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Erin Fontaine

Critical Thinking Development: A Stage Theory - 0 views

www.criticalthinking.org/...483

shared by Erin Fontaine on 29 Jun 12 - No Cached
  • We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      This is a great foundation for an icebreaker module.
  • recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
  • begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
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  • appreciate a critique of their powers of thought.
  • we must teach in such a way as to help them to see that we all need to regularly practice good thinking to become good thinkers.
  • We must emphasize the importance of beginning to take charge of the parts of thinking and applying intellectual standards to thinking. We must teach students to begin to recognize their native egocentrism when it is operating in their thinking.
  • since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking.
  • need for systematic practice in thinking.
  • Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
  • regularly monitor
  • articulate the strengths and weaknesses
  • often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful.
  • intellectual perseverance
  • have the intellectual humility required to realize that thinking in all the domains of their lives must be subject to scrutiny, as they begin to approach the improvement of their thinking in a systematic way.
  • We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view. We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
  • Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
  • Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
  • advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way.
  • develop depth of understanding
  • nsight into deep levels of problems in thought: consistent recognition, for example, of egocentric and sociocentric thought in one’s thinking, ability to identify areas of significant ignorance and prejudice, and ability to actually develop new fundamental habits of thought based on deep values to which one has committed oneself.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      What do YOU believe in? How and why do you believe it?
  • successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.
  • critique their own plan for systematic practice, and improve it thereby.
  • articulate the strengths and weaknesses in their thinking.
  • reduce the power of their egocentric thoughts.
  • a) the intellectual insight and perseverance to actually develop new fundamental habits of thought based on deep values to which one has committed oneself, b) the intellectual integrity to recognize areas of inconsistency and contradiction in one’s life, c) the intellectual empathy necessary to put oneself in the place of others in order to genuinely understand them, d) the intellectual courage to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions, e) the fair-mindedness necessary to approach all viewpoints without prejudice, without reference to one’s own feelings or vested interests. In the advanced thinker these traits are emerging, but may not be manifested at the highest level or in the deepest dimensions of thought.
  • our students will not become advanced thinkers — if at all — until college or beyond. Nevertheless, it is important that they learn what it would be to become an advanced thinker. It is important that they see it as an important goal. We can help students move in this direction by fostering their awareness of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual perseverance, intellectual integrity, intellectual empathy, intellectual courage, and fair-mindedness. If we can graduate students who are practicing thinkers, we will have achieved a major break-through in schooling. However intelligent our graduates may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need to develop to grow intellectually as a thinker.
  • have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
  • As Piaget would put it, they regularly raise their thinking to the level of conscious realization.
  • Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
  • To make the highest levels of critical thinking intuitive in every domain of one’s life. To internalize highly effective critical thinking in an interdisciplinary and practical way.
  • Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., but are also regularly improving that practice. Accomplished thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have deep insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers deeply understand the role that egocentric and sociocentric thinking plays in the lives of human beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
  • Naturally inherent in master thinkers are all the essential intellectual characteristics, deeply integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness. Egocentric and sociocentric thought is quite uncommon in the accomplished thinker, especially with respect to matters of importance. There is a high degree of integration of basic values, beliefs, desires, emotions, and action.
  • For the foreseeable future the vast majority of our students will never become accomplished thinkers 
  • important that they learn what it would be to become an accomplished thinker. It is important that they see it as a real possibility, if practicing skills of thinking becomes a characteristic of how they use their minds day to day.
  • Thus it is vital that an intellectual vocabulary for talking about the mind be established for teachers; and that teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers.
  • in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority. Middle school and High School, on this model, would aim at helping all students become, at least, "practicing" thinkers. Of course, students discover thinking only by discovering that thinking has "parts." Like learning what "Legos" are, we learn as we come to discover that there are various parts to thinking and those parts can be put together in various ways. Unlike Legos, of course, thinking well requires that we learn to check how the parts of thinking are working together to make sure they are working properly: For example, have we checked the accuracy of information? Have we clarified the question?
  • We are not advocating here that teachers withdraw from academic content. Rather we are suggesting that critical thinking provides a way of deeply embracing content intellectually. Within this view students come to take intellectual command of how they think, act, and react while they are learning...history, biology, geography, literature, etc., how they think, act, and react as a reader, writer, speaker, and listener, how they think, act, and react as a student, brother, friend, child, shopper, consumer of the media, etc.
  • to effectively learn any subject in an intellectually meaningful way presupposes a certain level of command over one’s thinking, which in turn presupposes understanding of the mind’s processes.
  • Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.
  • Thus whenever we reason through any problem, issue, or content we are well advised to take command of these intellectual structures: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. By explicitly teaching students how to take command of the elements of reasoning we not only help them take command of their thinking in a general way; we also provide a vehicle which effectively enables them to critically think through the content of their classes, seeing connections between all of what they are learning.
  • if I am to develop my critical thinking ability I must both "discover" my thinking and must intellectually take charge of it. To do this I must make a deep commitment to this end.
  • the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others.
  • When we learn together as developing thinkers, when we all of us seek to raise our thinking to the next level, and then to the next after that, everyone benefits, and schooling then becomes what it was meant to be, a place to discover the power of lifelong learning. This should be a central goal for all our students--irrespective of their favored mode of intelligence or learning style. It is in all of our interest to accept the challenge: to begin, to practice, to advance as thinkers.
Catherine Strattner

