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Main Page About Us Technologies Academics Supplemental Programs Guidance and Admissions School Nurse Library Media Center Student Activities Athletics Photo Gallery Newsletter Parent Faculty Organization School to Career Adult Education Alumni News Emergency Preparedness Directions to the School Privacy Policy E-mail Us   Listed below are Connecticut's School-To-Career Core Academic and Employability Skill Requirements and the corresponding SCANS SKILLS for THINKING  |Home|   |Basic Skills Main Page|   |Thinking Skills Main Page|   |Personal Qualities Main Page|   |Reading|   |Writing|   |Mathematics|   |Communication|   |Personal Qualities|   |Competencies Main Page|   |Resources|   |Interpersonal|   |Information|   |Technology| Connecticut's STC Skill Requirements    Where Taught at Vinal Technical High School Thinking-Problem-solving Skills Technologies General Education Related Education Career Center Guidance Life Skills Media Center Conceive ideas * * * * * * * Formulate problems * * * * * * * Identify key information pertinent to problems * * * * * * * Draw conclusions from information * * * * * * * Predict outcomes * * * * * * * Develop an action plan * * * * * * * Evaluate impact of solution * * * * * * * THE SCANS FOUNDATION SKILLS Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,  knows how to learn and reason    Where Taught at Vinal Technical High School THINKING Technologies General Education Related Education Career Center Guidance Life Skills Media Center Uses imagination freely. * * * * * * * Combines ideas or information in new ways. * * * * * * * Makes connections between seemingly unrelated ideas. * * * * * * * Reshapes goals in ways that reveal new possibilities. * * * * * * * Specifies goals and constraints. * * * * * * * Generates alternatives. * * * * * * * Considers risks and evaluates and chooses best alternative. * * * * * * * Recognizes and can use learning techniques to apply and adapt new knowledge and skills in both familiar and changing situations and is aware of learning tools such as personal learning styles (visual, aural, etc.), formal learning strategies (note taking or clustering items that share some characteristics) and informal learning strategies (awarness of unidentified false assumptions that may lead to faulty conclusions) * * * * * * * Recognizes that a problem exists (that is, there is a discrepancy between what should or could be.) * * * * * * * Identifies possible reasons for the discrepancy. * * * * * * * Devises and implements a plan of action to resolve the discrepancy. * * * * * * * Evaluates and monitors progress; and revises plan as indicated by findings. * * * * * * * Discovers a rule or principle underlying the relationship between two or more objects and applies it in solving a problem. * * * * * * * Uses logic to draw conclusions from available information. * * * * * * * Extracts rules or principles from a set of objects or written text. * * * * * * * Applies rules and principles to a new situation or determines which conclusions are correct when given a set of facts and a set of conclusions. * * * * * * * Organizes and processes symbols, pictures graphs or other information (for example, sees a building from a blueprint, a systems operation from schematics, the flow of work activates from a narrative or understands the taste of food from the recipe) . * * * * * * *