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Ruth Howard

critical_thinking - Howard Rheingold on Diigo - 10 views

www.diigo.com/...critical_thinking

howard rheingold diigo critical_thinking

shared by Ruth Howard on 26 Feb 10 - Cached
  • “Now I know some of you have already heard of me, but for the benefit of those who are unfamiliar, let me explain how I teach. Between today until the class right before finals, it is my intention to work into each of my lectures … one lie. Your job, as students, among other things, is to try and catch me in the Lie of the Day.”And thus began our ten-week course.This was an insidiously brilliant technique to focus our attention – by offering an open invitation for students to challenge his statements, he transmitted lessons that lasted far beyond the immediate subject matter and taught us to constantly check new statements and claims with what we already accept as fact."
  • while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.I used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
  • Ruth Howard on 26 Feb 10
     
    Howard Rheingold's Diigo Bookmark tagged 'critical thinking'-thanks Howard!
yc c

Critical thinking In the classroom - 26 views

www.microsoft.com/...critical_thinking.aspx

microsoft classroom thinking educational bing howto idea

shared by yc c on 17 Jun 10 - Cached
  • yc c on 17 Jun 10
     
    ideas to use online MS tools - "Students have more information at their fingertips than ever before, yet the challenge remains for them to find, evaluate, and apply the information they discover in the classroom and beyond."
Sandy Kendell

Crap Detection 101 - Howard Rheingold - 11 views

www.blip.tv/3333374

information_literacy digital_citizenship critical_thinking

shared by Sandy Kendell on 17 Oct 10 - Cached
  • Sandy Kendell on 17 Oct 10
     
    Video by Howard Rheingold on critical thinking and determining the validity of information on the Internet.
Sandy Kendell

How Do We Teach Critical Thinking and Crap Detection - Howard Rheingold - 15 views

edudemic.com/...heingold-117-critical-thinkers

information_literacy digital_citizenship critical_thinking

shared by Sandy Kendell on 17 Oct 10 - Cached
  • Sandy Kendell on 17 Oct 10
     
    Includes an extensive list of websites which can be used for teaching the concept of critical thinking and evaluating the information we find on the Internet. Based on a presentation by Howard Rheingold.
Anne Bubnic

ITouch History Project - 0 views

www.ctap4.org/ttt.htm

best_practice calisphere critical_thinking ctap4 digital_images primary_source social_studies

shared by Anne Bubnic on 18 Sep 08 - Cached
  • Anne Bubnic on 18 Sep 08
     
    Learn how to view primary resources as a historian. Download the "Six C's of Primary Source Analysis" developed by the UC Irvine History Project. Watch/Listen to the podcast video interview of using the 6 C's to see how it is done.
Ruth Howard

ZaidSwoosh: An Incredibly Useful Guidebook to Internet Searching! - 7 views

zaidswoosh.blogspot.com/...ful-guidebook-to-internet.html

logic zaidswoosh critical_thinking zaidlearn thinking coaching incredibly professionaldevelopment digitalcitizenship bestpractices

shared by Ruth Howard on 26 Feb 10 - Cached
  • Ruth Howard on 26 Feb 10
     
    PDF Guide to Searching Internet -current
Ruth Howard

ZaidLearn: Coaching Critical Thinking to Think Creatively! (Zaid Alsagoff) - 8 views

zaidlearn.blogspot.com/...ritical-thinking-to-think.html

logic critical_thinking zaidlearn thinking coaching

shared by Ruth Howard on 26 Feb 10 - Cached
  • Ruth Howard on 26 Feb 10
     
    Creative thinking on delivering critical thinking
Ruth Howard

Half an Hour: An Operating System for the Mind - 0 views

halfanhour.blogspot.com/...operating-system-for-mind.html

literacy knowledge critical_thinking

shared by Ruth Howard on 27 Sep 09 - Cached
  • The reason I pose these questions in particular is that, while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.
  • First
  • . There are more facts in the world than anyone could know
  • ...20 more annotations...
  • Second
  • facts change
  • We need to be able to determine what is salient or important to ourselves and to others.
  • Third
  • Fourth
  • you need some mechansism to detect and reject false representations of facts
  • comparing and assessing facts
  • Fifth
  • basis for action
  • we can create facts in the world
  • Sixth
  • we need the capacity to act
  • And what we discover when we think about it this way is that it's not simple whether or not we need facts that is important, but also, what format the facts are in that is equally important, if not more important.
  • You need, in other words, need to acquire facts in a format appropriate to your knowledge system.
  • 21st century skills are, in short, an operating system for the mind.
  • They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks.
  • What we have learned - what we are understanding, uniquely, in the 21st century - is that the nature of facts is very different from anything we thought before:
  • empowerment,
  • Today - surely we've seen enough evidence of this! - if you simply follow the rules, do what you're told, do your job and stay out of trouble, you will be led to ruin.
  • an abundance of facts will not help you, it will instead sweep you over the waterfall.
  • Dave Truss on 27 Sep 09
     
    And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.
  • Ruth Howard on 26 Feb 10
     
    while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.\n\nWhen you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.\n\nI used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
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