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Author: Linda B. Nilson Publisher: Taylor & Francis ISBN: 1000977994 Category : Education Languages : en Pages : 157
Book Description
Critical thinking—every scholar in the literature has defined it, but there is no clearly agreed upon definition. No wonder polls and surveys reveal that few college-level faculty can define critical thinking or know how to teach it. Still, critical thinking keeps appearing in accreditation standards and surveys of the skills employers seek in college graduates. The good news is that we do know that critical thinking can be taught. But the concept cries out for the simplification, translation into discipline-relevant course outcomes, tangible teaching strategies, and concrete assessment techniques that this book will provide.Like a course or a workshop, this book proposes learning outcomes for the reader—promises of what the reader will be able to do after reading it. These include:• explain what critical thinking is in simple terms;• convincingly explain to students why it is important for them to learn critical thinking, and, if they tune out, what they stand to lose;• overcome the challenges that teaching critical thinking presents;• identify the type of course content to which critical thinking can be applied and, therefore, that readers can use to teach critical thinking;• integrate critical thinking into the design of a new or existing course in any discipline;• write assessable critical thinking learning outcomes that are compatible with and make sense in any discipline;• select and adapt activities and assignments that will give students no- or low-stakes practice with feedback in critical thinking using a variety of questions, tasks, and teaching methods.
Author: Linda B. Nilson Publisher: Taylor & Francis ISBN: 1000977994 Category : Education Languages : en Pages : 157
Book Description
Critical thinking—every scholar in the literature has defined it, but there is no clearly agreed upon definition. No wonder polls and surveys reveal that few college-level faculty can define critical thinking or know how to teach it. Still, critical thinking keeps appearing in accreditation standards and surveys of the skills employers seek in college graduates. The good news is that we do know that critical thinking can be taught. But the concept cries out for the simplification, translation into discipline-relevant course outcomes, tangible teaching strategies, and concrete assessment techniques that this book will provide.Like a course or a workshop, this book proposes learning outcomes for the reader—promises of what the reader will be able to do after reading it. These include:• explain what critical thinking is in simple terms;• convincingly explain to students why it is important for them to learn critical thinking, and, if they tune out, what they stand to lose;• overcome the challenges that teaching critical thinking presents;• identify the type of course content to which critical thinking can be applied and, therefore, that readers can use to teach critical thinking;• integrate critical thinking into the design of a new or existing course in any discipline;• write assessable critical thinking learning outcomes that are compatible with and make sense in any discipline;• select and adapt activities and assignments that will give students no- or low-stakes practice with feedback in critical thinking using a variety of questions, tasks, and teaching methods.
Author: Robert J. Swartz Publisher: ISBN: 9780894557033 Category : Critical thinking Languages : en Pages : 0
Book Description
This book explores what can be accomplished when effective classroom techniques for teaching students to become good thinkers are combined with effective strategies to engage students in thoughtful learning of the regular secondary school science curriculum. The technique of lesson design and instruction that results is called infusing critical and creative thinking into content instruction. The infusion lesson design framework and the tools introduced in this handbook to facilitate designing and teaching infusion lessons are powerful devices to accomplish the basic objectives of education. The book is divided into six parts which include: (1) "The Design of Infusion Lessons"; (2) "Skillfully Engaging in Complex Thinking Tasks"; (3) "Skills at Clarifying Ideas: Thinking for Understanding"; (4) "Skills at Generating Ideas: Creative Thinking"; (5) "Skills at Assessing the Reasonableness of Ideas: Critical Thinking"; and (6) "Designing and Teaching Infusion Lessons". (WRM)
Author: Robert J. Swartz Publisher: Lawrence Erlbaum Assoc Incorporated ISBN: 9780894554810 Category : Science Languages : en Pages : 541
Book Description
This book explores the concept of combining effective classroom techniques for teaching students to become good thinkers with effective strategies to engage students in thoughtful learning of the regular elementary school curriculum. The technique of lesson design and instruction that results is called "infusing critical and creative thinking into content instruction." Part one, which explains the lesson plans concept and designing infusion lessons, also provides reproducible lesson plan forms. Part two addresses engaging in complex thinking tasks and provides sample lessons and reproducible materials in the areas of decision making and problem solving. Part three focuses on understanding, retention, and clarifying ideas. This section provides sample lessons and reproducible materials on comparing and contrasting, classification, determining parts and whole relationships, sequencing, finding reasons and conclusions, and uncovering assumptions. Part four addresses creative thinking and provides sample lessons and reproducible materials on generating possibilities and creating metaphors. Part five focuses on critical thinking and provides sample lessons and reproducible materials on determining the reliability of sources, causal explanations, prediction, generalization, reasoning by analogy, and conditional reasoning. Part six addresses designing and teaching infusion lessons, focusing on instructional methods, the role of metacognition, and selecting contexts for inclusion lessons. (SD)
Author: John E. McPeck Publisher: Routledge ISBN: 1315463679 Category : Education Languages : en Pages : 183
Book Description
The skills of ‘critical thinking’ occupy a contentious place in debates on education. It is of course widely recognised that education must consist of more than an unreasoning accumulation of facts and skills, and that modern society demands a highly-developed critical awareness to cope with its ever-increasing complexities. Yet the very term ‘critical thinking’ threatens to become a vague and unexamined slogan, displayed more in party tricks than in useful knowledge. In this book, first published in 1981, Professor McPeck offers a critique of the major ideas and important work in the field, including those of Ennis and de Bono, while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which the role of critical thinking in schools can be evaluated and the author makes a strong case for the contribution it can make to resolving current dilemmas of the curriculum.
Author: Mariano, Gina J. Publisher: IGI Global ISBN: 1522578242 Category : Education Languages : en Pages : 657
Book Description
Learning strategies for critical thinking are a vital part of today’s curriculum as students have few additional opportunities to learn these skills outside of school environments. Therefore, it is of utmost importance for pre-service teachers to learn how to infuse critical thinking skill development in every academic subject to assist future students in developing these skills. The Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments is a collection of innovative research on the methods and applications of critical thinking that highlights ways to effectively use critical thinking strategies and implement critical thinking skill development into courses. While highlighting topics including deep learning, metacognition, and discourse analysis, this book is ideally designed for educators, academicians, researchers, and students.
Author: Dana S. Dunn Publisher: John Wiley & Sons ISBN: 9781444305180 Category : Psychology Languages : en Pages : 320
Book Description
Teaching Critical Thinking in Psychology features currentscholarship on effectively teaching critical thinking skills at alllevels of psychology. Offers novel, nontraditional approaches to teaching criticalthinking, including strategies, tactics, diversity issues, servicelearning, and the use of case studies Provides new course delivery formats by which faculty cancreate online course materials to foster critical thinking within adiverse student audience Places specific emphasis on how to both teach and assesscritical thinking in the classroom, as well as issues of widerprogram assessment Discusses ways to use critical thinking in courses ranging fromintroductory level to upper-level, including statistics andresearch methods courses, cognitive psychology, and capstoneofferings
Author: Linda B. Nilson
Author: Linda B. Nilson
Author: Linda B. Nilson
Author: Robert J. Swartz
Author: Robert J. Swartz
Author: Kristina Demeter Malik
Author: Sonoma State University. Center for Critical Thinking and Moral Critique
Author: Lauren G. Ruff
Author: John E. McPeck
Author: Mariano, Gina J.
Author: Dana S. Dunn