DH |Towards a Rationale of Audio-Text Bauman 1975 Bauman, R. "Verbal Art as Performance." In American Anthropologist, New Series, 77, no. 2 (June 1975): 290-311. Bernstein 2011 Bernstein, C. Attack of the Difficult Poems: Essays and Inventions. University Of Chicago Press, 2011. Briet 2006 Briet, S. Bryant 2002 Bryant, J. Bryant 2011 Bryant, J. Buckland 1997 Buckland, M. Buzzetti and McGann 2006 Buzzetti, D. and McGann, J. Chaudhri 2009 Chaudhri, Talat. Clement Clement, T. Clement 2011 Clement, T. Clement 2014 Clement, T. Clement et al. 2014 Clement, T., Tcheng, D. Council on Library and Information Resources and The Library of Congress 2012 Council on Library and Information Resources and The Library of Congress. DeRose et al. 1990 DeRose, S. Drucker 2002 Drucker, J. Drucker and Rockwell 2003 "Introduction; Reflections on the Ivanhoe Game." Enrst 2012 Ernst, W. Enstrom 1993 Enstrom, D. Feinberg 2010 Feinberg, M. Floyd and Renear 2007 Floyd, I. and Renear, A. Frohmann 2004 Frohmann, B. Goldfarb 1981 Goldfarb, C..
Wikipedia |Critical thinking Analysis of facts to form a judgment Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation.[1] The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind,[2] thus Critical Thinking is an acquired skill used to evaluate data. [3] Richard W. Paul said that the mind of a critical thinker engages the person's intellectual abilities and personality traits.[4] Critical thinking presupposes assent to rigorous standards of excellence and mindful command of their use in effective communication and problem solving, and a commitment to overcome egocentrism and sociocentrism.[5][6] History[edit] In the classical period (5th c.–4th c. Etymology and origin of critical thinking[edit] Definitions[edit] Traditionally, critical thinking has been variously defined as follows: Deduction[edit]
Elements of Thought |How we think… UCR Physics|What is the Scientific Method'? Next: What is the difference Up: The scientific method Previous: The scientific method The scientific method is the best way yet discovered for winnowing the truth from lies and delusion. The simple version looks something like this: 1. When consistency is obtained the hypothesis becomes a theory and provides a coherent set of propositions which explain a class of phenomena. The great advantage of the scientific method is that it is unprejudiced: one does not have to believe a given researcher, one can redo the experiment and determine whether his/her results are true or false. belief that does not rest on logical proof or material evidence, does not determine whether a scientific theory is adopted or discarded. A theory is accepted not based on the prestige or convincing powers of the proponent, but on the results obtained through observations and/or experiments which anyone can reproduce: the results obtained using the scientific method are repeatable.
Wikibooks|Cognition and Instruction/Problem Solving, Critical Thinking and Argumentation We are constantly surrounded by ambiguities, falsehoods, challenges or situations in our daily lives that require our Critical Thinking, Problem Solving Skills, and Argumentation skills. While these three terms are often used interchangeably, they are notably different. Critical thinking enables us to actively engage with information that we are presented with through all of our senses, and to think deeply about such information. This empowers us to analyse, critique, and apply knowledge, as well as create new ideas. Critical thinking can be considered the overarching cognitive skill of problem solving and argumentation. With critical thinking, although there are logical conclusions we can arrive at, there is not necessarily a 'right' idea. This chapter provides a theoretical overview of these three key topics: the qualities of each, their relationship to each other, as well as practical classroom applications. Learning Outcomes: Defining critical thinking[edit] Venn Diagrams[edit]
Cognitive Tutor - Carnegie Learning Focus on individual students' needs with software that customizes feedback, hints, and prompts within each problem. With Cognitive Tutor® Software, students in grades 9-12 have all the resources they need to succeed. Lesson, key terms, and skills: Before working on problems, students can review the lesson, read, or look up the applicable key terms, and see the skills for that particular section. Try It Now in our Virtual Sample Kit Cognitive Tutor software gives each student a different experience by offering just-in-time feedback and hints. On-demand hints: Hints are contextual and oriented toward helping the student solve key steps in the problem. Technical Requirements Cognitive Tutor software requires internet access, and is supported on both Microsoft Windows and Mac operating systems. Customize Your Learning Solution Carnegie Learning provides a true hybrid solution to math education. Available Courses
Edutopia|Solving Real-World Issues Through Problem-Based Learning In Tomasko’s problem-based unit covering Jamestown, her class looked through primary resources like John Smith’s diary. They discussed representation and how all the primary resources are from the English settlers. Tomasko recalls one of her students asking, “‘Out of all the cultures in the world, which culture do you think needs to have its story told more and have its voice heard?’ I was blown away. That’s not typical fourth-grade thinking, but she was clearly thinking through these ideas in a deep way and wondering how [they] can apply to other things.” 1. What content and skills do my students need to learn? “Once you have those big pieces in place, you can start to plan: ‘What are the day-to-day things that I'm going to do to get them to face that problem and then move towards an ultimate solution?’” 2. First-grade students roamed school fields to investigate spiders. 3. 4. 5. Instead of giving your students directions for an in-class assignment, ask them what they should do. 6.
Stanford|Welcome to the Virtual Crash Course in Design Thinking Welcome to the d.school’s Virtual Crash Course resource page! We know not everyone can make a trip to the d.school to experience how we teach design thinking. So, we created this online version of one of our most frequently sought after learning tools. If you choose to participate, in 90 minutes you will be taken through a full design cycle by participating in The Gift-Giving Project. Through this experience we hope you will take away some of the basic principles of Design Thinking and start to adapt them into your personal and professional routines. Below, you will find three sections: Gear Up!
Fake News Antidote: Teaching Kids To Discern Fact From Fiction : NPR Ed By now, you've probably heard about one very real consequence of fake news — the infamous "pizzagate" conspiracy theory that ended with Edgar Welch, 28, firing a real gun inside a real Washington, D.C., pizzeria filled with real people. When The New York Times later asked Welch what he thought when he realized there were no child slaves inside the restaurant, as one fake news story had led him to believe, he responded: "The intel on this wasn't 100 percent." Welch isn't the only one struggling to tell fact from fiction in this digital age. "How do they become prepared to make the choices about what to believe, what to forward, what to post to their friends," Wineburg asked on NPR's All Things Considered, "when they've been given no practice in school?" And he's right. "Like a flu in the winter" "The question that many of you asked on your annotation of pizzagate was 'Why would anyone start a rumor?' Hunt teaches U.S. and Virginia government. The students' first test comes from Facebook.
How To Tell Fake News From Real News In 'Post-Truth' Era Behind the fake news crisis lies what's perhaps a larger problem: Many Americans doubt what governments or authorities tell them, and also dismiss real news from traditional sources. But we've got tips to sharpen our skepticism. Turnbull/Getty Images/Ikon Images hide caption toggle caption Turnbull/Getty Images/Ikon Images Behind the fake news crisis lies what's perhaps a larger problem: Many Americans doubt what governments or authorities tell them, and also dismiss real news from traditional sources. Are we really in a post-truth era? The presidential campaign was filled with falsehoods. But let's properly define the problem. Business, government, churches and the media have fallen in public esteem. Hazardous as the post-trust era may be, it shouldn't cause despair. What we all need, as citizens, is to develop more skill in applying our skepticism. Propagandists obviously have fun (and profit from) trying to con us, the public. So here's a finder's guide for facts: