The first detection tool is a question: How do you know what you know?
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shared by Don Doehla on 21 Dec 14
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Questions Before Answers: What Drives a Great Lesson? | Edutopia - 0 views
www.edutopia.org/...ve-great-lesson-richard-curwin
questions edutopia driving questions PBL project based learning critical_thinking
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Preschool Academics - 2 views
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"We also engineer critical thinking into our preschool material to help engage students and teach them organized analysis. Discussion and critical thinking questioning strategy lead to deeper analysis of content. This makes the learning process more about absorbing and reflecting on all facets of the material in a natural and curious state. Here are a few examples of questions that invoke informal reasoning: "Why did you select that one?" "How are these different?" "What happened when you?" "What would happen if you?" "What can you do to make… happen?" "How do you think s/he feels about what happened?" These types of questions develop critical thinking skills and stimulate verbal development as the children try to communicate their reasoning."
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shared by David McGavock on 31 May 10
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Uses of Critical Thinking--Guide to Critical Thinking--Academic Support - 0 views
academic.cuesta.edu/...402.HTM
critical thinking skills propaganda viewpoint problem solving evaluating information
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"Uses of Critical Thinking Critical thinking underlies reading, writing, speaking, and listening. These are the C basic elements of communication. Critical thinking also plays an important part in social change. Consider that the institutions in any society - courts, governments, schools, businesses - are the products of a certain way of thinking. Any organization draws its life from certain assumptions about the way things should be done. Before the institution can change, those assumptions need to be loosened up or reinvented. Critical thinking also helps us uncover bias and prejudice. This is a first step toward communicating with people of other races and cultures. Critical thinking is a path to freedom from half-truths and deception. You have the right to question what you see, hear, and read. Acquiring this ability is one of the major goals of a liberal education. Skilled students are thorough thinkers. They distinguish between opinion and fact. They ask powerful questions. They make detailed observations. They uncover assumptions and define their terms. They make assertions carefully, basing them on sound logic and solid evidence. Almost everything that we call knowledge is a result of these activities. This means that critical thinking and learning are intimately linked. Practice your right to question!"
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#53 - How to detect bullshit « Scott Berkun - 3 views
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People so rarely have their claims challenged, that asking someone to explain how they know sheds light on whatever ignorance they’re hiding.
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Even credible thinkers need time to sort through their logic, separating assumptions from facts: an an exercise that works in everyone’s favor.
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Similarly useful questions include: Who besides you shares this opinion? What are your biggest concerns, and what will you do to address them? What would need to change for you to have a different (opposite) opinion?
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Anyone creating BS knows this, and will tend towards urgency. They’ll resist reviews, breaks, consultations or the suggestion of sleeping on decisions before they’re made. Use time & pressure, the third tool of BS detection, in your favor: never allow big decisions to be mismanaged to the point where they must be made urgently.
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Especially in business and technology, jargon and obfuscation hide huge quantities of BS. Inflated language is a technique of intimidation.
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The fourth tool of BS detection (derived from the rule of expecting BS) is careful assignment of your trust. Never agree to more than your trust allows. Who cares how confident they are: the question is how confident are you in them? It’s rare that there isn’t time for trust to be earned. Divide requests, projects or commitments into pieces. It’s not offensive to refuse to take someone’s word if they have no history of living up to it before (especially if they’re trying to sell you something).
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But lies, serious lies, should not be encouraged as they destroy trust, the binding force in all relationships. One particularly troublesome kind of lie is known as Bullshit (BS). These are unnecessary deceptions, committed in the gray area between polite white lies and complete malicious fabrications.
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shared by Julie Shy on 19 Jun 12
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Real-world math problems are everywhere | - 3 views
blog.keycurriculum.com/...d-math-problems-are-everywhere
math_elementary math_middle_school math_high_school Problem_based-learning problem-solving inquir_based_learning critical_thinking
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Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.” But I wonder if we often try too hard to create real-world problems when, if all we did were look around and ask “what do you wonder?” and “what do you notice?”, we would find that math problems are everywhere.