Defining Critical Thinking - 0 views

www.criticalthinking.org/...766

critical thinking

shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Critical thinking is the intellectually 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. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
  • Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
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  • Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.  People who think critically consistently attempt to live rationally, reasonably, empathically.   They are keenly aware of the inherently flawed nature of human thinking when left unchecked.  They strive to diminish the power of their egocentric and sociocentric tendencies.  They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.  They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.  They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.  They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society.   At the same time, they recognize the complexities often inherent in doing so.  They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others.  They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement.  They embody the Socratic principle:  The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. ~ Linda Elder, September, 2007
  • Catherine Strattner on 29 Jun 12
     
    Different ways to conceptualize a definition for critical thinking.
Maria Guadron

Critical Thinking - Center for Innovation in Research and Teaching - 0 views

cirt.gcu.edu/...critical_thinking

critical thinking teaching learning online active

shared by Maria Guadron on 30 Jun 12 - No Cached
  • Profile of a Critical ThinkerHow do you know if your students are thinking critically? What is the profile of a critical thinker?  The following table provides an overview of the skills, strategies and thought-processes that distinguish critical thinking.
  • Maria Guadron on 30 Jun 12
     
    "Profile of a Critical Thinker How do you know if your students are thinking critically? What is the profile of a critical thinker? The following table provides an overview of the skills, strategies and thought-processes that distinguish critical thinking."
lkryder

Minding the Knowledge Gap - 0 views

www.aft.org/...christodoulou.cfm

facts knowlege short term memory long term memory schema thinking learning

shared by lkryder on 16 Jun 14 - No Cached
  • In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
  • Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
  • If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
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  • The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
  • By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
  • In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
  • lkryder on 16 Jun 14
     
    From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
  • lkryder on 16 Jun 14
     
    I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
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  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
Catherine Strattner

Critical Thinking Testing and Assessment - 0 views

www.criticalthinking.org/...594

critical thinking distance learning rubric

shared by Catherine Strattner on 09 Jun 12 - No Cached
  • Rubrics for assessing student reasoning abilities. A useful tool in assessing the extent to which students are reasoning well through course content.  
  • Critical Thinking Grid.doc
  • Catherine Strattner on 09 Jun 12
     
    This is a great source for utilizing critical thinking in designing instruction as well as assessing students' critical thinking skills.
Joy Quah Yien-ling

My experience in NY - 0 views

francapponi.edublogs.org

shared by Joy Quah Yien-ling on 30 May 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 30 May 10
       
