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Training Teachers to Teach Critical Thinking

Training Teachers to Teach Critical Thinking
How KIPP educators instruct their colleagues to enhance their classroom practice. KIPP King Collegiate High School principal Jason Singer trains his teachers to lead Socratic discussions (above); Katie Kirkpatrick (right), dean of instruction, developed a step-by-step framework -- described below -- for teaching students basic critical-thinking skills. Credit: Zachary Fink Thinking critically is one thing, but being able to teach it can be quite another. Katie Kirkpatrick, dean of instruction at KIPP King Collegiate High School, developed the school's Speech & Composition class, a requirement for all students. Define what critical thinking in the classroom is. It's an approach to teaching that allows students to make sense of the content. How is your training session structured? It's a three-hour training on the frameworks that I use in my own course, which I generated from the Toulmin Model of Argumentation. What are the right kinds of questions to ask? That's just a first step.

The Best Resources For Learning About Effective Student & Teacher Assessments As I’ve mentioned, I’m part of a group of teachers working with The Center For Teaching Quality that’s preparing a policy report on Teacher Working Conditions and how they relate to student learning. I’ve previously shared some of the materials I’ve found useful in my research — see The Best Resources For Learning About The “Value-Added” Approach Towards Teacher Evaluation. You might also be interested in The Best Posts For Learning About The NEA’s New Policy Statement on “Teacher Evaluation and Accountability.” Also: The Best Resources On The Newly-Released California Educator Excellence Task Force Report. I thought I’d share some more resources in this new list. Here are my choices for The Best Resources For Learning About Effective Student & Teacher Assessments: Today, Jay Mathews wrote a column in the Washington Post titled Intriguing alternative to rating schools by tests. NEA Partners With Teach Plus & Creates Online Rating System For Student Assessments Here’s an excerpt: Wow!

Six Steps to Master Teaching: Becoming a Reflective Practitioner Becoming a master teacher takes continuous effort. To avoid the loss of enthusiasm or static practice, teachers need to focus on their own professional development. Notably, the single most significant indicator of student success is an excellent teacher; nevertheless, no one can be professionally developed without his or her consent. To remain vitalized, teachers need to spend time outside the classroom with other dedicated individuals. The educational mandates from state, federal and local legislators are not targeted at improving teaching and learning. Although many are well-intentioned initiatives to assist school success, they are not sufficient for improving teaching excellence throughout an entire professional career. The Need for Mentors Over the course of a lifetime, master teachers are continuously improving their craft, listening to their students, re-tailoring lessons and finding the gaps in instructional practices. Think of great athletes. 4) Design Curriculum That Works

How High-Performing Nations Teach Global Skills By Heather Singmaster Education specialists have been looking to practices in other countries for quite some time. Many of the questions remain unchanged: What explains the Finland phenomenon? What is it about Singaporean math? A far deeper question is starting to emerge: how do high-achieving nations teach global skills? Here is a summary of what four nations have done: China In China, there was a major overhaul of the education system in the mid-1990s. China is currently involved in another round of education reform, the 2020 education reform plan, which will update the curriculum to meet real-world needs. China also has announced a new plan to send 50,000 principals to study successful schools in other countries in order to gain new perspectives and learn best practices. Singapore In 2010, the Singapore Ministry of Education announced a plan to strengthen their curriculum around a framework of 21st century competencies. Competencies for a Changing World: Korea India

10 Ways to Create Comics Online Creating cartoons and comic strips can be a good way to get reluctant writers writing. While creating comics you and your students can work through the elements of fiction in a context that is fun and familiar to them. Witty Comics provides a simple platform that students can use to create two character dialogues. Artisan Cam is more than just a comic creator, it is a comprehensive collection of online art activities. The Super Hero Squad invites kids to create their own super hero comic strips and comic books. Pixton is a drag-and-drop cartoon creation tool which allows anyone regardless of artistic ability to create comics. Strip Generator allows anyone, even people who claim they can't draw, to create a good-looking black and white comic strip. PikiKids provides a variety of layouts to which students can upload images then edit the images or add text bubbles and titles. Write Comics is a free, simple tool for creating comic strips.

21st Century Learning - TeamTarget The page you are looking for might have been removed, had its name changed, or is temporarily unavailable. Please try the following: Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted correctly. Technical Information (for support personnel) Go to Microsoft Product Support Services and perform a title search for the words HTTP and 404 .

A New Look at the Twenty-First-Century Student's Mind Almost any teacher will agree that technology is changing how students learn, but is it changing how student think? Not really, says Daniel Willingham, a teacher and cognitive neuroscientist who authored Why Don’t Students Like School?: A Cognitive Neuroscientist Answers Questions About How the Mind Works and What it Means for the Classroom (Jossey-Bass, 2009) and who regularly publishes education-related articles, which you can find on his Web site. “Technology has certainly changed how students access and integrate information,” he wrote in a piece published summer 2010 by the American Federation of Teachers. That would come as a surprise to many adults—including a fair number of teachers—who would argue that technology alters young people’s brains in two ways: It makes them crave much more visual stimulation than traditional printed books can provide, and it turns them into multi-taskers with ultra-short attention spans. Nonetheless, we like to engage in it.

Faces of Learning | How do we create more ideal learning environments? It’s one thing to understand what we need as individuals to become better learners. But what do we need to do to create environments where all people can learn well? The good news is we know more than we think we do about how to do this — and as with all things worthwhile, it’s never as simple as discovering and implementing a single, foolproof version of The Plan. Check out this interactive, evolving list of things you can do to dig deeper and help create better learning organizations. Share your recommendations for other resources worth adding. Share your story with StoryCorps Explore your own learning strengths and weaknesses Take a wilderness courseDiscover What Kids Can DoLearn about Public AchievementCheck out the Decision Education FoundationBecome “Instructable”Explore Project Based Learning Invest in student learning and developmentBecome Skilled in Critical Friendship Learn more about Performance AssessmentInvestigate ways to support students who struggle at school

Essential Question: Who is the Teacher in Your Classroom? Over the last few weeks I've been guiding teams of teachers on reflective classroom walkthroughs. During the course of one of our "hallway discussions" I asked a social studies teacher, "who's the historian in your classroom?" After a bit of give and take, we concluded that in the traditional classroom, the students get to watch (and listen) to the teacher be historian. That's certainly what you would have seen early in my teaching career. Here's a sample lesson that I developed to demonstrate how historic material could be scaffolded so that all students could participate in doing the work of historians - What Did Europeans "See" When They Looked at the New World and the Native Americans? It examines European views of Native American and the New World in the Age of Exploration. The source material contains twenty-five documents in text and image formats – including journal entries, letters, maps, and illustrations. Source documents - 5th grade reading level Six activity worksheets