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“I know that teachers are asking, “Are there any questions?” and “Do you understand?”; however, I’m not sure how many teachers are asking, “What do you notice?” or “What do you wonder?” So many times, teachers will ask if there are any questions, or whether students understand, only to be met with blank stares. This leads to nobody’s “needs” being met.”
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“Asking good questions is key to any well-functioning classroom. The CCSS include students’ ability to communicate mathematically. Asking good questions gets conversations started. Simply by asking students what they notice and/or what they wonder, students will begin to communicate mathematically. Asking them what they notice and what they wonder puts the ownership back on the student, encouraging them to think and communicate about math.”
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Molly Crockett: Beware neuro-bunk | Video on TED.com - 0 views
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the insula, a region they say is linked to feelings of love and compassion. So they concluded that because they saw activation in the insula, this meant the subjects loved their iPhones. Now there's just one problem with this line of reasoning, and that's that the insula does a lot. Sure, it is involved in positive emotions like love and compassion, but it's also involved in tons of other processes, like memory, language, attention, even anger, disgust and pain.
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You've probably heard of it. So, Dr. Love bases his argument on studies showing that when you boost people's oxytocin, this increases their trust, empathy and cooperation. So he's calling oxytocin "the moral molecule."
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Trial or no trial, these claims are front and center on their label right next to a picture of a brain. And it turns out that pictures of brains have special properties. A couple of researchers asked a few hundred people to read a scientific article. For half the people, the article included a brain image, and for the other half, it was the same article but it didn't have a brain image. At the end — you see where this is going — people were asked whether they agreed with the conclusions of the article. So this is how much people agree with the conclusions with no image. And this is how much they agree with the same article that did include a brain image. So the take-home message here is, do you want to sell it? Put a brain on it.
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So what I'm going to do is show you how to spot a couple of classic moves, dead giveaways, really, for what's variously been called neuro-bunk, neuro-bollocks, or, my personal favorite, neuro-flapdoodle.
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Now these studies are scientifically valid, and they've been replicated, but they're not the whole story. Other studies have shown that boosting oxytocin increases envy. It increases gloating. Oxytocin can bias people to favor their own group at the expense of other groups. And in some cases, oxytocin can even decrease cooperation.
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We haven't found a "buy" button inside the brain, we can't tell whether someone is lying or in love just by looking at their brain scans, and we can't turn sinners into saints with hormones. Maybe someday we will, but until then, we have to be careful that we don't let overblown claims detract resources and attention away from the real science that's playing a much longer game.
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Ask the tough questions. Ask to see the evidence. Ask for the part of the story that's not being told. The answers shouldn't be simple, because the brain isn't simple. But that's not stopping us from trying to figure it out anyway.
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shared by David McGavock on 18 Jun 10
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StandardsForStudents - 0 views
www.cde.state.co.us/...StandardsForStudents.htm
crap detection questions Standards Colorado CDE critical thinking evaluate
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"III. Research and Information Fluency \nStudents apply digital tools to gather, evaluate, and use information. Students: \n A. plan strategies to guide inquiry.\n B. locate, organize, analyze, evaluate, synthesize, and ethically use information\n C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. \n D. process data and report results. \n\nIV. Critical Thinking, Problem-Solving & Decision-Making \nStudents use critical thinking skills to plan and conduct research, design and manage projects, solve problems, engineer solutions and make informed decisions using appropriate digital tools and resources. Students: \n A. identify and define authentic problems and significant questions for investigation. \n B. plan, design and manage activities to develop a solution or complete a project.\n C. collect and analyze data to identify solutions and/or make informed decisions.\n D. use multiple processes and diverse perspectives to explore alternative solutions. "
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Larry Cuban on School Reform and Classroom Practice - 2 views
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Beginning in the mid-1970s, the decline of U.S. workplace productivity, rising unemployment, losses in market share to Japan and Germany, and swift technological changes led corporate and civic leaders to locate reasons for poor economic performance. Within a few years, these policy elites “educationalized” the problem by pointing to low SAT test scores and high school graduates unprepared for the workplace. Schools got blamed for U.S. slipping competitiveness.
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Missing in all of the talk and mandates aimed at improving teacher quality are the traditional moral obligations of teaching the young be they preschoolers or graduate students….
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Intellectual attentiveness means concentrating on what students know, feel, and think about the content and skills to be learned–the technical side of teaching–but then go on to deepen their understanding of the world and their capacity to continue learning.
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Moral attentiveness means to concentrate on helping students grow as persons in grace and sensitivity, becoming more rather than less thoughtful about ideas, becoming more rather than less respectful of others’ views, and becoming more rather than less responsible for reducing social injustice. Questions of what is fair, right, and just arise constantly in classrooms; students learn moral sensibilities from how their teachers answer those questions….
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If a professor, for example, only calls on the brightest, most verbal students in the class, snipes at students’ answers that call into question the professor’s statements, and provides few comments on students’ written work, students learn about fairness, independent inquiry, and the moral character of their professor.
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In teaching we display our views of knowledge and learning, we advertise our ideas, how we reason, and how we struggle with moral choices whether we intend to or not.
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Technical competence, as important as it is in teaching, is insufficient to make a whole teacher or a complete student
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what troubles me is the cramped image of teaching that has emerged from these reforms. The constricted picture is one where the teacher is a technically competent supplier of information and skills. It is an incomplete image of teaching.
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control turning around failing schools? Hardly. Michael Bloomberg and Joel Klein continue to run the New York City schools. Boston and Chicago mayors will still have their appointees overseeing schools. Business and civic leaders' faith that mayoral control is the key to "real" reform may be tarnished somewhat by D.C., Detroit, and Baltimore but it continues to entrance venture fund entrepreneurs and policy wonks inside the Beltway. Other mayors will learn from Fenty's loss that voters can turn on you if you fail to heed your community and give your
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http://www.ace-ncc.org/47L/CKW/?ID=7655524654&C=90109&E=1&T=B - 3 views
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What You'll Learn Critical thinking is a vital component of every part of the school day. With each activity that students engage in, they are utilizing critical thinking skills - skills that must be fostered and encouraged by educators so students can perform at the highest level possible. This module will teach educators to employ various strategies and tactics that will ensure that they are continuously cultivating critical thinking skills in their students throughout the day so that student achievement is constantly being emphasized. In this course you'll learn how to encourage critical thinking and active learning, as well as tactical and structural recommendations to enhance your lessons, different approaches to thinking, and how to drive thinking through questions. You will discover: The intrapersonal components involved in critical thinking The role of critical thinking in student interactions How to incorporate critical thinking strategies into every activity and lesson plan The various approaches to thinking
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shared by Julie Shy on 06 Jul 12
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The News Literacy Project - 4 views
www.thenewsliteracyproject.org
communication_arts writing information_literacy media_literacy critical_thinking
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The News Literacy Project (NLP) is a national educational program that taps experienced journalists to help middle and high school students "sort fact from fiction in the digital age." According to its website, the project teaches students critical-thinking skills that will help them become smarter consumers and creators of information across all types of media. It shows students "how to distinguish verified information from spin, opinion, and misinformation-whether they are using search engines to find websites with information about specific topics, assessing a viral eMail, viewing a video on YouTube, watching television news, or reading a newspaper or a blog post." Working with educators, students, and journalists, NLP says it has developed original curriculum materials "based on engaging activities and student projects that build and reflect understanding of the program's essential questions. The curriculum includes material on a variety of topics … that is presented through hands-on exercises, games, videos, and the journalists' own compelling stories."