      francisca: don't forget to self evaluate your etap687 reflections. see the blog grading rubric : ) also, i woul like you to bring your thoughts on the course readings and the videos into the online disucssion in the course. : ) me
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      brilliant!!! ask them, make them choose!!! i hope you will take this risk!!! have high expectations and give them the opportunity to teach you something!!! trust them! let go! : )
  • they own their pages,
  • ...17 more annotations...
  • they want to share
  • hey want
  • the teacher only has to think creatively and give the students good instructions, he hasn’t have to give them lists of words and definitions that is the most boring part of constructing a course, and a lot of work.
  • I love to think that the process of re-conceptualizing a curse to go online can change the way teachers teach this way, and as I learned too, this change is not only for online classes, in face to face too, because it opens their minds, it makes them think and evaluate their old classes, their old evaluations, and most teachers change the way they teach face to face too, because they realize that traditional teaching doesn’t work face to face either. And they don’t change because they have to change, they have an excuse for changing, so online teaching is a catalyst for transforming teachers.
  • A lot of students never felt engaged and I have never understood that until now. The kind of activity I used to do was active and contextualized to the world, but not everybody has the same word or interests, so I think the only way to engage everybody is to ask them what they want to learn, or make them choose. Something I have never done is to empower my students to lead their own learning process. I have had problems trusting in them I have never give them freedom to be creative, lead a group, do research, look for something new, let them teach me something. I haven’t tried to get out the outlines, be more risky. I don’t know how it would be not to have the control of their learning process, but I would like to try. I learned a very interesting thing: they can find their own material, they can learn the things they like and are related with their own interests, they can lead a discussion about a topic they like and engage others in the discussion. They are able to do a lot of things and we have to take advantage of that as teachers because, if we do all the work, who is learning?
  • So, as I learned form Alex, the question is not “what can I teach online?”, the question is “how can I teach online the thing that I want to teach?”,
  • I don’t know if the question is “which students can be good online learners”, the question is “how can I engage most of them and help them to learn” however they are, because we can’t control that.
  • That is why I think it is so important to have questions in order to construct our knowledge, so I really understand that to make people think you have to guide them to have questions , not answers. And how to do that? The best way to do that, according to what I read in The role of questioning teaching, thinking and learning, is making the students do things, if they are passive they are not going to have questions, and also, make them good questions that are provocative and makes them think about what they are interested in solve or understand or do, and other kinds of question that lead students to critical thinking.
  • I think that in order to achieve a sense of community between your students you have to give them diverse and frequent opportunities for interaction between them and with you, it is not about knowing each other and working in groups in some activity, you have to interact a lot with all your classmates to build a community and feel that you belong to the class. So you have to design diverse activities and spaces for interaction, sharing and communication between students and with you. Also, you have to teach and guide the students in how to interact, how to contribute, how to add knowledge to the conversation, how to give their classmates feedback, how to reinforce their opinions, how to support them, how to answer their questions, how to evaluate them, how to question them, how to agree or refute them, how to make a comfortable climate for learning and a lot of other things related to create a sense of teaching presence and a sense of belonging to the group.
  • By teaching to their classmates students can understand more deeply the content, develop other skills like being creative, they have to think deeper in how to explain a concept and create good examples, and learn from their classmates, from their questions and from the interaction between them.
  • I like the idea of having a community blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i didn't realize this would be a community blog. I LOVE this idea!!! have you thought of using ning for this? that way the space can persist as your faculty commmuity beyond the end of the development cycle.
  • I needed a Blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      yes, it should be a blog... not a wiki... you should look at ning for this... it provides the blog functionality wrapped with additional community ans social networking features...
  • sometimes we think the only way of engaging students is entertaining them. That is not true,
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I agree!
  • And even better, how Shoubang sounds so familiar and close to the students in the welcome document without anything fancy technology, only text, but it seems so easy to find him in there and so friendly.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      We project who we are. People don't just leave their offline personalities behind when they go online. If a person is outgoing in real life, he will also be outgoing online (I think). But apparently, the online environment is good for shy people...
  • I think that this work is very creative, and as I remember in one of the first reading of this course (”10 ways online…”),
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This is the creative aspect of teaching which I love as well. How can we ever be bored being a teacher? We are being creative all the time.
  • I don’t know why but I love it! I can review it forever, and I always have new ideas, and I love that.
  • some faculty’s opinions is that they feel younger because they feel the same feeling that they felt when they were teaching for the first time, and I think that they feel rewarded by their creation,  their new product.
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Catherine Strattner

Schoolwide Enrichment Model - 0 views

www.gifted.uconn.edu/...semexec.html

Schoolwide Enrichment Model Gifted and Talented Critical Thinking

shared by Catherine Strattner on 03 Jun 12 - Cached
  • The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.
  • Catherine Strattner on 03 Jun 12
     
    This is an executive summary of Joseph Renzulli's Schoolwide Enrichment Model.
  • Catherine Strattner on 03 Jun 12
     
    If you are interested in gifted and talented education and/or teaching higher order thinking skills, this is a great model to explore.
Catherine Strattner

Applying Bloom's Taxonomy to teach thinking skills in e-learning « Jen e-blogger - 0 views

jeneblogger.wordpress.com/...-thinking-skills-in-e-learning

bloom taxonomy e-learning

shared by Catherine Strattner on 12 Jun 12 - No Cached
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • ...10 more annotations...
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • guide students to arrive at a certain concept, rule, principle or method and use the concept, rule, principle or method in a workplace or simulated workplace environment.
  • require students to construct a new product from the components given or apply different aspects of their prior learning to put together a product.
  • require students to critic or review materials or ideas.
  • Catherine Strattner on 12 Jun 12
     
    This blog post outlinse different learning activities that address the different levels of Bloom's Taxonomy.
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx

DOK Webb

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
  • ...3 more annotations...
  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
kasey8876

