to educators, I ask, if you are not teaching these things in your classes, why are you not?
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shared by Peter Pappas on 07 Jul 10
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A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals - 5 views
peterpappas.blogs.com/...ents-teachers-principals-.html
critical thinking information_literacy evaluate criticalthinking skills thinking
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In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection." - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal I also have developed a Prezi version of the Taxonomy
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shared by David McGavock on 19 Jul 10
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Bing Community - 2 views
www.bing.com/...s-critical-thinking-today.aspx
crap detection criticalthinking evaluate resources skills bing
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"Professor Michael Eisenberg Talks Critical Thinking Today Betsynote: I first ran into Professor Michael Eisenberg last fall when he was introduced to me by multiple folks - the MacArthur Foundation, local Seattle educators, and the NCCE conference organizers. When I chatted with him in his office (yes, I got lost, even though it was Mary Gates Hall as a landmark) I realized he had a long history of working with Internet literacy and critical thinking, and his pro-library/reference stance provided another insight into the discussion. He has his hand in many projects - university academia, educational research, his own company that creates educational resources, and a startup. Here's what he has to say on various issues around search and critical thinking…. Tell us a little about yourself and what you do now. I am currently Professor at the Information School of the University of Washington. I am the founding dean of the School, having stepped aside in 2006. I keep pretty busy these days-teaching (grads and undergrads); being principal investigator on 2 funded research projects - Project Information Literacy (funded by ProQuest and MacArthur), a large-scale study of the information habits of college students and Virtual Information Behavior Environments (funded by the MacArthur Foundation), studying information problem-solving in virtual worlds; giving numerous workshops and keynote presentations on information literacy, technology, and the information field; advising a number of doctoral students; and hanging out with my family, especially my 2 grandkids - ages 5 and 7."
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Stephen Downes: Things You Really Need To Learn - 1 views
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The prediction of consequences is part science, part mathematics, and part visualization. It is essentially the ability to create a mental model imaging the sequence of events that would follow, "what would likely happen if...?"
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how to look at some text and to understand, in a deep way, what is being asserted (this also applies to audio and video, but grounding yourself in text will transfer relatively easily, if incompletely, to other domains).
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Do not simply accept what you are told. Always ask, how can you know that this is true? What evidence would lead you to believe that it is false?
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Sometimes people think that creative ideas spring out of nothing (like the proverbial 'blank page' staring back at the writer) but creativity is in fact the result of using and manipulating your knowledge in certain ways.
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creativity involves a transfer of knowledge from one domain to another domain, and sometimes a manipulation of that knowledge.
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You can have all the knowledge and skills in the world, but they are meaningless if you do not feel personally empowered to use them; it's like owning a Lamborghini and not having a driver's license.
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When you realize you have the power to choose what you are doing, you realize you have the power to choose the consequences. Which means that consequences -- even bad consequences -- are for the most part a matter of choice
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shared by David McGavock on 11 Dec 10
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Semantic Web In Action - Faviki | davidkuhta.com - 1 views
davidkuhta.com/...semantic-web-in-action-faviki
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"10 March 2010 2 Comments Semantic Web In Action - Faviki The bookmark is at its very core a placeholder. Whereas a single bookmark will suffice for a cozy read by the fireplace, bookmarking on the Web proves to be another matter entirely. Social bookmarking sites like Delicious and StumbleUpon allow users to tag their bookmarks, essentially leaving a digital breadcrumb. Tagging enables users to search through their own previously saved bookmarks, those of friends in their networks, and the collective group of social bookmarking Faviki users, to find content related to their keyword interest. Still, how do I know that other users share my own naming conventions (Semantic.Web vs. Semantic_Web vs. Semantic-Web) or perception of content meaning (" dough" as in a slang term for money or a baking ingredient for making pizza) when they tag their bookmarks? Enter Faviki, a semantic social bookmarking service."
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The semantic web may further our ability to make connections with information and knowledge on the web. In the hands of a skillful person this could help us be more discriminating and detailed in our conclusions.
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FINDS - Introduction - 0 views
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"The Florida Curriculum Framework for Language Arts says, "Students must learn how to locate, comprehend, interpret, evaluate, manage, and apply information from a variety of sources and media. They must learn how to communicate effectively in a variety of settings and for a variety of purposes through many different media.""