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Introduction to Computer Ethics - 0 views
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Fritz H. Grupe, Timothy Garcia-Jay, and William Kuechler identified the following selected ethical bases for IT decision making:
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"Code of Ethics Canons. Protect society, the commonwealth, and the infrastructure Promote and preserve public trust and confidence in information and systems. Promote the understanding and acceptance of prudent information security measures Preserve and strengthen the integrity of the public infrastructure. Discourage unsafe practice. Act honorably, honestly, justly, responsibly, and legally Tell the truth; make all stakeholders aware of your actions on a timely basis. Observe all contracts and agreements, express or implied. Treat all constituents fairly. In resolving conflicts, consider public safety and duties to principals, individuals, and the profession in that order. Give prudent advice; avoid raising unnecessary alarm or giving unwarranted comfort. Take care to be truthful, objective, cautious, and within your competence. When resolving differing laws in different jurisdictions, give preference to the laws of the jurisdiction in which you render your service. Provide diligent and competent service to principals Preserve the value of their systems, applications, and information. Respect their trust and the privileges that they grant you. Avoid conflicts of interest or the appearance thereof. Render only those services for which you are fully competent and qualified. Advance and protect the profession Sponsor for professional advancement those best qualified. All other things equal, prefer those who are certified and who adhere to these canons. Avoid professional association with those whose practices or reputation might diminish the profession. Take care not to injure the reputation of other professionals through malice or indifference. Maintain your competence; keep your skills and knowledge current. Give generously of your time and knowledge in training others. Organizational Ethics Plan of Action Peter S. Tippett has written extensively on computer ethics. He provided the fol
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Boost Your Teaching - With Critical Thinking | Teachers TV - 1 views
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"Boost Your Teaching - With Critical Thinking Part of the series: Boost Your Teaching More to view/download/share: links Part of the series Boost Your Teaching Roy van den Brink-Budgen, a former chief examiner for critical thinking, explains some of the concepts involved in helping your pupils developing critical thinking skills. Learning how to analyse, evaluate and produce arguments can help pupils become enquiring thinkers, and skills can be developed across subjects and key stages. Whatever the subject, critical thinking encourages students to take claims and ask questions about them, whether they are made in conversations, in the classroom, or in the media."
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Critical Thinking Challenge: Join the Wikileaks Debate - 1 views
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"Critical Thinking Challenge: Join the WikiLeaks Debate By Breanne Harris on December 9, 2010 First question: Were you scared to click on this leak? According to a State Official speaking to students at Columbia University, you should be! An email sent to students from the University of Career Services center, said you should avoid linking to or commenting on anything regarding WikiLeaks if you ever plan to apply for a job in the federal government. The WikiLeaks scandal continues to dominate headlines and create a great opportunity for a critical thinking debate. Much like our Open Debate on TSA Policies, we'd like to open a debate on this issues surrounding the WikiLeaks issue."
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shared by David McGavock on 31 May 10
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A Brief History of the Habits of Mind | Institute For Habits of Mind - 1 views
www.instituteforhabitsofmind.com/brief-history-habits-mind
crap detection information_literacy truth teaching critical_thinking evaluate
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"A Brief History of the Habits of Mind HABITS OF MIND ARE・….dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solutions to which are not immediately apparent. The Habits of Mind were derived from studies of effective, skillful problem-solvers and decision makers from, many walks of life. They are synthesized from the works of such leaders from the fields of education, philosophy, psychology and the arts as Alan Glatthorn and Jonathan Baron[i], Reuven Feuerstein[ii], Edward de Bono[iii], Robert Ennis[iv] Arthur Whimbey[v], Robert Sternberg, [vi] and David Perkins[vii]. While each of these authors have different labels for describing the characteristics of thinking, their intentions were similar: to describe how people behave intelligently by becoming more flexible and open in thinking, monitoring one's own thoughts, being curious and having a questioning attitude. Gradually these studies were synthesized by Arthur Costa into what was originally titled, "Intelligent Behaviors" and described 7 behaviors. With further reading and research, the list expanded from the original 7 to 12 then 14 and now 16 and there could be more."
