Classroom Guide: Top Ten Tips for Assessing Project-Based Learning Facebook Edutopia on Facebook Twitter Edutopia on Twitter Google+ Pinterest Edutopia on Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation What's Inside the PDF? Keep It Real with Authentic Products Don’t Overlook Soft Skills Learn from Big Thinkers Use Formative Strategies to Keep Projects on Track Gather Feedback -- Fast Focus on Teamwork Track Progress with Digital Tools Grow Your Audience Do-It-Yourself Professional Development Assess Better Together BONUS TIP: How to Assemble Your PBL Tool Kit
Thought-terminating cliché Thought Reform and the Psychology of Totalism: A Study of "Brainwashing" in China is a non-fiction book by psychiatrist Robert Jay Lifton on the psychology of brainwashing and mind control. Lifton's research for the book began in 1953 with a series of interviews with American servicemen who had been held captive during the Korean War. In addition to interviews with 25 Americans, Lifton also interviewed 15 Chinese who had fled their homeland after having been subjected to indoctrination in Chinese universities. The book was first published in 1961 by Norton in New York.[1] The 1989 reprint edition was published by University of North Carolina Press.[2] Lifton is a Distinguished Professor of Psychiatry at the John Jay College of Criminal Justice, City University of New York. Main points[edit] In the book, Lifton outlines the "Eight Criteria for Thought Reform": Milieu Control. Thought-terminating cliché[edit] Lifton said:[4][5] Examples[edit] General examples “Think of the children”
Glossary of Critical Thinking Terms Glossary: A-B accurate: Free from errors, mistakes, or distortion. Correct connotes little more than absence of error; accurate implies a positive exercise of one to obtain conformity with fact or truth; exact stresses perfect conformity to fact, truth, or some standard; precise suggests minute accuracy of detail. ambiguous: A sentence having two or more possible meanings. analyze: To break up a whole into its parts, to examine in detail so as to determine the nature of, to look more deeply into an issue or situation. argue: There are two meanings of this word that need to be distinguished: 1) to argue in the sense of to fight or to emotionally disagree; and 2) to give reasons for or against a proposal or proposition. argument: A reason or reasons offered for or against something, the offering of such reasons. to assume: To take for granted or to presuppose. assumption: A statement accepted or supposed as true without proof or demonstration; an unstated premise or belief. authority:
Kansas 8th Grade Graduation Exam 1895 How would you do taking an 8th Test??? Curious how you would do on test items from the 8th grade? Here is your chance to ee how you would do comparing the 1895 test and the current test. Click here to view a PDF of the test. Could You Have Passed this 8th Grade test from 1895? Scroll down for information to help answer the test. Examination Graduation Questions of Saline County, Kansas April 13, 1895 J.W. GRAMMAR(Time, one hour) 1. 2. 3. 4. 5. 6. 7-10. ARITHMETIC (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. U.S. 1. 2. 3. 4. 5. 6. 7. 8. ORTHOGRAPHY (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. GEOGRAPHY (Time, one hour) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. PHYSIOLOGY(Time, 45 minutes) 1. 2. 3. 4. 5. SOME HELP WITH THE ANSWERS Drop us an email if you have something you'd like to add to the answer section. GRAMMAR (Time, one hour) 3. 4. Transitive, intransitive, past, present, future, conditional, subjunctive Give the principal parts of do, lie, lay, and run. 5. Illustrate each case. 6. 2. 3. 5.
Teaching the Economic Way of Thinking Through Op-Eds by Joshua C. Hall, Marta Podemska-Mikluch Joshua C. Hall West Virginia University Marta Podemska-Mikluch Beloit CollegeMay 16, 2013 Abstract: There are many goals an instructor may wish to accomplish in a course on economic principles. Number of Pages in PDF File: 20 Keywords: Engagement, Op-ed, Principles of Economics, Teaching JEL Classification: A11, A13, A22, D01, D7, D72 working papers series
Your Deceptive Mind: A Scientific Guide to Critical Thinking Skills " I enjoyed this course. I found it very informative, bringing together a lot of seemingly disparate ideas under the umbrella of our need to be more critical about the information we receive on any subject. Much of the first part of the course reminded me of Daniel Kahneman’s book Thinking Fast and Slow because of the way Professor Novella highlighted vulnerabilities in our way of thinking. Dr. This is all very interesting, and I would say that course title “The Deceptive Mind” lives up to its name. Because of this 360° look at the scientific method, it seems to me that the course is very well suited to those who are interested in getting started in fields like sciences and social sciences that depend upon this research tradition. To conclude, I think this is one of those courses that should appeal to a very wide audience and sets a solid foundation for further inquiry into other subject areas."
