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Activities should be designed with strong visual cues

Many find deep pressure very relaxing. Others need frequent opportunities for movement.

Socialisation and externalisation largely manifested in the form of class discussions and out of class group discussions. Both externalisation and combination can be seen in the wiki based e-book project and higher stakes presentation at the end of the course. Internalisation was stimulated in the implementation and oral reflections in class, and the reflections they were writing for the course.

. Not only can you teach me if you know me, but I'll care to learn from you if I know you care.

Gives prompt feedback

Emphasizes time on task

Communicates high expectations

Respects diverse talents and ways of learning

Online learning has the potential to revolutionize American education. Today, as many as 1 million children are participating in some form of online learning.

'Improvisation, then, is an organic experience where skills are constantly being refined.  In particular, students develop an increasing facility to meet changing or unknown stimuli with immediate responses.  Ideally, improvisation leads to a blending; the students create the personality traits as he/she simultaneously identifies with the character as it evolves

we sometimes do not spend enough time on encouraging our students to use their imagination

It is with imagination that the ordinary is transformed into something significant.

control

From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers

Students become complex problem-solvers rather than just memorizers of facts

Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives

Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers

Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased

From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness

From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field

From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process

More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom

Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded

This belief is explained by the Constructivist Learning Theory.

This theory states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by by trying to make sense of something on their own with the teacher as a guide to help them along the way.

(direct instruction, collaborative learning, inquiry learning, etc.),

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

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.