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Robert Ryshke

CriticalThinking.org - Defining Critical Thinking - 3 views

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    Critical thinking...the awakening of the intellect to the study of itself. Critical thinking is a rich concept that has been developing throughout the past 2500 years. The term "critical thinking" has its roots in the mid-late 20th century. We offer here overlapping definitions, together which form a substantive, transdisciplinary conception of critical thinking. This is a very good site to study the meaning behind the terms. What do we mean by critical thinking? How do we know when students are engaged in it? What are the outcomes of teaching critical thinking?
Chris Harrow

Is Google Making Us Stupid? - Magazine - The Atlantic - 1 views

  • media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought.
  • what the Net seems to be doing is chipping away my capacity for concentration and contemplation
  • Thanks to the ubiquity of text on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice. But it’s a different kind of reading, and behind it lies a different kind of thinking—perhaps even a new sense of the self. “
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  • “For us, working on search is a way to work on artificial intelligence.”
  • In the quiet spaces opened up by the sustained, undistracted reading of a book, or by any other act of contemplation, for that matter, we make our own associations, draw our own inferences and analogies, foster our own ideas. Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking.
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    Older article saying technology may be changing our ability to read, think, and produce deep works.
Chris Harrow

When to Grade Homework - 4 views

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    I've honestly never considered this before. Whether you agree with the chart's conclusions is obviously open for discussion, but the chart left me thinking about specifically WHY we assign HW and what we should be doing about it.
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    Given technology, can homework be used as a means to (a) differentiate assessment, (b) have students demonstrate understanding via a different modality, (c) scaffold learning to further enhance the classroom experience. For a while, Howard Gardner experimented at Harvard with assigning his lectures as homework. Students watched videos and then came to class prepared to engage in discussion. Could a similar approach be taken at the high school level?
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    Chris: I think this flow chart is very interesting and worthy of considerable discussion. I like it. I would tweak it a bit. For example, I think you could (and should) give application homework that is formative as well as summative. I think all types of homework that fit with all six levels of Bloom's taxonomy could be given both formatively and summatively. The only homework that should be "graded" is homework that leads to end-of-learning assessment. If the homework is given in the process of learning, then it should not be graded but should receive feedback, both from the instructor as well as from the student(s).
Robert Ryshke

Design Thinking in Harvard Business Review - 0 views

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    Tim Brown's article on Design Thinking in the Harvard Business Review. What does the subject of "design thinking" have to contribute to the field of education? A topic of considerable interest to educators.
Chris Harrow

MOOCtalk - 0 views

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    An interesting 'blog from Stanford's Keith Devlin (NPR's Math Guy) who is documenting his thinking as he prepares to offer a MOOC (Massively Open Online Course) on Mathematical Thinking.  This is an incredibly compelling read if you are interested in transition issues from secondary to college, the future potential of online courses, and/or mathematics education.
Chris Harrow

How Thinking in 3D Can Improve Math and Science Skills | MindShift - 1 views

  • scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems.
Robert Ryshke

Tim Brown on Design Thinking - 1 views

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    Great TED talk on design thinking. We used the process in the Lovett workshop this weekend.
Chris Harrow

The 100-Year March of Technology in 1 Graph - Derek Thompson - Technology - The Atlantic - 3 views

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    I don't know all the places this could be used, but the graph in this article contains a STUNNING amount of information. I think the math is obvious, but I envision some phenomenal social science lessons, technology insights, the evolution of science, the implied connections to the ability of societies to spread information, the differences in cost of the various innovations and why that matters .... Hope you find something cool.
Chris Harrow

Mathematics: What is it like to have an understanding of very advanced mathematics? - Q... - 1 views

  • I'm interested to hear what very talented mathematicians and physicists have to say about "what it's like" to have an internalized sense of very advanced mathematical concepts
  • Mathematicians will often spend days thinking of a clean argument that completely avoids numbers and strings of elementary deductions in favor of seeing why what they want to show follows easily from some very deep and general pattern
Chris Harrow

http://www.cfa.harvard.edu/sed/staff/Sadler/articles/Sadler%20and%20Good%20EA.pdf - 2 views

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    Admittedly, peer grading is not the same as grading by an expert who really knows the material. But it is better than nothing! In fact, done conscientiously, using a well designed rubric, it's a lot better than you might think, particularly when the results are compared with grading by an instructor who has a large number of assignments to grade in a limited amount of time! In some studies, students were observed to learn better when they were asked to actively assess their answers and those of their peers according to the instructor's rubric. In particular, students who self-graded using a rubric outperformed students who were graded by instructors.
Robert Ryshke

