Information graphics, visual representations of data known as infographics, keep the web going these days. Web users, with their diminishing attention spans, are inexorably drawn to these shiny, brightly coloured messages with small, relevant, clearly-displayed nuggets of information. They're straight to the point, usually factually interesting and often give you a wake-up call as to what those statistics really mean.
Critical thinking is, among many things, the ability to understand and apply the abstract, the ability to infer and to meaningfully investigate. It’s the skills needed to see parallels, comprehend intersections, identify problems, and develop sustainable solutions.
We have not adequately accounted for abstraction in our discussions of CT or investigation. I wonder if CT is such a large, amorphous category as to be almost meaningless? Perhaps not, but it is clear to me that almost every discussion of CT must begin with a clear delineation of just what we mean when we say critical thinking.
sound critical thinking is imperative to social progress.
Modeling is a promising technique, but how often do teachers expose their own thinking processes to students? Don't we usually let them see only the polished final product of our thought, and not the messy critical thinking we went through prior to our polished position?
Is it not obvious how the focus on the "right answer" undermines this willingness to explore? Why would most students expend any energy on an issue when they already have the answer that will be on the test, the "correct answer"?
It’s hard to design test questions that effectively measure a child’s ability think creatively.
Note the writer's confusion of critical thinking and creative thinking. Are they usually confused? Should they be? Is there any advantage to distinguishing between them?
At the heart of teaching critical and creative thought is the ability to ask the right questions to students. In turn, they need to be able answer in a way that demonstrates their ability to see the parallels and intersections;
If we tie writing and critical thinking to grades, we will undermine both.
What matters is not what we teach; it’s what they learn,[14] and the
probability of real learning is far higher when the students have a lot to
say about both the content and the process.
I'd like to begin my contribution to an issue of this journal whose theme is "Motivating Students" by suggesting that it is impossible to motivate students. … What a teacher can do - all a teacher can do - is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people.
1. A personal profiler that would collect and store personal information. 2. An information and resource aggregator to collect information and resources. 3. Editors and publishers enabling people to produce and publish artifacts to aid the learning and interest of others. 4. Helper applications that would provide the pedagogical backbone of the PLE and make connections with other internet services to help the learner make sense of information, applications and resources. 5. Services of the learners choice. 6. Recommenders of information and resources.
Try and find that balance between learning and living. Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you.
Here is a key justification for Connectivism: we simply cannot contain all the information we need in our one little head. We must rely on our networks to collect, store, and critical think about information for us.
I have noticed an emerging trend of what one goes through when adopting a PLN for the first time. I myself continue to look at the stages I am going through in adopting this new way of learning, interacting, and teaching in a collaborative, connected world.
Many benefits of blogging seem to become apparent over time. That has happened in my own learning journey as a blogger as well. It is the reflective nature and the timeline of a blog, as well as the growing connections with readers that will reveal growth as a writer, the benefits of being a member of a network and a contributor to a global community.
Blended, or hybrid, learning has caught the eye of many looking into the potential of online learning, especially after the release of a meta-analysis and review of online-learning research by the U.S. Department of Education in May 2009. The authors found that "instruction combining online and face-to-face elements had a larger advantage" than either purely online or entirely face-to-face instruction.
Creativity is key to success in 21st Century, but are we creating opportunities for creativity in our classrooms?
The European Union designated 2009 as the European Year of Creativity and Innovation, holding conferences on the neuroscience of creativity, financing teacher training, and instituting problem-based learning programs—curricula driven by real-world inquiry—for both children and adults. In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
Problem-based learning matches QEP's emphasis on moving content-delivery out of the classroom to replace it with classroom activities that apply the content to problem solving and critical thinking.
The creative problem-solving program has the highest success in increasing children’s creativity
What's shocking is how incredibly well Torrance's creativity index predicted those kids' creative accomplishments as adults. Those who came up with more good ideas on Torrance's tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance's data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Over time, I'd like my students to become purveyors of their own work more and more. The idea (and I'm sure it's not mine) is for the students to be able to critically analyze what each other written work to improve their own writing.
For older students, Silvia Tolisano, a technology and 21st-century learning specialist, offers a comprehensive blog post on helping students take their blog skills to the next level. She focuses on the ability of blogs to help students become better writers, and be part of a network and contribute to a larger community.
Educators have long cautioned students about posting damaging information online, but now it's also becoming important to build a positive digital footprint. When should students start building their online persona? The earlier, the better.
The Foundation and Center for Critical Thinking aim to improve education in colleges, universities and primary through secondary schools. We present publications, conferences, workshops and professional development programs, emphasizing instructional strategies, Socratic questioning, critical reading and writing, higher order thinking, assessment, research, quality enhancement, and competency standards.
Overview of definitions of student engagement & methods of assessing engagement: self-report measures, checklists & rating scales, direct observations, work sample analyses, & focused case studies.
I am one of two coordinators for Albany State University's (Albany, GA, USA) Quality Enhancement Plan (QEP), which centers about an online writing across the curriculum program.