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in title, tags, annotations or urlDefining Critical Thinking - 0 views
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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.
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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.
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Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
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Universal Intellectual Standards - 0 views
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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:
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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.
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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."
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Conversation vs. Connection - Which do You Prefer? | Business 2 Community - 0 views
About The Licenses - Creative Commons - 0 views
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ution CC BY
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n-NonCommercial CC BY-NC
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Machine Readable Human Readable Legal Code Our public copyright licenses incorporate a unique and innovative “three-layer” design. Each license begins as a traditional legal tool, in the kind of language and text formats that most lawyers know and love. We call this the Legal Code layer of each license.
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Frames Of Mind - 0 views
http://www.realtechsupport.org/UB/MRIII/papers/CollectiveIntelligence/Levy_CollectiveIntelligence_2005.pdf - 0 views
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Internet is a truly Surrealist mode of communication from which 'nothing is excluded,' neither good nor evil, nor their many forms, nor the debate which would vainly attempt to separate them. The Internet represents the unmediated presence of humanity to itself since every possible culture, discipline and passion is therein woven together. The fact that everything is possible on the Internet reveals mankind's true essence, the aspiration towards freedom.
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Teachers' Domain: A Cold Reception: Anti-Immigrant Sentiment in the United States - 0 views
"Guns, Germs and Steel": Jared Diamond on Geography as Power - 0 views
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The physical locations where different cultures have taken root, he claims, have directly affected the ability of those societies to develop key institutions, like agriculture and animal domestication, or to acquire important traits, like immunity to disease.
Binghamton University - Home - 0 views
Malcolm Knowles, informal adult education, self-direction and andragogy - 0 views
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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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Persisting
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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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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
The Legend of Cliff Young: The 61 Year Old Farmer Who Won the World's Toughest Race - Elite Feet - 0 views
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Latest Usain Bolt Breaks 200m World Record at Olympics Usain Bolt Wins Olympic Gold with 100m World Record Olympic Start Gun Gives Advantage to Runners on Inside Lanes
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When the race started, the pros quickly left Cliff behind. The crowds and television audience were entertained because Cliff didn't even run properly; he appeared to shuffle. Many even feared for the old farmer's safety
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All of the professional athletes knew that it took about 5 days to finish the race. In order to compete, one had to run about 18 hours a day and sleep the remaining 6 hours. The thing is, Cliff Young didn't know that! When the morning of the second day came, everyone was in for another surprise. Not only was Cliff still in the race, he had continued jogging all night.
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Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increase Student Engagement and Retention in Online Education, Part 1 - 1 views
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Congratulations and Welcome Calls:
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Using Names in All Correspondence:
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Individualized Feedback on All Graded Assignments:
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FILLING THE TOOL BOX - 0 views
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If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
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If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
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The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
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