Teaching critical thinking through online discussions. - 0 views

eac595b.pbworks.com/...ight+2000+questions%5B1%5D.pdf

Critical Thinking Online

shared by kasey8876 on 29 Jun 12 - No Cached
  • Lauren D on 29 Jun 12
     
    -Small group discussions- led by the instructor (Good way to start out a course to scaffold these principles) -Buzz groups- which allows two students to discuss an issue -Case discussions- using real or simulated complex problems to be analyzed in detail -Debating teams- where students improve their critical thinking skills by formulating ideas, defending their positions, and countering the opposition's conclusions -Jigsaw groups- students break up into subgroups to discuss various parts of a topic and then come together to present it or teach it to other classmates -Mock trials- students assume different roles in a trial setting
  • kasey8876 on 29 Jun 14
     
    Educators role in fostering critical thinking in online discussions
alexandra m. pickett

Thoughts About Teaching Spanish Online - 0 views

brdemmin.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • In an online environment it is fundamental.  Discussions generate questions, and questions promote critical thinking.  I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning.  This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      Brilliant!!! yes! you are getting it!
  • I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
  • Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
  • ...8 more annotations...
  • t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered  in their ability to learn independently, as well as in the amount of information they learn. 
  • Personal stories give life to a faceless person, just as they do in literature.  We come to know, like, love, despise, and sympathize with characters the more we know about them.  Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
  • Specifically, I need to ask myself:  Do these questions simply ask student to use their  foundational knowledge, and book resources,  in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
  •   Online learning requires a different framework of thinking and behaving.  It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection. 
  • Many of our high school students are not equipped with these survival skills. 
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 09
       
      barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
  • online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception.  While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not.  We need time to formulate ideas, responses and concepts.  Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’. 
  • Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances. 
  • This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
Heather Kurto

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

www.educause.edu/...education-survey-says%E2%80%A6

Survey online teaching

shared by Heather Kurto on 06 Jul 12 - No Cached
  • misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
  • Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
  • cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
  • ...7 more annotations...
  • When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
  • this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
  • ), and educational opportunities.25Online Teaching Skills.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
  • Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
  • What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
  • Gary Bedenharn on 06 Jul 12
     
    The study of what online teaching might look like in the near future.
kasey8876

Using Socratic Questioning to Promote Critical Thinking Skills through Asynchronous Dis... - 0 views

www.mentormob.com/...efbe99ab24ec5b00268cef5fdd.pdf

Critical Thinking Online

shared by kasey8876 on 29 Jun 14 - No Cached
  • kasey8876 on 29 Jun 14
     
    Socratic questioning to enhance students' critical thinking
Catherine Strattner

Higher order thinking with Venn diagrams - 0 views

www.learnnc.org/2646

Venn diagrams Higher Order Thinking Skills Critical Thinking

shared by Catherine Strattner on 03 Jun 12 - Cached
  • Catherine Strattner on 03 Jun 12
     
    This article discusses the use of Venn diagrams to promote and develop higher order thinking skills in students.
  • Catherine Strattner on 03 Jun 12
     
    This is the inspiration for the course I plan to create in this class.
sherrilattimer

Bloom's Taxonomy Blooms Digitally | Tech Learning - 0 views

www.techlearning.com/...44988

BloomsTaxonomy technology Bloom

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
  • Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Diigo!
  • Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
  • ...4 more annotations...
  • Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.
  • Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Interesting that responding to someone else's blog is more of a higher level thinking skill than writing one.
  • Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
  • Students frequently capture, create, mix and remix content to produce unique products.
  • sherrilattimer on 12 Jun 14
     
    Bloom's Taxonomy for technology!!
  • sherrilattimer on 12 Jun 14
     
    This may be a really nice tool for developing our courses!
Maria Guadron

TEAL Center Fact Sheet No. 6: Student-Centered Learning | Teaching Excellence in Adult ... - 0 views

teal.ed.gov/...studentcentered

student-centered learning

shared by Maria Guadron on 15 Aug 12 - No Cached
  • Maria Guadron on 15 Aug 12
     
    "Instructional strategies and methods are used to Manage time in flexible ways to match learner needs. Include learning activities that are personally relevant to learners. Give learners increasing responsibility for the learning process. Provide questions and tasks that stimulate learners' thinking beyond rote memorization. Help learners refine their understanding by using critical thinking skills. Support learners in developing and using effective learning strategies for each task. Include peer learning and peer teaching as part of the instructional method. "
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html

merlot elearning virtual education teaching Module 4

shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
Catherine Strattner

103chap7.pdf (application/pdf Object) - 0 views

www.ntlf.com/...103chap7.pdf

teaching online critical thinking skills

shared by Catherine Strattner on 27 Jun 12 - No Cached
  • Catherine Strattner on 27 Jun 12
     
    This is a chapter on Critical-Thinking Strategies for online learning. I believe it is an excellent resource regarding structuring and moderating online discussions that promote critical thinking.
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