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.
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Critical Thinking Development: A Stage Theory - 0 views
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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.
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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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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.
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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.
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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.
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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.
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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.
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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.
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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).
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Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
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Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
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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.
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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.
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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.
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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.
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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.
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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.
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Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
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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.
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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.
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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.
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For the foreseeable future the vast majority of our students will never become accomplished thinkers
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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.
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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.
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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?
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Describing the Habits of Mind - 0 views
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h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
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They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
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Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
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Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
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Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
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Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
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Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
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t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
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Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
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They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
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Curiosity and Innovation - 0 views
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A similar example occurs while learning to drive a car. Our conscious mind must be aware of three pedals, gas, brake and clutch. Also important are the rear view mirror and the steering wheel as well as what is in front of us. We learn to synchronize these complex movements and actions with great effort and attention. But in time, our mind frees the conscious mind from this effort, and we drive without thinking about it. Have you never experienced being it distracted and talking while driving and when you arrive at your destination you cannot remember the route you followed?
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This illustrates the process of learning as: curiosity or interest, understanding, memorizing and internalizing. Through these steps learning moves from the conscious to the unconscious mind, freeing up conscious memory and energy; in other words you internalize the learning. Internalization of knowledge is an essential part of knowledge itself. What is internalized has great impact on future behavior and beliefs.
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But, real learning only occurs when, motivated by curiosity, the person constructs knowledge by seeking those materials, techniques, concepts, methods and elements, which can produce her own internal theories that then undergo testing and are subsequently internalized. This is the never ending search for knowledge driven by the innate curiosity of human beings.
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shared by Kristen Della on 09 Jun 11
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http://ebooks.bibliothek.uni-regensburg.de/10546/ - 0 views
According to Teaching Mindfulness: A Practical Guide for Clinicians and Educators, a
mindfulness education
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Online Course Design - 0 views
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So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
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From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
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And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
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People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
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From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
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“You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
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I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
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Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
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I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
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An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to successfully transfer learning, which is basically one of great challenges of teaching. So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
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As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
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Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
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Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
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this is a process
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My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
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Confucius
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In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
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Public Schools Begin to Offer Gym Classes Online - New York Times - 0 views
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The course allows students to meet requirements by exercising how they want, when they want. They are required to work out hard for 30 minutes four times a week and report to their teachers by e-mail. Parents must certify that the students did the workouts.
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Still, some committed online educators remain unconvinced. Tim Snyder, the executive director of Colorado Online Learning, which offers more than 50 online courses to Colorado schools, included physical education with studio art, marching band and the laboratory sciences as subjects best left to brick-and-mortar schools. "These are still better experienced in a hands-on setting," Dr. Snyder said. But online gym has prospered. That has been possible in part because physical education itself has evolved. Once a highly regimented class centered on team sports and competition, physical education now emphasizes healthy living and personal fitness, topics some see as eminently suited for independent Internet study.
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Even the course's author, Brenda Corbin, who writes curriculums for the Minneapolis district, was dismissive at first. "I refused to be a part of it," Ms. Corbin said of her initial reaction a year ago, when Ms. Braaten and district administrators approached her about writing the physical education course. "How do you know they're really working out?" Ms. Corbin said she asked. But she later changed her mind. "I was uninformed about what you can do over the computer," she said.
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Mindfulness Requires Practice and Purpose - NYTimes.com - 1 views
Mindfulness training and teachers' professional development - 0 views
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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can refer to their course materials and think through their answers
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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he first response that comes to mind rather than the best possible response
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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as a result of the relative anonymity
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online education can be done well,
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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Habits_of_Mind_Curriculum_VT_WDP.pdf (application/pdf Object) - 1 views
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facilitator - 0 views
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Role of Discussion Facilitator: Encourage and guide the discussion Be clear about the purpose and expected outcomes of the discussion Encourage participants to respond to each other as well as to the facilitator Recognize participants via private and public messages Share information and resources and encourage others to do the same Create a welcoming environment Tie together the threads of the discussion and summarize it Enforce the discussion group ground rules, if necessary Keep the discussion focused on the topic Clarify the questions and comments of participants, if necessary Act as an unbiased, neutral commentator Participate regularly, actively and thoughtfully Ask leading questions; resist being too chatty Decide when to resolve conflict/hostile interaction
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LEARNING DOMAINS - 0 views
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The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application
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The verbs for this domain are generally limited to words like display, exhibit, and accept and these apply at all levels
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Attention Spans Have Dropped from 12 Minutes to 5 Minutes - How Social Media is Ruining... - 0 views
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Hyperbole and a Half: This is Why I'll Never be an Adult - 0 views
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Never Mind Algebra. Is Literature Necessary? - SchoolBook - 0 views
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Despite the fact that this project engaged students on many levels and taught them story structure, characterization, use of dialogue, and exposition, it was jettisoned last year because of the national shift to the Common Core. It was replaced with an eight-page (for sixth graders!) research project.
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shared by Irene Watts-Politza on 05 Jun 12
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An Overview of Constructive Developmental Theory (CDT) - 0 views
developmentalobserver.blog.com/...ctive-developmental-theory-cdt
Human development theory levels of awareness adult learning
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A generation ago, developmental psychologists focused on infants, children and adolescents because it was assumed that by the time we reached our early twenties, the mind was fully developed. Several decades of research later, this premise has been proven to be false; the adult mind does continue to develop, albeit in different ways for different people.
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Kegan's theory of adult development consisting of five levels of increasing mental complexity. Based on work of Piaget, Kohlberg and Perry.