Argument Mapping Argument mapping is producing "boxes and arrows" diagrams of reasoning, especially complex arguments and debates. Argument mapping improves our ability to articulate, comprehend and communicate reasoning, thereby promoting critical thinking. Argument Mapping Tutorials from AusthinkArgument mapping is using graphical methods to display the structure of reasoning and argumentation. The technique is essential for advanced critical thinking. Without mapping, it is very hard to be clear about the structure of evidence; and without such clarity, critical responses usually misfire. Can Computers Think? Robert Horn Website of one of the pioneers of argument mapping. Austhink Argument MappingArgument mapping page at the website of the Austhink, leaders in the application of argument mapping in education and in professional contexts. Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making by Paul A. Essays Argument Maps Improve Critical Thinking, by Charles Twardy."
To what extent does Bloom’s taxonomy actually apply to foreign language teaching and learning? Bloom’s taxonomy of higher order thinking skills has acquired a mythological status, amongst educators. It is one of those reference frameworks that teachers adhere to with some sort of blind allegiance and which, in 25 years of teaching, I have never heard anyone question or criticize. Yet, it is far from perfect and, as I intend to argue in this article, there are serious issues undermining its validity, both with its theoretical premises and its practical implementation in MFL curriculum planning and lesson evaluation in school settings. Why should we be ‘wary’ of the Bloom taxonomy, as the ‘alarmist’ title of this article implies? Mainly because people forget or fail to consider that the Bloom Taxonomy was not meant as an evaluative tool and does not purport to measure ‘effective teaching’. The first set of issues refers to the top three levels, and to their hierarchical and sequential arrangement. Like this: Like Loading...
The Credibility Challenge Summary The Internet can be a rich and valuable source of information – and an even richer source of misinformation. Sorting out the valuable claims from the worthless ones is tricky, since at first glance a Web site written by an expert can look a lot like one written by your next-door neighbor. This lesson offers students background and practice in determining authority on the Internet – how to tell whether an author has expertise or not, and whether you’re getting the straight story. Objectives In this activity students will: Learn how to determine authority on and off the Web. Background Many students still learn research skills based on the idea that they’ll be getting their information from books, journal articles and other highly vetted sources of information. Materials 1. 2. Procedure Decide how you will have students present their results (class presentation, short paper, etc.). In the full class, ask students some general questions: Exercises Exercise #1 – Anatomy of a URL
Thought Experiment: Is there such a thing as an “Ethical” Charter School? In my series of rants about charter schools and their discontents, I’ve been accused of being a “lumper” rather than a “splitter.” That is, I’ve been characterizing all charter schools as bastions of segregation, discrimination, military-style “no excuse” discipline systems and political machinations that include busing parents and teachers to “rally for their cause.” Oh, and taking billionaire funding for “astroturf” organizations to promote their wanton destruction of the public school system, inexperienced faculties and overpaid administrators, obsession over test scores and dislocating students who were attending the self-described “failed” school. Did I mention suspension rates that are substantially higher than their local public schools, as well as expulsion of students before the all important state testing season? Okay, so perhaps I’ve been playing my curmudgeon hand too hard. So here goes: my attempt at a charter ethical rating scale.
How to Teach Critical Thinking Robert H. Ennis, email@example.com The actual teaching of critical thinking is a function of many situation-specific factors: teacher style, teacher interest, teacher knowledge and understanding, class size, cultural and community backgrounds and expectations, student expectations and backgrounds, colleagues’ expectations, recent local events, the amount of time available to teachers after they have done all the other things they have to do, and teacher grasp of critical thinking, to name some major factors. Underlying Strategies (The three underlying strategies are “Reflection, Reasons, Alternatives” (RRA): 1. 2. 3. Fundamental Strategies 4. 5. 6. 7. 8. 9. 10. 11. 12. Tactics 13. 14. 15. 16. 17. 18. 19. 20. Mid-level Strategies 21. SEBKUS: When doing appraisals and planning investigations and other actions, make full use of and try to expand your Sensitivity, Experience, Background Knowledge, and Understanding of the Situation.
The 27 Characteristics of A 21st Century Teacher "21st Century Educator" is probably the most popular buzzword in today's education. There is a growing and heated debate whether or not to label educators as 21st century and each camp has its own concept and arguments, however, for me personally I see teaching in 21st century as having undergone a paradigmatic shift. This is basically due to the emerging of the " social web" and the huge embrace of technology and particularly the mobile gadgetry in our classrooms. Having said that, we are sharing with you today this great infographic from Mia featuring the 27 ways to be 21st century teacher. courtesy of :
Five Tips for Improving Online Discussion Boards – Association for Psychological Science Online discussion boards are here, whether we like them or not. Whether we’re teaching completely online or adding online discussion to a face-to-face class, online discussion boards are increasingly becoming a staple of college courses. I’ve been teaching at the university level for more than 30 years; for half those 3 decades, I’ve been teaching, volitionally, online. I’ve probably hosted nearly 5,000 online discussion forums, and I’ve observed scores of other instructors’ online discussion boards at various institutions including high schools, 2-year colleges, liberal arts colleges, and 4-year universities. 1. Although few of us would ever consider teaching a face-to-face discussion section with 50, much less 100, students, many instructors supply only one discussion board for tens or even hundreds of students to use at once. I recently observed a colleague teaching an in-person lecture course of 100 students. Each student was required to post a comment or question, which they did.
Educational Leadership:Effective Grading Practices:Thought Experiments in the Classroom Robert J. Marzano Teachers can use this four-phase approach to guide students through a challenging but fruitful process. Thought experiments are a natural part of human cognition. We engage in a thought experiment when we watch the Super Bowl and try to imagine what the winning players will do during the locker room celebration or when we try to imagine how we'll go about telling our spouse that we spent more money than the budget allows on a new computer. Thought experiments have a rich history in the development of knowledge.1 For example, Einstein used a thought experiment when he imagined himself running to catch up with a beam of light. Why Thought Experiments? The most straightforward use of thought experiments in the classroom is to examine causal and correlational relationships in academic content. Correlational relationships involve two (or more) events that vary in predictable patterns but don't have a direct causal relationship. Guiding Students Through the Process Endnotes
How to get Smarter: A guide to critical thinking, cognitive biases, and logical fallacies | Life Lessons Welcome to the first of a ten part series: How to get smarter: A guide to critical thinking, cognitive biases, and logical fallacies. In this series we’ll be going deep into critical thinking, cognitive biases, logical fallacies, and so much more. In this article I’ll introduce you to five of the most important core principles (and biggest hindrances) to critical thinking and higher intelligence: Intellectual lazinessIntellectual honestyIntellectual dishonestyWillful ignoranceSelf-deception What is Critical Thinking and why is it so important? “The beginning of wisdom is the definition of terms.” – Socrates Before we begin: What is critical thinking, cognitive biases, and logical fallacies? Let’s start with some definitions: Critical thinking: “Critical thinking is the objective analysis of facts to form a judgment.” en.wikipedia.org Logical fallacy: “A logical fallacy is an error in reasoning that renders an argument invalid.” www.thoughtco.com In other words we’re learning: Here’s why: 50. 49.