Team Project work on Critical Thinking Infographic
Upcoming SlideShare
Loading in...5
×
 

Team Project work on Critical Thinking Infographic

on

  • 628 views

 

Statistics

Views

Total Views
628
Views on SlideShare
368
Embed Views
260

Actions

Likes
0
Downloads
0
Comments
0

7 Embeds 260

http://taliessinthroughlogres.blogspot.ie 183
http://cctmodule.wikispaces.com 57
http://taliessinthroughlogres.blogspot.com 13
http://taliessinthroughlogres.blogspot.com.au 3
http://www.linkedin.com 2
http://taliessinthroughlogres.blogspot.ca 1
http://taliessinthroughlogres.blogspot.co.uk 1
More...

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-ShareAlike LicenseCC Attribution-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • http://99designs.com/designer-blog/2013/04/17/designers-need-to-understand-color-blindness/

Team Project work on Critical Thinking Infographic Team Project work on Critical Thinking Infographic Presentation Transcript

  • Team Five Star
  • Who are we? • • • • Jacinta Browne Paul Ebbs María-José González Damian Gordon
  • W H AT T O P I C ? Critical Thinking
  • WHO IS OUR AUDIENCE? • Third-level Lecturers
  • What is the purpose? • To help Third-level lecturers who have to teach critical thinking.
  • What is the Infographic for? • Mobile Devices
  • D ATA f o r I n f o g r a p h i c • • • • • • • • Critical Thinking research ------------------------------------------Critical Thinking definitions Critical Thinking tools Critical Learning styles Leading critical thinkers ------------------------------------------Critical Thinking timeline
  • Based on…
  • Based on… • Infographic = Learning Object Wiley, D. (Ed.) (2002), The Instructional Use of Learning Objects. Bloomington: Association for Educational Communications and Technology. Online version. Available at http://www.reusability.org/read/
  • Based on… • Infographic = Learning Object Wiley, D. (Ed.) (2002), The Instructional Use of Learning Objects. Bloomington: Association for Educational Communications and Technology. Online version. Available at http://www.reusability.org/read/
  • Considering… • Visual Impairment • Colour blindness • Specific Learning Disabilities
  • Considering… • Visual Impairment • Colour blindness • Specific Learning Disabilities • • • • • Scherer, M. J. (2005). Living in the State of Stuck: How Assistive Technology Impacts the Lives of People with Disabilities, Fourth Edition. Cambridge, MA: Brookline Books Nielsen, J. and Mack, R.L. (eds) (1994). Usability Inspection Methods Kelly B., Phipps L., Swift E. (2004) “Developing A Holistic Approach For ELearning Accessibility.” Canadian Journal of Learning and Technology, 2004, Vol. 30, Issue 3. Yrjö Engeström's Cultural-Historical Activity Theory (CHAT) framework W3C/WAI WCAG
  • LOOK and FEEL
  • SHERLOCK HOLMES • • • • • Pays attention to details Asks questions Watches for qualifying phrases Knows his biases practices
  • VICTORIAN
  • STEAMPUNK
  • Infographic TOOL Edited and toolified And added to a website.
  • C r i t i c a l Te a c h i n g / L e a r n i n g styles
  • Teaching & Learning Styles Critical thinking & Bloom’s Taxonomy • Higher-order skills classified in the Taxonomy such as analysis, synthesis and evaluation. • It may be thought that all that needs to be done to incorporate critical thinking in the classroom is to call for analysis, synthesis and evaluation of problems.[1] • However, this would not be sufficient for example the process of learning is not a linear process for example the acquisition of knowledge does not merely rely on the acquisition of facts but rather it requires an analysis, synthesis and evaluation of the facts in order for it to become knowledge. • Critical thinking in the classroom - foster a learning environment which combines the presenting of facts for the learner to examine and question and use in order to construct their knowledge.
  • Teaching & Learning Styles Critical thinking & Bloom’s Taxonomy
  • Teaching & Learning Styles • Behaviourism Behaviourism concentrates on observable behaviour without considering motivation or other mental processes. With this teaching style the main implication is that the learner is completely passive, and the teacher holds the key to learning success, so how can critical thinking be considered with this approach. Taking a behaviourism approach the goal is to change a behaviour and to measure that change, so the change is critical thinking. Using this approach the material presented should be presented in (1) chunks and (2) questioning of the material should be introduced at the beginning. (3) Frequent feedback should be provided to the learner.[2]
  • Teaching & Learning Styles • Cognitivism Cognitivism focuses on the way in which the learner gains and organises their knowledge. This approach to learning develops strategies for thinking and so aligns well with critical thinking. With this approach facts are presented to the learner and the learner encodes these facts in their long-term and due to the encoding the information can be retrieved. This approach of encoding information involved the learners analysis, synthesis and evaluation of the material thus a process of developing their critical thinking. Using this approach the use of (1) mind-maps as a presentation of the facts aligns well with developing critical thinking skills through cognitive approaches of learning.[2]
  • Teaching & Learning Styles • Social Constructivism Social constructivism involves learning based on the interaction with others. It is believed that thinking does not exist independently of the world, nor of other people. Using this approach the use of (1) peer tutoring is very valuable as the learner has to construct their and then present it to their peer, this presentation of the facts to the peer in then challenged, encouraging a deeper level of learning and could be used to promote critical thinking.[2]