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Sherry Turkle - 0 views
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"Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self. Professor Turkle received a joint doctorate in sociology and personality psychology from Harvard University and is a licensed clinical psychologist. Professor Turkle is the author of Psychoanalytic Politics: Jacques Lacan and Freud's French Revolution (Basic Books, 1978; MIT Press paper, 1981; second revised edition, Guilford Press, 1992); The Second Self: Computers and the Human Spirit (Simon and Schuster, 1984; Touchstone paper, 1985; second revised edition, MIT Press, 2005); Life on the Screen: Identity in the Age of the Internet (Simon and Schuster, 1995; Touchstone paper, 1997); and Simulation and Its Discontents (MIT Press, 2009). She is the editor of three books about things and thinking, all published by the MIT Press: Evocative Objects: Things We Think With (2007); Falling for Science: Objects in Mind (2008); and The Inner History of Devices (2008). "
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A People's History of the United States - Wikipedia, the free encyclopedia - 2 views
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"A People's History of the United States - From Wikipedia, the free encyclopedia A People's History of the United States Author Howard Zinn Country United States Publisher Harper & Row; HarperCollins Publication date 1980 (1st edition); 2003 (most recent edition) Pages 729 pp (2003 edition) ISBN see Current editions section A People's History of the United States is a 1980 non-fiction book by late American historian and political scientist Howard Zinn. In the book, Zinn seeks to present American history through the eyes of the common people rather than political and economic elites. A People's History has become a major success and was a runner-up in 1980 for the National Book Award. It has been adopted for reading in some high schools and colleges across the United States and has been frequently revised, with the most recent edition covering events through 2005. In 2003, Zinn was awarded the Prix des Amis du Monde Diplomatique for the French version of this book, Une histoire populaire des Etats-Unis.[1] Over one million copies have been sold."
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Howard Zinn writes history from an alternative perspective - an important and essential skill if we intend to think critically.
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As We May Think - Magazine - The Atlantic - 1 views
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Our ineptitude in getting at the record is largely caused by the artificiality of systems of indexing. When data of any sort are placed in storage, they are filed alphabetically or numerically, and information is found (when it is) by tracing it down from subclass to subclass. It can be in only one place, unless duplicates are used; one has to have rules as to which path will locate it, and the rules are cumbersome.
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trails that are not frequently followed are prone to fade, items are not fully permanent, memory is transitory. Yet the speed of action, the intricacy of trails, the detail of mental pictures, is awe-inspiring beyond all else in nature.
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memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory.
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It affords an immediate step, however, to associative indexing, the basic idea of which is a provision whereby any item may be caused at will to select immediately and automatically another.
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It is exactly as though the physical items had been gathered together from widely separated sources and bound together to form a new book
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photographs the whole trail out, and passes it to his friend for insertion in his own memex, there to be linked into the more general trail.
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Wholly new forms of encyclopedias will appear, ready made with a mesh of associative trails running through them, ready to be dropped into the memex and there amplified.
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shared by David McGavock on 18 Jan 11
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"Alone Together": An MIT Professor's New Book Urges Us to Unplug | Fast Company - 0 views
www.fastcompany.com/...rs-new-book-urges-us-to-unplug
technology culture together Turkle alone thinking resources skills evaluate
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I think there are ways in which we're constantly communicating and yet not making enough good connections, in a way that's to our detriment, to the detriment of our families and to our business organizations
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We're not necessarily putting our investment in the ties that bind; we're putting our investment in the ties that preoccupy.
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t's just something we need to learn to use when most appropriate, powerful, and in our best interest.
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I think it's that place for hope and change and the new, and what can be different, and how things can be what they're not now. And I think we all want that.
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Her new book, Alone Together, completes a trilogy of investigations into the ways humans interact with technology. It can be, at times, a grim read. Fast Company spoke recently with Turkle about connecting, solitude, and how that compulsion to always have your BlackBerry on might actually be hurting your company's bottom line.
