A higher-order thinker is a critical thinker. What are the attributes of a critical thinker? In The Miniature Guide to Critical Thinking Concepts and Tools, Richard Paul and Linda Elder describe a well-cultivated critical thinker as someone who: raises vital questions and problems, formulating them clearly and precisely;gathers and assesses relevant information, using abstract ideas to interpret it effectively; comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;thinks open-mindedly within alternative systems of thought, recognizing and assessing their assumptions, implications and practical consequences as need be; andcommunicates effectively with others in figuring out solutions to complex problems.
Karoline Hestsveen, a high school student in Norway, collaborated with 26 other students and teacher Ann Michaelsen to write the interactive digital book Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, a collection of...
The terms 'critical' and 'reflection' are sorely misunderstood in education. Being critical is often misinterpreted as being negative. 'Reflection' is also frequently distorted to mean "reflect on what you are doing wrong". Too often the students that we teach give negative feedback when asked to be critical. So to counter act this, educators initiate strategies such as '2 stars and a wish' and SWNI (strengths, weaknesses, new ideas). These strategies are designed to make reflective practices a more positive experience for students. It teaches them that being critically reflective is not just a negative activity, that it is important to be positive and give feedback to help improve or make something better. Learn more: - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Criticism
‘There is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet, most faculty are largely ignorant of this scholarship, and instructional practices and curriculum planning are dominated by tradition rather than research evidence [nor - my comment - by educational theory]. As a result, teaching remains largely didactic, assessment of student work is trivial, and curricula are more likely to emphasise content coverage than acquisition of lifelong learning skills. - See more at: http://www.tonybates.ca/2013/09/04/towards-a-theory-or-model-of-productivity-for-online-learning-outcomes-scale-and-design/#sthash.HUPnh3Io.dpuf‘There is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet, most faculty are largely ignorant of this scholarship, and instructional practices and curriculum planning are dominated by tradition rather than research evidence [nor - my comment - by educational theory]. As a result, teaching remains largely didactic, assessment of student work is trivial, and curricula are more likely to emphasise content coverage than acquisition of lifelong learning skills. - See more at: http://www.tonybates.ca/2013/09/04/towards-a-theory-or-model-of-productivity-for-online-learning-outcomes-scale-and-design/#sthash.HUPnh3Io.dpuf
Deborah Arnold's insight:
The title might not make you think immediately about 21st century skills, but in this article, Tony Bates draws it all together and ask some probing questions about what higher education should be striving to acheive... and how.
A student’s critical thinking skills can be strengthened when an instructor probes the student’s viewpoint on the discussion topic by seeking additional clarification, explanation, and justification from the student.
What actually encourages a trainer to use technology to support their delivery of learning and assessment? It could be any or all of the following...
Deborah Arnold's insight:
Interesting points on how young people are already using transversal skills in their everyday use of technology: research, communication, organisation... and even (simplistic) forms of anlaysis, synthesis and evaluation. So how do we support the development of these skills and link them to learning activities?
"Most tertiary institutions have listed among their graduate attributes the ability to think critically. This seems a desirable outcome, but what exactly does it mean to think critically and how do you get students to do it?
The problem is that critical thinking is the Cheshire Cat of educational curricula – it is hinted at in all disciplines but appears fully formed in none. As soon as you push to see it in focus, it slips away..."
Taking apart the idea of school as we know it and getting back to the roots of children and learning is a pervasive thought which I am constantly researching and evaluating. There is no shortage of pedagogies out there but there seems to be a lack of application of relevant methodologies for out of the…
"Universities are primarily in the business of positive human development. They focus on enhancing the abilities of our graduates to communicate clearly and effectively, to analyze, to confront ambiguity with clear methods and confidence, to break down problems into manageable parts, to think critically and to question deeply."
Deborah Arnold's insight:
Article quoted by Tony Bates in a related post which I'll also share.
Comment animer, manager, former, contribuer en mode réel à plusieurs et de façon créative. Pour éviter la « réunionite », les conférences traditionnelles et ateliers formels avec orateurs ne donnant pas la parole à l’audience, pour refonder la formation… Pour rompre les habitudes, la Fondation Roi Baudouin ss une publication librement téléchargeable qui fait dans la différence :Méthodes participatives. Un guide pour l’utilisateur (204 pages, en pdf).
Ce guide pratique « boite à outils » présente 13 méthodes participatives éprouvées pour que les individus « jouent un rôle plus actif dans la gouvernance de leur société » ; pour des projets favorisant dans leur construction et élaboration un exercice démocratique, un recul critique.