Cooperative Grouping Related Classroom Examples Guiding Cooperation Teacher turns to technology to guide cooperative learning in a blended fourth-fifth science class. Collaborative Writing Middle school students polish skills for writing, reflection, and collaboration. Cooperative Grouping Cooperative learning is actually a generic term that refers to numerous methods for grouping students. Students understand that their membership in a learning group means that they either succeed or fail—together. Key Research Findings Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning (Marzano, Pickering, & Pollock, 2001). Implementation Grouping students to work collaboratively and cooperatively offers benefits for learners. Create the right type of group for the need. Additional Resources
Your Baloney Detection Kit Sucks I still remember the thrill of first encountering a summary of Carl Sagan's Baloney Detection Kit . Reading through the list of logical fallacies, I could feel a change come over my being and my posture: my biceps bulged, my abs hardened into a carapace, and my gonads turned to solid granite. I had discovered the secret weapons cache of the elite commandoes of reason, and now I felt invincible. But when I went on Internet forums and saw the Baloney Detection Kit in action, I was shocked and puzzled. I became rapidly disillusioned with the power of logical fallacies, and over time, my disillusionment has only grown. As both my regular readers will know, I made my first million dollars by writing a webpage explaining why the term ad hominem is so often incorrectly used . Logical fallacies are only relevant in certain narrow rhetorical modes and contexts. Humans typically communicate in a way that resists shallow logical analysis. "You're cherry-picking examples of the worst behaviour.
Guide to academic methods, critical thinking and theory: Overview for journalists Journalist's Resource: Research for Reporting, from Harvard Shorenstein Center Journalists constantly face the challenge of explaining why things happened: What were the factors in an election victory? What are the reasons behind housing segregation in a city? What is the explanation for a low-performing school? In daily journalism, we are often content to quote relevant sources or officials, and let them do the “explaining.” But great journalism can do much more than that, particularly if more rigorous thinking and methods are applied. There are two reasons why: First, knowing the precise meaning of research-related terms such as “independent variable” or symbols such as “n” can help journalists read and evaluate important studies more effectively. This overview of academic and critical reasoning comes courtesy of Stephen Van Evera, the Ford International Professor in the MIT Political Science Department. Definitions of the term “theory” offered by social science philosophers are cryptic and diverse. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 1. 2. 3. 1. a.
The impossible “literacy” test Louisiana used to give black voters. The Vault is Slate's new history blog. Like us on Facebook, follow us on Twitter @slatevault, and find us on Tumblr. Find out more about what this space is all about here. Update, 7.3: Read more about my hunt for an original, archival copy of this test here. This week’s Supreme Court decision in Shelby County v. After the end of the Civil War, would-be black voters in the South faced an array of disproportionate barriers to enfranchisement. The website of the Civil Rights Movement Veterans, which collects materials related to civil rights, hosts a few samples of actual literacy tests used in Alabama, Louisiana, and Mississippi during the 1950s and 1960s. In many cases, people working within the movement collected these in order to use them in voter education, which is how we ended up with this documentary evidence. Most of the tests collected here are a battery of trivia questions related to civic procedure and citizenship. There was little room for befuddlement.
HOW DOES OUR LANGUAGE SHAPE THE WAY WE THINK? Humans communicate with one another using a dazzling array of languages, each differing from the next in innumerable ways. Do the languages we speak shape the way we see the world, the way we think, and the way we live our lives? Do people who speak different languages think differently simply because they speak different languages? Does learning new languages change the way you think? These questions touch on nearly all of the major controversies in the study of mind. I often start my undergraduate lectures by asking students the following question: which cognitive faculty would you most hate to lose? Most questions of whether and how language shapes thought start with the simple observation that languages differ from one another. Clearly, languages require different things of their speakers. Scholars on the other side of the debate don't find the differences in how people talk convincing. People's ideas of time differ across languages in other ways. 1 S. 3 B. 4 L. 5 D. 7 L. 8 L.