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U.S. Plans Major Changes in How Students Are Tested - NYTimes.com - 0 views

www.nytimes.com/...03testing.html elearning critical thinking
shared by Thomas Clancy on 13 Sep 10 - Cached
  • Thomas Clancy on 13 Sep 10
     
    New testing rationale -- in line with QEP.
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Community Building- Powerful Learning Indeed « 21st Century Collaborative - 0 views

www.21stcenturycollaborative.com/...lding-powerful-learning-indeed Sheryl Nussbaum-Beach elearning social networking PLN connectivism Web 2.0 Education 2.0
shared by Keith Hamon on 13 Sep 10 - Cached
  • Keith Hamon on 13 Sep 10
     
    You need a plan. Just because you build doesn't mean in online communities they will come. Rather you need to understand who your audience is and why you are together. You also need to have a common language about what a community is and what it isn't.
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Critical Thinking: What It Is And Why It Counts - Ground Up Strength - 1 views

www.gustrength.com/critcialthinking:facione1 Peter A. Facione critical thinking writing
shared by Keith Hamon on 07 Sep 10 - No Cached
  • Keith Hamon on 07 Sep 10
     
    At one level we all know what "critical thinking" means - it means good thinking, almost the opposite of illogical, irrational, thinking. But when we test our understanding further, we run into questions. For example, is critical thinking the same as creative thinking, are they different, or is one part of the other? How do critical thinking and native intelligence or scholastic aptitude relate? Does critical thinking focus on the subject matter or content that you know or on the process you use when you reason about that content?
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Critical thinking - Wikipedia, the free encyclopedia - 1 views

en.wikipedia.org/...Critical_thinking Wikipedia critical thinking
shared by Keith Hamon on 07 Sep 10 - Cached
  • Keith Hamon on 07 Sep 10
     
    Critical thinking can occur whenever one judges, decides, or solves a problem; in general, whenever one must figure out what to believe or what to do, and do so in a reasonable and reflective way. Reading, writing, speaking, and listening can all be done critically or uncritically. Critical thinking is crucial to becoming a close reader and a substantive writer. Expressed most generally, critical thinking is "a way of taking up the problems of life."
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http://www.insightassessment.com/pdf_files/PBLTiwariME06abstact.pdf - 1 views

www.insightassessment.com/...PBLTiwariME06abstact.pdf Agnes Tiwari Patrick Lai Mike So Kwan Yuen critical thinking problem-based learning lecture
shared by Keith Hamon on 07 Sep 10 - No Cached
  • Keith Hamon on 07 Sep 10
     
    This study found that problem-based learning was significantly better than lecture at enhancing students' critical thinking.
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http://www.insightassessment.com/pdf_files/Thirty-ways-1991-renewed.pdf - 0 views

www.insightassessment.com/...Thirty-ways-1991-renewed.pdf Peter A. Facione critical thinking assessment
shared by Keith Hamon on 07 Sep 10 - No Cached
  • Keith Hamon on 07 Sep 10
     
    Tips for assessing critical thinking.
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http://www.insightassessment.com/pdf_files/Giancarlo&Facione_JGE%202001.pdf - 0 views

www.insightassessment.com/...ancarlo&Facione_JGE%202001.pdf Peter A. Facione Carol Ann Giancarlo critical thinking writing
shared by Keith Hamon on 07 Sep 10 - No Cached
  • Keith Hamon on 07 Sep 10
     
    An examination of college students' dispositions toward critical thinking.
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Lines on Plagiarism Blur for Students in the Digital Age - NYTimes.com - 0 views

www.nytimes.com/...02cheat.html Trip Gabriel plagiarism writing connectivism Web 2.0
shared by Keith Hamon on 07 Sep 10 - Cached
  • Keith Hamon on 07 Sep 10
     
    concepts of intellectual property, copyright and originality are under assault in the unbridled exchange of online information, say educators who study plagiarism. Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students - who came of age with music file-sharing, Wikipedia and Web-linking - understand the concept of authorship and the singularity of any text or image.
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A Primer About Successful Online Communities - FeverBee - The Online Community Guide - 0 views

www.feverbee.com/...primeronlinecommunity.html Richard Millington social networking writing PLN connectivism
shared by Keith Hamon on 07 Sep 10 - Cached
  • identifying something people believe in and inviting them to talk to each other. You don’t create the interest, you create the platform
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
       Are most college profs reluctant to tackle the issue of student interest in the profs' classes? Why? And is it worth addressing in a class?
  • The better you get to know and like your fellow members, and the more you care about their opinion of you, the more you participate and thus work towards a successful goal.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      Studies show that student success in a class depends on the level of engagement with fellow students, teacher, and content. Too many teachers assume that engagement is a given in their classes and refuse to cultivate it. Too many don't know how to cultivate engagement.
  • designing your community that reflects both the common interest and the individual contributions as equals.
  • ...3 more annotations...
  • Bonding a community means doing things together.
  • This self-disclosure is important. If you’re not continuously asking members to share their thoughts and experiences, members will never truly bond as a group. No bonds means low engagement and participation rate. More importantly, it means no community spirit (the something special we mentioned at the beginning).
  • as your community grows you need to begin decentralizing responsibility. Give popular members their own forums/groups to moderate.
  • Keith Hamon on 07 Sep 10
     