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Shelly Terrell: Global Netweaver, Curator, PLN Builder | DMLcentral - 1 views
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PLNs -- which she calls "passionate learning networks" and defines simply as "the people you choose to connect with and learn from."
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Shelly has a list of resources for educators who want to use Skype and videoskype to go global with their classrooms.
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"I get them to start with blogs, show them how to participate by commenting. They see how the conversation evolves. After they get comfortable, I encourage them to begin looking at other tools. Like our students, teachers evolve at different paces...You have to participate to build community.
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Asking for help is important -- just as we teach our students every day. It opens a conversation. Be willing to listen. Be willing to let the conversation take you where it's going to take you, because often it takes you to a completely different place than you originally imagined.”
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When I started using social media in the classroom, I looked for and began to learn from more experienced educators. First, I read and then tried to comment usefully on their blog posts and tweets. When I began to understand who knew what in the world of social media in education, I narrowed my focus to the most knowledgeable and adventurous among them. I paid attention to the people the savviest social media educators paid attention to. I added and subtracted voices from my attention network, listened and followed, then commented and opened conversations. When I found something I thought would interest the friends and strangers I was learning from, I passed along my own learning through my blogs and Twitterstream. I asked questions, asked for help, and eventually started providing answers and assistance to those who seemed to know less than I. The teachers I had been learning from had a name for what I was doing -- "growing a personal learning network." So I started looking for and learning from people who talked about HOW to grow a "PLN" as the enthusiasts called them. Learning innovator Will Richardson led me to Shelly Terrell, who genuinely lives out her "collaborate for change" maxim.
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Personal Learning Networks can be important in helping you find authorities in a field. A collection of professionals, a network of enthusiasts on a subject, can provide checks on opinion and fact.
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shared by David McGavock on 07 Mar 11
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Western News - Study calls critical thinking into question - 0 views
communications.uwo.ca/..._into_question__20110203447365
critical thinking institution challenge University resources skills
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whether student apathy is to blame or if the study reflects a fundamental failing in the post-secondary education system.
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“opportunities are there for students who are willing to learn and develop academically. The environment is very rich on university campuses.”
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places more responsibility on educators to encourage comprehensive learning in the university community.
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“It’s up to us to make sure we spark that intellectual curiosity and are able to meet today’s students on today’s terms.”
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“We’ve gone a long while knowing that (critical thinking) is part of what we teach, but we’re not necessarily articulating or reminding students that it’s happening.”
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define critical and creative skills and look at the tools that we have to encourage them, as well as the constraints we face.”
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When asked if he thought Arum’s study would have similar results if conducted in Canada, Doerksen says he would be extremely surprised. “If a student wants to learn, there is an appropriate environment for that here.”
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45 per cent of students made no significant improvement in critical thinking, reasoning or writing skills during the first two years, and 36 per cent showed no improvement after four years of schooling.
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shared by Don Doehla on 07 Jan 15
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Why Curiosity Enhances Learning | Edutopia - 0 views
www.edutopia.org/...nces-learning-marianne-stenger
curiosity learning edutopia ressources PBL collaboration creativity projectbasedlearning resources critical_thinking criticalthinking critical thinking thinking
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t's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers. Without curiosity, Sir Isaac Newton would have never formulated the laws of physics, Alexander Fleming probably wouldn't have discovered penicillin, and Marie Curie's pioneering research on radioactivity may not exist.
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Glean Comparison Search: An Information Literacy research tool to compare search result... - 3 views
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Researchers need the skills to explore all sides of their research topic. Young researchers often search exclusively for material that confirms their pre-existing notions of their topic. This results in confirmation bias. Even experienced researchers can fall prey to this bias. Use comparison searching as a tool to help your students become aware of confirmation bias. Comparison searching enables students to develop more thoughtful and nuanced understanding of their research topics and the way they themselves ask questions and search for information. The process asks students to actively consider and evaluate two or more disparate results sets.