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shared by David McGavock on 11 Mar 11
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Why Technology Innovation Needs Critical Thinking | HASTAC - 2 views
www.hastac.org/...vation-needs-critical-thinking
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"I kept hearing this "critical thinking" over and over, so I asked one of the young artists, "What do you mean by 'critical thinking'?" She didn't even pause, "It means being able to see where I am standing and also where you are. It means having enough knowledge and research and discipline not to over-react if you disagree with me or if you dislike me or disrespect me but to pause, and think about who you are, and then help bridge the gap between us." "
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shared by David McGavock on 16 Apr 11
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How to Disagree - StumbleUpon - 7 views
www.stumbleupon.com/...disagree.html
how disagree thinking critical_thinking skills evaluate information_literacy
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How to Disagree The web is turning writing into a conversation. Twenty years ago, writers wrote and readers read. The web lets readers respond, and increasingly they do-in comment threads, on forums, and in their own blog posts. Many who respond to something disagree with it. That's to be expected. Agreeing tends to motivate people less than disagreeing. And when you agree there's less to say. You could expand on something the author said, but he has probably already explored the most interesting implications. When you disagree you're entering territory he may not have explored. The result is there's a lot more disagreeing going on, especially measured by the word. That doesn't mean people are getting angrier. The structural change in the way we communicate is enough to account for it. But though it's not anger that's driving the increase in disagreement, there's a danger that the increase in disagreement will make people angrier. Particularly online, where it's easy to say things you'd never say face to face.
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John Seely Brown & Cognitive Apprenticeship - 1 views
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Learners enter a culture of practice. Acquisition, development and application of cognitive tools in a learning domain is based on activity in learning and knowledge. Enculturation (social interaction) and context (learning environment) are powerful components of learning in this model.
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In traditional classroom approaches, the teacher's thinking processes are usually invisible and operate outside of conscious awareness, even for the teacher. The goal of cognitive apprenticeship is to make the thinking processes of a learning activity visible to both the students and the teacher.
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The legitimacy of prior learning and knowledge of new students is respected, and is drawn upon as scaffolding in tasks which initially seem unfamiliar or difficult to learners.
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Cognitive apprenticeship can be especially effective when teaching complex, cognitive skills such as reading comprehension, essay writing, and mathematical problem solving.
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Making Science by Serendipity. A review of Robert K. Merton and Elinor Barber's The Tra... - 0 views
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Robert K. Merton and Elinor Barber’s The Travels and Adventures of Serendipity (English-language translation 2004) is the history of a word and its related concept.
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Barbano (1968: 65) notices that one of Merton’s constant preoccupations is with language and the definition of concepts and recognizes that the function of the latter is for him anything but ornamental.
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Merton proposes an articulated technical language now widely used by sociologists and is perfectly aware of the strategic importance of this work.
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It was in the 1930s that Merton first came upon the concept-and-term of serendipity in the Oxford English Dictionary. Here, he discovered that the word had been coined by Walpole, and was based on the title of the fairy tale, The Three Princes of Serendip, the heroes of which “were always making discoveries by accidents and sagacity, of things they were not in quest of.”
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As Rob Norton (2002) recognizes: “The first and most complete analysis of the concept of unintended consequences was done in 1936 by the American sociologist Robert K. Merton.” In this way, the combined etymological and sociological quest began that resulted in The Travels and Adventures of Serendipity.
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it was to serve as a propedeutic to Merton’s seminal work – On the Shoulders of Giants, acronymised to OTSOG and published in 1965.
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Merton provides interesting statistics to illustrate how quickly the word had spread since 1958. By that time, serendipity had been used in print only 135 times. But between 1958 and 2000, serendipity had appeared in the titles of 57 books. Furthermore, the word was used in newspapers 13,000 times during the 1990s and in 636,000 documents on the World Wide Web in 2001.
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The Italian version was published in 2002, after Barber’s death. Two years later and a year after Merton’s death, we could welcome the appearance of the original English version.
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Now let us focus on an analysis of the content of the book and its theoretical consequences, that is, on the history of this term-and-concept and its significance to the sociology of science.
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The first few chapters elucidate the origin of the word, beginning with the 1557 publication of The Three Princes of Serendip in Venice.
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In a letter to Horace Mann dated January 28, 1754, Walpole described an amazing discovery as being “of that kind which I call Serendipity.”
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Walpole tried to illustrate the concept of serendipity with other examples, but basically failed to do it in an unequivocal way.
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As Mario Bunge (1998: 232) remarks, “Merton, a sociologist and historian of ideas by training, is the real founding father of the sociology of knowledge as a science and a profession; his predecessors had been isolated scholars or amateurs.”
