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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.
Catherine Strattner

Universal Intellectual Standards - 0 views

www.criticalthinking.org/...527

critical thinking universal intellectual standards

shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Universal intellectual standards are standards which must be applied to thinking whenever one is interested in checking the quality of reasoning about a problem, issue, or situation. To think critically entails having command of these standards. To help students learn them, teachers should pose questions which probe student thinking; questions which hold students accountable for their thinking; questions which, through consistent use by the teacher in the classroom, become internalized by students as questions they need to ask themselves. The ultimate goal, then, is for these questions to become infused in the thinking of students, forming part of their inner voice, which then guides them to better and better reasoning. While there are many universal standards, the following are some of the most essential:
  • CLARITY: Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example? Clarity is the gateway standard.
  • ACCURACY: Is that really true? How could we check that? How could we find out if that is true?  A statement can be clear but not accurate, as in "Most dogs are over 300 pounds in weight."
  • ...6 more annotations...
  • PRECISION: Could you give more details? Could you be more specific? A statement can be both clear and accurate, but not precise, as in "Jack is overweight." (We don’t know how overweight Jack is, one pound or 500 pounds.)
  • RELEVANCE: How is that connected to the question? How does that bear on the issue? A statement can be clear, accurate, and precise, but not relevant to the question at issue.
  • DEPTH: How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors? A statement can be clear, accurate, precise, and relevant, but superficial (that is, lack depth).
  • BREADTH: Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint? What would this look like from the point of view of . . .?  A line of reasoning may be clear accurate, precise, relevant, and deep, but lack breadth (as in an argument from either the conservative or liberal standpoint which gets deeply into an issue, but only recognizes the insights of one side of the question.)
  • LOGIC: Does this really make sense? Does that follow from what you said? How does that follow? But before you implied this, and now you are saying that; how can both be true? When we think, we bring a variety of thoughts together into some order. When the combination of thoughts are mutually supporting and make sense in combination, the thinking is "logical." When the combination is not mutually supporting, is contradictory in some sense or does not "make sense," the combination is not logical.
  • FAIRNESS:  Do I have a vested interest in this issue?  Am I sympathetically representing the viewpoints of others?  Human think is often biased in the direction of the thinker - in what are the perceived interests of the thinker.  Humans do not naturally consider the rights and needs of others on the same plane with their own rights and needs.  We therefore must actively work to make sure we are applying the intellectual standard of fairness to our thinking.  Since we naturally see ourselves as fair even when we are unfair, this can be very difficult.  A commitment to fairmindedness is a starting place.
  • Catherine Strattner on 29 Jun 12
     
    I think this is helpful in assessing the quality of critical thinking.
Maria Guadron

Problem Based Learning: An Instructional Model and Its Constructivist Framework. - 0 views

www.eric.ed.gov/...detailmini.jsp

constructivist critical thinking

shared by Maria Guadron on 30 Jun 12 - No Cached
  • Maria Guadron on 30 Jun 12
     
    Constructivist strategies promote critical thinking.
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
  • 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.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • ), and educational opportunities.25Online Teaching Skills.
  • 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.
alexandra m. pickett

