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A Quick Guide to 21st Century Critical Thinking Skills for Educators

A Quick Guide to 21st Century Critical Thinking Skills for Educators
Related:  Critical Thinking

18 Free Mind Mapping Tools for Teachers and Students 1- SpiderScribe This is a great mind mapping tool that allows users to easily visualize their ideas by connecting various pieces of information together and create free style maps. It also combines elements like text, images, files, calendar events and geographic locations. 2- EdistormEdistorm is a great web2.0 tool for educators. It allows you to work on your ideas during a structured brainstorming and organize them into sticky notes for others to see . It has two plans one is free and limited and the other is paid. 4- allows its users to create concept maps in such an easy way with the minimum tools possible .You can create your project and invite your colleagues to join you in editing its content and when done you can share it with others via a generated link . 5- Wise Mapping Wise Mapping is a free online mind maps editor that allows you to create and share your mind maps with others. 6- Lucid ChartLucid Chart is a flowcharts and mind map making tool .

Tips 4 teaching | Ideas for teachers, new and old… Mrs. Treichler's Wikispace - Padlet Skip to main content Create interactive lessons using any digital content including wikis with our free sister product TES Teach. Get it on the web or iPad! guest Join | Help | Sign In Mrs. guest| Join | Help | Sign In Turn off "Getting Started" Loading...

Questioning – Top Ten Strategies “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” – Albert Einstein Questioning is the very cornerstone of philosophy and education, ever since Socrates ( in our Western tradition) decided to annoy pretty much everyone by critiquing and harrying people with questions – it has been central to our development of thinking and our capacity to learn. Indeed, it is so integral to all that we do that it is often overlooked when developing pedagogy – but it as crucial to teaching as air is to breathing. We must ask: do we need to give questioning the thought and planning time something so essential to learning obviously deserves? Do we need to consciously teach students to ask good questions and not just answer them? Most research indicates that as much as 80% of classroom questioning is based on low order, factual recall questions. 1. 2. 3. 4. 5. Q1. 6. 7. 8. 9. 10. Added Extras: Like this: Like Loading...

RT Handouts Bloom’s Taxonomy 2.0 | Once a Teacher.... Over the few months that I’ve been blogging, my post on Bloom’s Digital Taxonomy has been the biggest hit. And, what interests my readers interests me. Here’s more on the subject: Probably every classroom teacher in this country has at least come across Bloom’s Taxonomy at some point. Knowledge –> Comprehension –> Application –> Analysis –> Synthesis –> Evaluation We’ve come to associate certain action words, activities, and types of questions with each level, and we know that the higher the level, the more challenging the approach. Enter: Bloom’s revised Taxonomy, ca. 2001, by Lorin Anderson. During the 1990′s, a former student of Bloom’s, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. Let’s look at the original and the revised versions side-by-side: “The graphic is a representation of the NEW verbage associated with the long familiar Bloom’s Taxonomy. Like this: Like Loading...

critical-thinking - home Teachers: 10 Tips for Slowing Down Since my last Edutopia blog post, How Slowing Down Can Lead to Great Change was published, I've received dozens of messages asking for suggestions for how to slow things down in schools. The premise behind the following suggestions is that if we slow down, we'll have more opportunities for reflection -- to think about what we've done and how it went, to consider next steps, and also to listen to each other and therefore, strengthen our connections. Here are some steps that anyone working in schools can take to slow down: #1. Prune your goals Examine the goals you've determined for yourself, your students, your school, your department, etc. #2. Most of us overschedule ourselves, not necessarily because we want to, but we feel pressured or obligated to do so. #3. If you facilitate meetings, allocate 10 to 15 minutes to the opening. #4. Similarly, participants need routines to close meetings. #5. If you plan and facilitate meetings, apply your pruning skills to your agendas. #6. #7. #8.