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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."
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.
  • ...1 more annotation...
  • 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.
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.
  • ...40 more annotations...
  • 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.
Joan McCabe

Language Teaching through Critical Thinking and Self-Awareness - 0 views

eca.state.gov/...p02.htm

critical thinking

shared by Joan McCabe on 03 Jul 12 - No Cached
  • Joan McCabe on 03 Jul 12
     
    "Applying critical thinking in the language classroom enables and encourages learners to speculate, criticize, and form conclusions about knowledge they already have as well as information they will acquire in the future. To activate and develop critical thinking in their students, language teachers need to set up tasks and activities and adjust their teaching programs and materials to promote such thinking. Teaching language through critical thinking enables learners to recognize a wide range of subjective analyses, to develop self-awareness, and to see linkages and complexities they might otherwise miss."
Lisa Martin

Research Findings and Policy Recommendations - 0 views

www.criticalthinking.org/...506

research findings critical thinking

shared by Lisa Martin on 27 Jun 12 - No Cached
  • 1) Though the overwhelming majority (89%) claimed critical thinking to be a primary objective of their instruction, only a small minority (19%) could give a clear explanation of what critical thinking is. Furthermore, according to their answers, only 9% of the respondents were clearly teaching for critical thinking on a typical day in class.
  • 5) Although the majority (67%) said that their concept of critical thinking is largely explicit in their thinking, only 19% could elaborate on their concept of thinking.
  • 6) Although the vast majority (89%) stated that critical thinking was of primary importance to their instruction, 77% of the respondents had little, limited or no conception of how to reconcile content coverage with the fostering of critical thinking.
  • Lisa Martin on 27 Jun 12
     
    Research on Critical Thinking in Higher Education classrooms
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.
alexandra m. pickett

Here's How You Can Help Rethinking Schools - Fall 2003 - Rethinking Schools Online - 0 views

www.rethinkingschools.org/...index.shtml

rethinking k12 education

shared by alexandra m. pickett on 04 Jun 09 - Cached
  • Join our Critical Teaching Listserv. If you wish to be part of Rethinking Schools listserv on critical teaching and writing, send an e-mail message with the word "subscribe" in the subject field to RScriticalteach-request@lists.execpc.com. The list is open to all RS subscribers and focuses on teaching and writing for justice in K-12 classrooms.
  • alexandra m. pickett on 04 Jun 09
     
    for those of you in k12 education i have heard that this listserv is very good. i am about to subscribe. : ) me
  • alexandra m. pickett on 04 Jun 09
     
    . Join our Critical Teaching Listserv. If you wish to be part of Rethinking Schools listserv on critical teaching and writing, send an e-mail message with the word "subscribe" in the subject field to RScriticalteach-request@lists.execpc.com. The list is open to all RS subscribers and focuses on teaching and writing for justice in K-12 classrooms.
Alena Rodick

A Framework for Designing Questions for Online Learning - 0 views

www.iddl.vt.edu/...frame.html

learning Theories instructional_design questioning

shared by Alena Rodick on 02 Jul 14 - No Cached
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • t least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • ...3 more annotations...
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education.
  • Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion.
  • Alena Rodick on 02 Jul 14
     
    "The discussion method is one of the most commonly used pedagogical techniques in the online classroom. Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education. Proper attention to the design, facilitation, and maintenance of an online instructional discussion is critical to promote students' constructive thinking. Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion. This framework is placed within a broader context of discussion within a constructivist, online environment. Numerous examples of discussion questions which were gathered from experienced online instructors are presented with the goal of preparing students and teachers to participate effectively in online discussions."
Maria Guadron

Mandernach - Thinking critically about critical thinking - 0 views

www.insightjournal.net/...mote%20Critical%20Thinking.pdf

critical thinking

shared by Maria Guadron on 30 Jun 12 - No Cached
  • Maria Guadron on 30 Jun 12
     
    Online learning tools can promote critical thinking.
Hedy Lowenheim

JTE v7n1 - Collaborative Learning Enhances Critical Thinking - 0 views

scholar.lib.vt.edu/...gokhale.jte-v7n1.html

shared by Hedy Lowenheim on 11 Aug 13 - Cached
  • Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991).
  • Hedy Lowenheim on 11 Aug 13
     
    "Collaborative Learning Enhances Critical Thinking "
Donna Angley

The Six Types of Socratic Questions - 0 views

www.engin.umich.edu/...cthinking.htm

Socratic Method questioning Socrates critical thinking

shared by Donna Angley on 22 Jun 11 - No Cached
  • Donna Angley on 22 Jun 11
     
    Critical thinking is the process we use to reflect on, access and judge the assumptions underlying our own and others ideas and actions. Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
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
Joan McCabe

Language and Critical Thinking - 0 views

www.unc.edu/...0and%20Critical%20Thinking.pdf

critical thinking foreign language

shared by Joan McCabe on 03 Jul 12 - No Cached
  • Joan McCabe on 03 Jul 12
     
    Discusses how using a foreign language in itself is 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).
  • ...3 more annotations...
  • 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.
Joan Erickson

http://www.criticalthinking.org/files/Criteria%20for%20CT%20Assignments.doc - 0 views

www.criticalthinking.org/...a%20for%20CT%20Assignments.doc

shared by Joan Erickson on 25 Jun 10 - No Cached
  • Joan Erickson on 25 Jun 10
     
    critical thinking assessment checklist We should write assessment questions with these elements in mind. They help foster students ability to think critically
alexandra m. pickett

Critical thinking In the classroom - 3 views

www.microsoft.com/...critical_thinking.aspx

critical thinking resources thinking critical howardrheingold plagiarism

shared by alexandra m. pickett on 18 Jun 10 - Cached
  • Joy Quah Yien-ling on 19 Jun 10
     
    This is comprehensive and cohesive, unlike a lot of stuff I have come across on critical thinking in the Internet. I will use this as a resource in my course. Actually this is useful in multiple settings. Great stuff.
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.
ian august

Matthew Allen - Researcher, Educator and Net Critic - 0 views

www.netcrit.net

internet thinker online teacher educator net critic web2.0 researcher blog allen matthew

shared by ian august on 04 Jun 11 - Cached
  • ian august on 04 Jun 11
     
    internet thinker, researcher educator, net critic
Alicia Fernandez

Teaching critical thinking through online discussions - 1 views

eac595b.pbworks.com/...%2B2000%2Bquestions%5B1%5D.pdf

OAD critical thinking Socratic questions

shared by Alicia Fernandez on 28 Jun 14 - No Cached
  • Alicia Fernandez on 28 Jun 14
     
    Using the right questions to promote critical thinking in OAD.
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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
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