    Successful online community building is connecting a group of people online and making them feel a part of something special. This 'something special' element is the overlooked bit.
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NCTE Inbox Blog: Five Ways to Learn about Students This Fall - 0 views

ncteinbox.blogspot.com/...learn-about-students-this.html Traci Gardner social networking connectivism PLN writing Education 2.0
shared by Keith Hamon on 07 Sep 10 - Cached
  • Ask students to reflect on their writing habits and process.
  • Ask students to tell you about their regular or most significant interactions with technology
  • ongoing reflection on the writing students do, a process that will keep you informed about the writers you teach.
  • ...2 more annotations...
  • You can learn much about students' prior knowledge by asking them to tell you about what they want to do in the future.
  • asking students to share an artifact of their writing process that is significant—a favorite pen, something they have written, a diary. Anything.
  • Keith Hamon on 07 Sep 10
     
    New students… bring with them literacy experiences from other classrooms, from their homes, and from their communities. The challenge is to figure out what they know and connect to that prior knowledge and experience as soon as possible. … Here are five strategies:
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NCTE Inbox Blog: Building Community in 15 Minutes a Day - 0 views

ncteinbox.blogspot.com/...mmunity-in-15-minutes-day.html Traci Gardner elearning social networking PLN writing connectivism
shared by Keith Hamon on 07 Sep 10 - Cached
  • you can easily adapt the project for any students and class.
  • Be sure that the writing prompt you choose require a personal response.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      QEP seeks to connect new knowledge to what the student already knows, which is key to connective knowledge.
  • Remember that writers have more authority when they can choose a topic that they are comfortable with.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      Building a sense of authority is key to good writing. Real writers always try to write from a position of relative authority. If they can't, then they ask good questions or keep quiet.
  • ...3 more annotations...
  • Invite students to do whatever kind of writing they want to. The important thing is to write. Exactly how they write is less important.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      In QEP, we seek first to encourage student writing, build participation, regardless of the kind or quality of the writing. Those issues emerge ONLY after people are writing in a group.
  • Once students do their writing, it's time to use their texts to build community.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      This is a key: we must find ways to pull student ideas into the classroom. This invests the students in their own learning and connects them to the class, the content, and to each other.
  • Using Anderson's project as a model, you can jump start community building in the classroom this fall. The first days of school can be very scary. As teachers, we need to make students feel comfortable with each other as quickly as possible. Writing is the answer. Welcome students as writers, give them advice and encouragement, and watch discussions about writing blossom as students build connections and encourage one another to write. And you can do it all in about 15 minutes a day!
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      This is why our QEP focuses so much on writing in social networks.
  • Keith Hamon on 07 Sep 10
     
    Laurie Halse Anderson… invites readers to spend 15 minutes writing every day during the month. She provides writing prompts, advice, and encouragement. All readers have to do is set aside 15 uninterrupted minutes and write.
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tengrrl v2.0 | p e d a b l o g i c a l - 0 views

www.tengrrl.com/blog Traci Gardner elearning social networking writing PLN connectivism rhizome education constructivism
shared by Keith Hamon on 07 Sep 10 - Cached
  • Begin by establishing reasons for students to connect.
  • In the writing classroom, personal stories can be the best way to build quick connections
  • ask students to talk about their work as writers—their best work, their pet peeves, and their biggest challenges.
  • ...1 more annotation...
  • Tend the fledgling connections writers make with activities that talk explicitly about community.
  • Keith Hamon on 07 Sep 10
     
    How do you take a group of individual, unrelated people and connect them in a supportive community quickly? … Here are some answers.
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What's the Trick to Building Community in the Classroom? | p e d a b l o g i c a l - 0 views

www.tengrrl.com/...ing-community-in-the-classroom Traci Gardner elearning social networking writing PLN rhizome connectivism Web 2.0 Education 2.0
shared by Keith Hamon on 07 Sep 10 - Cached
  • the key to a successful community is “connecting a group of people online and making them feel a part of something special.” Students aren’t going to launch into discussion just because we throw them together. We have to give them reasons to connect.
  • Give students time to bond and make connections.
  • the class needs to do things together.
  • ...3 more annotations...
  • community challenges can also be effective.
  • Consider community participation projects as well.
  • do all you can to encourage authentic conversation. Allow students to discuss topics freely and without fear of criticism.
  • Keith Hamon on 07 Sep 10
     
