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Liz Keeney

Defining reflection: Another look at John Dewey and reflective thinking | Carol Rodgers... - 0 views

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    A link to download the PDF of Carol Rodger's article on reflection.
Joan McCabe

Language and Critical Thinking - 0 views

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    Discusses how using a foreign language in itself is critical thinking.
Joan McCabe

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

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    "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."
Anne Gomes

GeneratingQuestions.pdf (application/pdf Object) - 0 views

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    this brief piece focuses on teaching young children how to ask their own good questions using how and why, about authentic concerns, with flexibility. it discusses the need for teacher to model the process via think-aloud and to provide practice and feedback.
Catherine Strattner

Bloom's Taxonomy of Learning Domains - 0 views

  • This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.
  • Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

    Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.

    Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

    Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

    Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.

    Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

    Evaluation: Make judgments about the value of ideas or materials.

    Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.

    Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

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    Bloom's Taxonomy and designing/writing objectives, but how do we evaluate how well students employ the higher order thinking skills?
Catherine Strattner

higher order thinking skills | Tips, Tools and Technology for Educators - 0 views

  • Here's another poster to help get you thinking about how you can apply Bloom's higher-order thinking skills in your classroom. This poster shows the segments of an orange with each segment relating to a thinking skill and some helpful verbs to serve as prompts.
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    Using higher order thinking skills to design learning objectives.
Anne Gomes

macknight+2000+questions[1].pdf (application/pdf Object) - 0 views

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    -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
Anne Gomes

Hofstein et al. (2005). Developing student's ability to ask more and better questions r... - 0 views

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    An Experiment testing inquiry and the theory that questions drive thinking.
Joan McCabe

The Role of Socratic Questioning in Thinking, Teaching, and Learning - 0 views

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    I think this is more of the article we had to read for class, but I am citing it here as there is more to it that I want to use. Describes how questions are the driving force of thought. Also describes the Socratic method in depth.
Luke Fellows

The Role of Questions in Teaching, Thinking and Le - 0 views

  • If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
    • Luke Fellows
       
      Arts teach student's to ask questions, not provide answers.
      Like in Improv - "Yes, and..." this agrees a concept and adds to the narrative. Never negate. Like and answer.
      "Why?" Game. Superficial question that digs for deeper answers.
  • Thinking is not driven by answers but by question
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  • This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • only students who have questions are really thinking and learning
  • all statements that this or that is so — are implicit answers to questions
  • Answers on the other hand, often signal a full stop in thought
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    How deep questions drive thought. Statements are contrived originally by answering questions.
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    So, how do we provide "artificial cogitation"?
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    Need to ask questions to be able to think and then comes the learning.
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    "Thinking is driven by questions"
Diane Gusa

Critical Thinking and online learning - 0 views

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    Boris & Hall (2005)
Diane Gusa

Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology - 0 views

  • , Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers
  • Note the change from Nouns to Verb
  • Revised Bloom's Taxonomy takes the form of a two-dimensional tabl
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  • Emphasis is placed upon its use as a "more authentic tool for curriculum planning, instructional delivery and assess
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    Scroll down to Table 1 and scroll further to see animation.
Diane Gusa

Make thinking visible « MCU Center for Teaching & Learning - 0 views

  • Collins, Brown, and Holum suggested we adopt a model of cognitive apprenticeship as a teaching strategy.  This model encourages teachers and students to verbalize their thinking in order for the student to recognize gaps and to be brought to a more expert level of thinking. 
    • Modeling – This method requires the teacher to perform a task and to allow the student to observe and to build a mental model of the processes required to complete that task.
    • Coaching – This method requires the student to perform a task while the teacher provides hints, feedback, and reminders to bring their performance closer to an expert performance.
    • Scaffolding – This method requires the teacher to provide supports for the student to perform the task.  As the task is repeated and mastered less supports are provided to the student.
    • Articulation – This method requires the teacher to pull out the student’s problem-solving processes through inquiry or by the student assuming the role of a critic to a set of activities.
    • Reflection – This method requires the student to compare their own problem-solving processes with that of an expert.
    • Exploration – This method requires the teacher to cultivate an environment of problem-solving independent of the expert
Shoubang Jian

William Peirce Strategies for Teaching Thinking and Promoting Intellectual Development ... - 0 views

  • Pose well-designed questions for asynchronous discussion.
    • Shoubang Jian
       
      These two examplar design of well-structured questions are useful in formulating discussion topics.
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