NZQA Expiring unit standard 12384 version 4 Page 1 of 3 Title Demonstrate knowledge of analytical and global thinking styles Level 3 Credits 2 Purpose People credited with this unit standard are able to: describe analytical and global thinking styles; describe processes predominant in global and analytical thinking styles; and identify the use of analytical and global thinking styles and evaluate their related strengths and weaknesses. Classification Core Generic > Work and Study Skills Available grade Achieved Explanatory notes 1 Definition Analytical and global thinking styles – qualitative terms used to describe two distinct groups of related thinking processes. 2 References Witkin, H.A. (1976). Cognitive style in academic performance and in teacher-student relations. In Messick, S. (Ed.), Individuality in Learning. San Francisco, CA: Jossey Bass. Dunn, R. S., & Dunn, K. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades 7-12. Boston, MA: Allyn and Bacon. This unit standard is expiring Outcomes and evidence requirements Outcome 1 Describe analytical and global thinking styles. Evidence requirements 1.1 Description identifies the distinguishing feature of the analytical thinking style. 1.2 Description identifies the distinguishing feature of the global thinking style. NZQA National Qualifications Services SSB Code 130301 New Zealand Qualifications Authority 2016 NZQA Expiring unit standard 12384 version 4 Page 2 of 3 Outcome 2 Describe processes predominant in global and analytical thinking styles. Evidence requirements 2.1 Description identifies processes predominant in the analytical thinking style. Range 2.2 processes may include but are not limited to – field independence, logic, critical thinking, reasoning, sequencing, dividing into elemental parts, critique, deconstruction; evidence of six processes is required. Description identifies processes predominant in the global thinking style. Range processes may include but are not limited to – field dependence, contextualising, intuition, generalising, brainstorming, creating metaphors, estimating, visualising; evidence of six processes is required. Outcome 3 Identify the use of analytical and global thinking styles and evaluate their related strengths and weaknesses. Evidence requirements 3.1 Instances are identified where the analytical thinking style is predominantly used. Range evidence of three instances. This unit standard is Range evidence ofexpiring three instances; one advantage and one disadvantage for each. 3.2 Advantages and disadvantages of the use of the analytical thinking style in isolation are identified. 3.3 Instances are identified where the global thinking style is predominantly used. Range 3.4 evidence of three instances. One advantage and one disadvantage of the use of the global thinking style in isolation are identified. Range evidence of three instances; one advantage and one disadvantage for each. NZQA National Qualifications Services SSB Code 130301 New Zealand Qualifications Authority 2016 NZQA Expiring unit standard 12384 version 4 Page 3 of 3 Status information and last date for assessment for superseded versions Process Version Date Last Date for Assessment Registration 1 24 March 1998 31 December 2018 Revision 2 10 March 2005 31 December 2018 Review 3 16 July 2010 31 December 2018 Review 4 18 June 2015 31 December 2018 Accreditation and Moderation Action Plan (AMAP) reference 0023 This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do. Please note Providers must be granted consent to assess against standards (accredited) by NZQA, or an inter-institutional body with delegated authority for quality assurance, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment. Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards. Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards. Consent requirements and an outline of the moderation system that applies to this standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The AMAP also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements. This unit standard is Please contact NZQA National Qualifications Services nqs@nzqa.govt.nz if you wish to expiring suggest changes to the content of this unit standard. Comments on this unit standard NZQA National Qualifications Services SSB Code 130301 New Zealand Qualifications Authority 2016