    Online or off, getting students to talk to each other is a tricky task. … The FeverBee Primer About Successful Online Communities can help. While meant more for corporate and public community building, the lessons apply to the classroom just as well.
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When Teaching the Right Answers Is the Wrong Direction | Edutopia - 0 views

www.edutopia.org/sson-planning-inquiry-modeling Rebecca Alber critical thinking Inquiry writing education edutopia constructivism connectivism
shared by Keith Hamon on 07 Sep 10 - Cached
  • Step off the soapbox, tone down that direct teaching, and become wondrous and inquisitive right along side your students. Take a break from what you are expert at and delve into unknown territory with new content, activities, or a concept. Here are ways to get started:
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      In QEP terms, this means ceasing to be THE content deliverer and become a co-content explorer and generator with your students.
  • Begin and end a lesson, unit, or project with an essential question or two. These are overarching questions that do not have a definitive answer
  • Take every opportunity to express to your students that you have no idea about an answer, even if you have to fake it a little.
  • ...4 more annotations...
  • Dwindle down those teacher sentences that start with "This means" and replace them with, "I wonder," "What if," and "How might?"
  • Give students plenty of think time. When you stop rushing, students may seem a bit shocked and may even believe it to be some sort of trick or hidden tactic.
  • Be mindful of your tone. Try replacing a flat, authoritative, expert-sounding one with -- and this might sound corny -- a singsong intonation, the one we use when we are whimsically curious.
  • Make your classroom a place of wonderment.
  • Keith Hamon on 07 Sep 10
     
    Students are all too often on a quest for the Correct Answers, which has little to do with critical-thinking development. Our schools are about competition, merits, awards, and how to earn the Golden Ticket -- giving the right answers. And this focus often starts as early as kindergarten.  … Studies show that getting answers wrong actually helps students learn.
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Usual Visual Thinking in the Classroom - Derek Bruff - 0 views

derekbruff.com/...sual-thinking-in-the-classroom Derek Bruff visual data visualization elearning writing Education 2.0 Web 2.0
shared by Keith Hamon on 07 Sep 10 - No Cached
  • Keith Hamon on 07 Sep 10
     
    I recently put together a workshop on using visual thinking techniques in the classroom for a group of graduate students at my teaching center.
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Students Equate Google Search Rank With Accurate Info | Hack Education - 0 views

www.hackeducation.com/...search-rank-with-accurate-info Audrey Watters research writing
shared by Keith Hamon on 07 Sep 10 - No Cached
  • Keith Hamon on 07 Sep 10
     
    students are apt to just click that top link when searching for information online, with minimal assessment of the quality of information they're going to find there.
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Teaching Carnival 4.1 - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...26625 Billie Hara Teaching Carnival education blogging writing social networking connectivism Education 2.0 Web 2.0 PLN
shared by Keith Hamon on 07 Sep 10 - Cached
  • Keith Hamon on 07 Sep 10
     
    In that spirit of collaboration, the Teaching Carnival is back. … Each month, a new writer will collect and sort teaching-related links and will post them here. (If you are interested in writing one of these posts or contributing links to the roundup, see the info at the bottom of this page.) This is a great source for connecting to college profs who are writing about teaching in college.
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http://www.ncte.org/library/NCTEFiles/Press/WritingbetweentheLinesFinal.pdf - 0 views

www.ncte.org/...ritingbetweentheLinesFinal.pdf ncte writing 21stcenturyskills education
shared by Keith Hamon on 07 Sep 10 - Cached
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      These fit nicely into the ASU QEP.
  • Keith Hamon on 07 Sep 10
     
    Recent studies show that literacy practices "are changing so rapidly that educators, students, and parents are unsure about how school literacy learning experiences and out-of-school literacy practices connect." However, "a majority of more than 900 educator-respondents to the NCTE poll indicate that … out-of-school literacy practices are as critical to students' development as what occurs in the classroom."
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Podcasts of CliffsNotes Literature Notes - CliffsNotes - 0 views

www.cliffsnotes.com/...cramcasts.html literature notes podcast
shared by Thomas Clancy on 07 Sep 10 - Cached
  • Thomas Clancy on 07 Sep 10
     
    Each CramCast is a three- to four-minute overview of a classic work of literature and gives you background on the author, a brief summary of the book or play, and ends with the top three things you should know about the work.
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