Question Types. There are many different types of questions that can be used with clickers.
Each kind of question serves a different pedagogical purpose. Checking for Conceptual UnderstandingQuestions that check for conceptual understanding are a crucial way for instructors to tailor their teaching to what students already know. A question like this one might be useful before the beginning of a unit on evolutionary genetics, to check how many students are already familiar with the concept. Questions checking for conceptual understanding are also useful in the middle or end of a unit, to get feedback on how many of the students actually understand the new concept being taught.
Addressing MisconceptionsQuestions that address misconceptions allow instructors to zero in on difficult concepts and common misunderstandings. Beginning of a unit or a class to see how much the students already know about the topic to be covered. Instructors can use such a question to lead into small- or large-group discussions. A Periodic Table of Visualization Methods. Facchat1resources. Facchat1resources. The Theory Underlying Concept Maps and How to Construct and Use Them. Tivity Ideas: Rewriting Nursery Rhymes and Fairytales.
Advantages Many HE courses in Literature now acknowledge the value of students writing creatively as a way of understanding more about the texts they are studying and helping them to become better critical readers.
Writing imitations and parodies of a writer’s style can develop and consolidate understanding of the key features of a writer’s work. Nursery rhymes and fairytales can be a really enjoyable and neat way of using creative writing in this way. What to do Students share key aspects of the style of the text or writer they are studying, the defining characteristics that make a piece of that writer’s work instantly recognisable. Variations If you are teaching a broad course, such as The Gothic, or Contemporary Fiction, or Modern Poetry, you could use a common fairytale or nursery rhyme and ask individuals to write versions of that story, in the style of a chosen writer from the course.
Ten Takeaway Tips for Teaching Critical Thinking. Suggestions from educators at KIPP King Collegiate High School on how to help develop and assess critical-thinking skills in your students.
Ideally, teaching kids how to think critically becomes an integral part of your approach, no matter what subject you teach. But if you're just getting started, here are some concrete ways you can begin leveraging your students' critical-thinking skills in the classroom and beyond. 1. Questions, questions, questions. Questioning is at the heart of critical thinking, so you want to create an environment where intellectual curiosity is fostered and questions are encouraged. In the beginning stages, you may be doing most of the asking to show your students the types of questions that will lead to higher-level thinking and understanding. 2. Pose a provocative question to build an argument around and help your students break it down. 3. 4. 5. Lively discussions usually involve some degree of differing perspectives. Three Steps to Critical Thinking. Edward Charles Francis Publius de Bono is a bona fide genius.
The author, inventor, Rhodes scholar and Nobel prize-nominated economist graduated from college at age 15. In the field of education and business, he is famous for originating the term lateral thinking. In his spare time, he also wrote Six Thinking Hats and several other books on creativity. Of all his contributions to the field of education, there is one critical thinking method that I use in classes more than any other: the PMI, a brainstorming model built on the categories of plus, minus and interesting. Mind Mapping. Argument Mapping overview. Extending and developing your thinking skills - LDT101_2_2.0. Module: Argument analysis.
Triangulations. In my “How to Reason and Argue” course (week 2 of 12 — still time to join), Walter (our professor) is setting out by defining terms.
And indeed, agreed definitions are crucial for effective communication. “The beginning of wisdom, is the definition of terms.” –Socrates (quoted in my sidebar) Contrary to a common illusion, words do not have “fixed” definitions — see my “Myth of Definitions“. Instead, words have many varied uses and depend not only on context but also on the idiolect of the speaker. Walter wants us to agree on the word “argument“. Briefly, here are short definitions of the terms in his chart (no need to discuss them further, though): Linguistic Act: a meaningful utteranceSpeech Act: a linguistic act intended to bring about an effectConversation Act: a speech act that actually has a desired effectArguments: a certain type of conversation act.
Arguments have many uses. Arguments occur in everyday conversation, in newspapers, journal and blogs. ANewPerspectiveOnTheElusiveActivityOfCriticalThinking. Strategiesfordevelopingcriticalthinking. Thinking skills. Thinking skills research. Gibby vol10USE THIS. Defining Critical Thinking in Higher Education. CriticalThinkingReviewFINAL. Critical Thinking in Higher Education An Annotated Bibliography.