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Serendipity was used in print for the first time by another writer forty-two years after the publication of Walpole’s letters.
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The ambiguity was never overcome and serendipity still indicates both a personal attribute and an event or phenomenon
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the word appeared in all the “big” and medium-sized English and American dictionaries between 1909 and 1934.
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To avoid both the ambiguities of the meaning and the disappearance of one of the meanings, Piotr Zielonka and I (2003) decided to translate serendipity into Polish by using two different neologisms: “serendypizm” and “serendypicja” – to refer to the event and the personal attribute respectively.
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Even if Merton waited four decades to publish his book on serendipity, he made wide use of the concept in his theorizing.
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It is worth now turning our attention to the theoretical aspects of serendipity and examining the sociological and philosophical implications of this idea.
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It is true that the American sociologist studies mainly institutions of science, not laboratory life and the products of science (e.g., theories). But he never said that sociologists cannot or should not study other aspects of science.
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Some scientists seem to have been aware of the fact that the elegance and parsimony prescribed for the presentation of the results of scientific work tend to falsify retrospectively the actual process by which the results were obtained” (Merton and Barber 2004: 159)
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“Intuition, scriptures, chance experiences, dreams, or whatever may be the psychological source of an idea.
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Colombus’ discovery of America, Fleming’s discovery of penicillin, Nobel’s discovery of dynamite, and other similar cases, prove that serendipity has always been present in research. Merton (1973: 164)
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Indeed if you are clever enough to take advantage of the opportunity, you may capture a fox thanks to accidental circumstances while searching for hares.
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This descriptive model has many important implications for the politics of science, considering that the administration and organization of scientific research have to deal with the balance between investments and performance. To recognize that a good number of scientific discoveries are made by accident and sagacity may be satisfactory for the historian of science, but it raises further problems for research administrators.
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If this is true, it is necessary to create the environment, the social conditions for serendipity. These aspects are explored in Chapter 10 of The Travels and Adventures of Serendipity.
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The solution appears to be a Golden Mean between total anarchy and authoritarianism. Too much planning in science is harmful.
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Whitney supervised the evolution of the inquiry everyday but limited himself to asking: “Are you having fun today?” It was a clever way to make his presence felt, without exaggerating with pressure. The moral of the story is that you cannot plan discoveries, but you can plan work that will probably lead to discoveries:
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If scientists are determined by social factors (language, conceptual frames, interests, etc.) to find certain and not other “answers,” why are they often surprised by their own observations? A rational and parsimonious explanation of this phenomenon is that the facts that we observe are not necessarily contained in the theories we already know. Our faculty of observation is partly independent from our conceptual apparatus. In this independence lies the secret of serendipity.
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Robert K. Merton and Elinor Barber's The Travels and Adventures of Serendipity (English-language translation 2004) is the history of a word and its related concept. The choice of writing a book about a word may surprise those who are not acquainted with Merton's work, but certainly not those sociologists that have chosen him as a master. Searching, defining, and formulating concepts has always been Merton's main intellectual activity.
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http://info.spigit.com/InnovationManagement-9Keys.html?_kk=spigit&_kt=3833b0fb-7764-470... - 0 views
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"Connect Employees' Ideas With Management's Objectives Gain business results by encouraging social innovation Connecting employees' ideas with management's objectives is both a revolutionary opportunity and a significant challenge for organizations. Every single day, employees generate ideas for new businesses, products and process improvements. By implementing a social innovation strategy in your organization, you can automate the processes of pulling together expertise, experience, and authority of individuals to manage ideas forward into actual innovation projects, improving the quality of decision-making and accelerating the pace of innovation."
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shared by Don Doehla on 11 Dec 14
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10 Important Tips for Successful Close Reading ~ Educational Technology and Mobile Lear... - 0 views
www.educatorstechnology.com/...tips-for-successful-close.html
tips reading CCSS critical_thinking skills
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Tips for Close Reading: 1- Select Short Passages 2- Make Your Focus Intense 3- Extend Focus Through the Text 4- Students Markup the Text as They Read 5- Encourage Exploratory Discussions 6- Encourage Rereading 7- Read in Every Subject Area 8- Annotate the Text 9- Use Close Reading Marks Independently 10- Use Close Reading Strategically in Small Bites