Reflections | Just another Edublogs.org site - 1 views

vk267722.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • However, I do wonder about exactly how this survey was implemented in order for it to valid.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      we collected demographic information from every single student that was an online student that term. It was a survey that they hand to fill out to get access to their course. we had 100% response rates. so these are real numbers.
  • Somtimes I just have to tell myself “I Think I Can”
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      I KNOW you can !!!
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      Victoria! i am so glad that you are considering using bloggin in your course. Your reflections on the benefits and your insights on this aspect of the course and how it applys to you and might apply to your future students are astounding to me. Thank you for making your thinking visible to me. Als, your observation of the Social Presence afforded by Moodle with the simple little addition of an icon/avatar that represents the individual and its comparison to FB is brilliant. Well done!
  • ...6 more annotations...
  • My experience as a student was that I was focused on my routines from the other class and interpreting feedback to what I was thinking Alex meant and it wasn’t the same.  Then, we I began to trust Alex’s words and it became clear to me that she wanted to use to think deeper about the questions.
  • My question is how do we get our students motivated to think critically when, students just want to get the right answer?
  • In this process I learned a lot about myself as a learner and teacher.  I really need to promote more critical thinking activities and discussion.  It is very hard especially, with the children who I teach because they just want to get the right answer and have no motivation to further discuss any math concepts.
  •  I also need to think more critically as a person and a teacher.  In my school we put a lot of the blame on the parents because the parents don’t help students at home.  Meanwhile, many of these families can’t do it because they don’t know how the do the homework assignment, can’t read English, or are working.
  •  I know I have learned this because now I have a deeper appreciation in using technology as a learning tool.
  • What hindered my learning was time.  This course was a big adjustment in how much time I needed to set aside for this course.  I feel as though my school activities got in the way.  I really put too much on my plate this year as far as being involved in school activities.  This coming school year I am not going to do as much so I can focus more on taking the online courses.
Gary Bedenharn

Distinguishing Between Inferences and Assumptions - 0 views

www.criticalthinking.org/...484

conceptual module 2 Science inference

shared by Gary Bedenharn on 19 Jun 12 - No Cached
  • Gary Bedenharn on 19 Jun 12
     
    Articles on critical thinking
Jessica M

Critical Literacy, Digital Literacies, and Common Core State Standards: A Workable Union? - 0 views

seaccr.files.wordpress.com/...digital-literaciesand-cccs.pdf

CCS Literacy Technology Online

shared by Jessica M on 12 Jun 14 - No Cached
  • Citation of evidence” and“analysis” are malleable activities, and this mal-leability provides opportunities for educators tocurve them to include a stronger critical literacycomponent.
  • Analyze a complex set of ideas or sequenceof events and explain how specific individuals,ideas, or events interact and develop over thecourse of the text
  • (d)emonstrate command of technology, includ-ing the Internet, to produce, publish, and updatework in response to ongoing feedback, includingfresh arguments or new information
  • ...3 more annotations...
  • Cite strong and thorough textual evidenceto support analysis of what the text saysexplicitly as well as inferences drawn fromthe text, including determining where the textleaves matters uncertain
  • Analyze and evaluate the effectiveness ofthe structure an author uses in his or herexposition or argument, including whether thestructure makes points clear, convincing, andengaging
  • Determine an author’s point of view or pur-pose in a text in which the rhetoric is partic-ularly effective, analyzing how style and con-tent contribute to the power, persuasiveness,or beauty of the text.
alexandra m. pickett

Critical Thinking - The Very Basics - 0 views

www.uwsp.edu/...BasicsWebpage.htm

Module 4 assignment

shared by alexandra m. pickett on 13 Jul 10 - Cached
  • Critical Thinking - The Very Basics
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      I can't find too many online resources for philosophy-related courses. This, however, is very nice. It offers a flash presentation of the very basics in understanding argument. This topic is so basic that it almost occurs in the beginning week(s) of every intro level philosophy courses, such as Critical Thinking and Moral Choices. I plan to use this website as the readings for Module 1. I could have prepared this contents in my class, but bring the learners to an internet resource as an alternative medium of learning is part of the learning goals, as well, so I will do it. Question. Do I need to acquire permission from the owner in order to use it in my class? Given that it appears on MERLOT, does MERLOT ask contributors to share the right of fair use?
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      when a resource is contributeda by the auther it generally means that author hopes others will use it. I would however, send the author an email telling him/her about your intention as a courtesy and to check to be sure that the site will be stable and in existance for the time period that you will use it in your class.
alexandra m. pickett

teaching critical thinking online | Learning Online Learning - 2 views

shoubang.edublogs.org/...ching-critical-thinking-online

shared by alexandra m. pickett on 05 Aug 10 - Cached
  • teaching critical thinking online
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      this is brilliant! thanks for sharing it!
Anne de la Chapelle