The Creativity at Work Blog - The interplay of business, art and science - 0 views

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    Join me for a one or two- day workshop on Whole Brain Thinking: Cultivate 21st Century Creativity and Leadership at Royal Roads University, Victoria, BC Wednesday & Thursday, November 30 - December 1, 2011 or Thursday, May 31 or Thursday & Friday, May 31 - June 1, 2012 Times: 9 am - 5 pm Cost: One day $225 or Two days $350 (both are tax exempt) Recent surveys indicate skills in critical thinking, creativity, communication, collaboration and innovation are crucial for achieving success in a global economy.
Chris Harrow

Is forensic evidence trustworthy? - Boing Boing - 0 views

  • Science in fiction affects our ability to understand science in real life.
  • Even ideas you think you can trust implicitly—like fingerprint evidence—turn out to have serious flaws that are seriously under-appreciated by cops, lawyers, judges, and juries.
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    A surface-level report that might compel some students to look much deeper.
Beth Holland

Collaborate | National Center on Accessible Instructional Materials - 0 views

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    I'm a big fan of Universal Design for Learning and CAST (http://cast.org) tools. This is a great resource for instructional materials.
Beth Holland

YouTube and the Quest for Audience - 0 views

  • “I love the fact that wether [sic] we like it or not, or better put ‘wether [sic] we know it or not’, we are a part of an international, interemotional and integrating system. But who is studying everyone [sic]? That’s the beauty. We are not being studied by anyone, but we are studying ourselves. It is an amazing system of theories and use.”
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    This article from Anthropology News discusses Prof. Michael Wesch's 2008 presentation at the Library of Congress - An Anthropological Introduction to YouTube. It is worth a read, especially with regard to the last statement, "
Chris Harrow

Study smart - 3 views

  • it may be that the study habits you've honed for a decade or two aren't serving you as well as you think they are.
  • while last-minute cramming may allow you to pass a test, you won't remember the material for long
  • research shows that mixing tasks and topics is a better bet.
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  • Despite strong evidence that interleaving works, it can be tough for teachers to work the mixed-up style of teaching into their lectures,
  • students might not enjoy taking a quiz at the end of every class or testing themselves every time they finish reading a chapter, but doing so would probably help them remember the material on the final exam — and even after the class ended.
  • even though most professors won't use daily quizzes in their courses, students can — and should — test themselves by asking themselves questions during study sessions.
  • "One of the most important transitions you make [at the beginning of graduate school] is realizing that you are really there to learn, not just get good grades,"
Chris Harrow

What goes into mathematical thinking? - 0 views

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    "So, learning math is somewhat like learning to read: we can do it, but it takes time and effort, and requires mastering increasingly complex skills and con- tent. Just about everyone will get to the point where they can read a serious newspaper, and just about everyone will get to the point where they can do high school-level algebra and geometry-even if not everyone wants to reach the point of comprehending James Joyce's Ulysses or solving partial differential equations."
Beth Holland

Discovery Education - Curiosity in the Classroom - 0 views

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    This relatively new site from Discovery has some great resources for integrating STEM into the curriculum. It also gives students a look into future career paths.
Chris Harrow

10 Children's Books About Math | Delightful Children's Books - 0 views

  • The theme here is fun math books. Thus, if a book says something like “this is a division sign,” you will not find the book on this list. These books get kids thinking about numbers and problem solving in neat ways without realizing that they are learning math.
Robert Ryshke

Asking good questions, is the practice relevant - 1 views

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    While this research is interesting and may have something to say to all educators, I can't imagine teaching without the art of "asking good questions." Good questions ignite critical thinking on the part of students.
Chris Harrow

The Problem With Lectures : Uncertain Principles - 1 views

  • What's this have to do with lectures and my students' complaints? Well, far too often, lectures and recitation sessions are just like the conversations Steve and I had with Paul. When somebody else is presenting a detailed explanation of how they solve some problem, it's very easy to nod along and say "Yes, yes, of course, that's the thing to do." You leave the room perfectly convinced that you've understood everything, but when you try to apply what you think you know by explaining it to someone else, you find that you didn't really understand a thing.
  • That's the problem with good explanations: they're incredibly seductive, convincing you that you understand things that you don't understand at all.
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    Great post I found via John Burk
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