Visible Thinking is a broad and flexible framework for enriching classroom learning in the content areas and fostering students' intellectual development at the same time. Here are some of its key goals:
Deeper understanding of content
Greater motivation for learning
Development of learners' thinking and learning
abilities.
Development of learners' attitudes toward thinking
and learning and their alertness to opportunities for thinking and learning
(the "dispositional" side of thinking).
A shift in classroom culture toward a community
of enthusiastically engaged thinkers and learners.
Visible Thinking - 12 views
Changing student's attitudes towards notetaking: Notemaking: an empowering practice for... - 11 views
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This paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain a voice (Bowl, 2005; Burns et al., 2006) within their own education.
Writing survey 2009 - 3 views
Critical Thinking and Technology - 0 views
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to recapture the significance of our inquiries,
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We must help them understand why anyone might want to solve this problem or answer this question. We must remind them of the connection between today's smaller question and the larger issues.
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faith in their ability to succeed, if we ask about their attitudes and their values as well as about their ability to understand, if we act excited, and if we ask them both to understand abstract concepts and to see the relevance of those concepts to people's lives. We must appeal directly to their curiosity.
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Inverse - 1 views
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"As you may remember from your own (in)glorious youth, most university students are required to take a statistics course even if they hate math and aren't in a particularly numbers-heavy major. Ellen Peters, a professor of psychology at Ohio State University, heard this was driving a lot undergrads on her campus crazy. "A lot of the students are really threatened by it. They're kind of afraid of it, they dread taking it," she says. "If they do dread it, they can end up in a cycle of failure." Curious to see if she could make a positive change among math-phobic Buckeyes, Peters created an intervention that tested whether or not value affirmation could improve student's comfort and ability with numbers, otherwise known as numerical literacy or numeracy. The results, which were published Wednesday in the journal PLOS ONE, indicate that confidence and core values have a lot to do with learning the numbers."
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