Free Critical Thinking Worksheets - 0 views

www.teach-nology.com/...critical_thinking

worksheets criticalthinking

shared by Anne de la Chapelle on 05 Jul 09 - Cached
  • Anne de la Chapelle on 05 Jul 09
     
    Critical thinking worksheets for teachers. Used in engaging students in the advanced levels of thinking.
Kristen Della

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

communitiesofinquiry.com/...Critical_Inquiry_model.pdf

critical Inquiry higher education

shared by Kristen Della on 13 Jul 11 - No Cached
  • Kristen Della on 13 Jul 11
     
    Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
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.
Alicia Fernandez

A Well Rounded Education for a Flat World - 0 views

cae.org/...Education_for_a_Flat_World.pdf

higher education flat world transformational learning

shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    With today's global competition, there is increasing concern about the nature and quality of higher education. One set of concerns focuses on higher education's purpose - should it be practical and graduate well equipped students to supply a competitive workforce? Or, should it rather explore what some critics label "romantic" notions of a liberal education with broad ideas and values to prepare students for democratic citizenship? The authors argue that for students to be successful in today's global economy, higher education must recognize and emphasize that practical and liberal education are tightly coupled, and that students' academic, developmental, interpersonal and experiential lives are entwined. Colleges must move from traditional education to what we term transformational learning.
  • Alicia Fernandez on 04 Jun 14
     
    With today's global competition, there is increasing concern about the nature and quality of higher education. One set of concerns focuses on higher education's purpose - should it be practical and graduate well equipped students to supply a competitive workforce? Or, should it rather explore what some critics label "romantic" notions of a liberal education with broad ideas and values to prepare students for democratic citizenship? The authors argue that for students to be successful in today's global economy, higher education must recognize and emphasize that practical and liberal education are tightly coupled, and that students' academic, developmental, interpersonal and experiential lives are entwined. Colleges must move from traditional education to what we term transformational learning.
kasey8876

Facilitating management learning developing critical reflection through reflective tools. - 0 views

epubs.surrey.ac.uk/...fulltext.pdf

Reflection

shared by kasey8876 on 06 Jul 14 - No Cached
  • kasey8876 on 06 Jul 14
     
    The aim of this article is to explore how the practice of critical reflection within a management learning process can be facilitated through the application of reflective processes and tools. A distinction is drawn between reflection as a form of individual development (of, say, the reflective practitioner), and critical reflection as a route to collective action and a component of organizational learning and change.
Alicia Fernandez

Socratic Misogyny?-Analyzing Feminist Criticisms of Socratic Teaching in Legal Education - 1 views

www.law2.byu.edu/...gar.pdf

Socratic questions misogyny

shared by Alicia Fernandez on 30 Jun 14 - No Cached
  • abeukema on 30 Jun 14
     
    "1) that women fail to participate in class out of fear 95 or out of a general unwillingness to engage in the " showmanship " called for in the Socratic classroom, 96 (2) that some who begin to participate stop because they feel uncomfortable or unwelcome, 97 and (3) that some who are determined to participate and do participate, nevertheless, feel the pressure of speaking for all women."
  • Alicia Fernandez on 02 Jul 14
     
    Socratic Misogyny?-Analyzing Feminist Criticisms of Socratic Teaching in Legal Education
Diana Cary

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

libra.msra.cn/...nferencing-in-higher-education

student centered learning education technology conferencing higher education inquiry

shared by Diana Cary on 10 Jun 13 - No Cached
  • This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.
Danielle Melia

EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

academic students teaching education online education online technology learning

shared by Danielle Melia on 27 Jun 12 - No Cached
  • Danielle Melia on 27 Jun 12
     
    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
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