and human
behaviour. The frame work of human cognitive architecture is helpful in discussing how
different types of thought, as well as the corresponding areas of psychology, relate to each
other along a continuum, and how this continuum, in turn, relates to human communication
processes. Cognitive, cultural, developmental, perceptual, and social psychology, all hold
implications for communication research.
The fields of psychology and communication are closely related, to the extent that the
line differentiating the two is often quite blurry. Psychology may be considered an
established discipline when compared to communication. So communication may benefit
from the relatively consolidated approaches of psychology. The relationship between
psychology and communication has been productive in the past as well as in the present. So,
the researchers in the field of communication will continue to both learn from and inform
psychologists.
UNDERSTANDING INTERPERSONAL COMMUNICATION:
The unique characteristics of interpersonal communication can be explored by tracing
the meaning of the word interpersonal. It is derived from the prefix „inter‟ meaning
“between”, and the word person. So, interpersonal communication literally occurs between
people. On one sense, all communication happens among people, yet many interactions don‟t
involve us personally. Communication exists on a continuum from impersonal to
interpersonal. The heart of interpersonal communication is shared meanings between people.
We don‟t just exchange words when we communicate.
Interpersonal communication can mean the ability to relate to people in written as
well as verbal communication. This type of communication can occur in both a one-on-one
and a group setting. This also means being able to handle different people in different
situations, and making people feel at ease. Gestures such as eye contact, body movement, and
hand gestures are also part of interpersonal communication. The most common functions of
interpersonal communication are listening, talking and conflict resolution. Types of
interpersonal communication vary from verbal to non-verbal and from situation to situation.
Interpersonal communication involves face-to-face communication in a way that
accomplishes the purpose and is appropriate. Stewart & Angelo in their book Together:
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Communicating Interpersonally defines communication in the following manner:

Interpersonal communication is a mutual relational, co-constructed process, as opposed to
something that one person does “to” someone else.
An interpersonal communication focus emphasizes the process of the person
interacting rather than the verbal content of the interaction, accentuates behaviours and skills
which extend the alternatives available for interpersonal communication. It includes affective
as well as cognitive dimensions drawn from the behavioural and other sciences as well as
from the humanities. It is concerned about both verbal and nonverbal human messages and
responses, and represents an emphasis on the objective investigation of the experience of
person-to-person communication.
INTERPERSONAL COMMUNICATION AND TRANSACTIONAL ANALYSIS:
Over the years, a number of scholars interested in language-thought-behaviour
relationships have formulated principles that are designed to assist us in overcoming some of
the obstacles to effective interpersonal communication that could result from a
misunderstanding of the way language influences us.
One of the most accessible theories of modern psychology, Transactional Analysis
(TA), propounded by Eric Berne (1961) highlights the connection between language
behaviour and interpersonal communication process in simple and comprehensible way.
The unit of social intercourse is called a transaction. If two or more people encounter
each other… sooner or later one of them will speak, or give some other indication of
acknowledging the presence of the others. This is called transactional stimulus. Another
person will then say or do something which is in someway related to the stimulus, and that is
called the transactional response (p.79).
Transactional Analysis is a language within a language: a language of true meaning,
feeling, behaviour and motive. It can help us in every situation, firstly through being able to
understand more clearly what is going on. Secondly by virtue of this knowledge, we give
ourselves choices of what ego states to adopt, which signals to send, and where to send them.
This will enable us to create, develop and maintain better relationships through
communication. Thus the core of Berne‟s theory helps us in developing effective
interpersonal communication skills.
INTERPERSONAL NEEDS:
William C. Schutz (1958) has developed a systematic approach to the understanding
of interpersonal communication that is based upon interpersonal needs. According to Schutz,
interpersonal needs can be divided into three categories. They are inclusion, control and
affection. Inclusion refers to the need to maintain a satisfactory relationship with others and
to have enough involvement and belongingness; control is associated with the need for
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influence and power; and affection refers to the need for friendship, closeness, and love. Each
person‟s interpersonal needs are different. An awareness of the interpersonal needs of the
individuals will enable us to better understand their communication behaviour. The Schutz
system suggests that a successful interpersonal encounter is one where the interpersonal
needs of the participants are satisfied. We engage in interpersonal communication and
compare our opinions, attitudes, and beliefs with those of others.
In the same way, George C. Homans (1950) identifies three elements that are present
when individuals get together to perform some task: sentiment, activity, and interaction.
Sentiment refers to the need that motivated the individuals to join one another as well as to
the positive and negative feelings that participants develop toward one another. Activity is the
label given to the specific acts the participants perform that are related to their task.
LANGUAGE, BEHAVIOUR AND INTERPERSONAL COMMUNICATION:
There is a concrete and complex network of links among the elements such as
language, behaviour and interpersonal skills in the process of communication. Social
psychologists focused on behavior in interpersonal relations, their research served as a
gateway for research examining communication in interpersonal relationships. In the words
of Heath and Bryant (2000): Particularly since 1960, scholars adopted communication as the
central term because they wanted to study it as a significant and unique aspect of human
behavior (p. 59).
According to Larry A. Samovar and Richard E. Porter (1991:p.8) communication is...
a dynamic transactional behavior-affecting process in which people behave intentionally in
order to induce or elicit a particular response from another person.
In addition to the previous definition, they add the proponents of a channel, through
which the communication takes place; a responder, who observe the communicative
behaviour; encoding and decoding, i.e. the processes of producing and interpreting
information; and feedback, which refers to the information available to a source that permits
him or her to make qualitative judgements about communication effectiveness. As Samovar
and Porter put it: ...communication is complete only when the intended behaviour is observed
by the intended receiver and that person responds to and is affected by the behaviour
(1991:p.12). Thus their definition is largely based on intentional communication in an
interpersonal context. This is only to show that there are several ways to define and
understand the field of interpersonal communication in various dimensions correlating
„language‟ and „behaviour‟.
CONCLUSION:
The above explorations and explanations bring out the „intrinsic‟ and „extrinsic‟ links
between psychology and interpersonal communication. Researchers in the field of
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interpersonal communication are largely benefited by the socio psychological approaches to

interpersonal communication. These findings enable them to move further in the progress of
research with better understanding of the core concepts of interpersonal communication. The
theories propounded by the pioneers in the field of communication and psychology help them
launch new research, either by providing the testable hypothesis or by providing them with a
heuristic approach to their research findings.