Collaborative – Critical Thinking Section
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Collaborative – Critical Thinking Section Collaborative – Critical Thinking Section Document Transcript

  • COLLABORATIVE WORK [CRITICAL THINKING SECTION]Step 1a As a team, talk about your Journal Entry #1. Discuss your answers to 1Q1-1Q5 of Reading Assignment: Your Brain – The Right and Left of It by Betty Edwards, The New Drawing on the Right Side of the Brain.  1Q1: Do you agree with neuroscientist J.Z. Young that the right hemisphere of your brain isn’t really important? Why or why not?  1Q2: Each of our hemispheres gathers in the same sensory information, but each half may handle the information in different ways. Which hemisphere do you default to or rely upon the most? Why?  1Q3: If students who learn how to draw become more “artistic” and therefore creative, do you see any use in you becoming more creative? Why or why not?  1Q4: What was your education most like: (a) concerned with the importance of intuitive and creative thought or (b) structured in the left-hemisphere mode? Why?  1Q5: Read the chart on page 44, using the 9 characteristics, which mode sounds like you, left-mode or right-mode? Why?Step 1b As a team, discuss your Journal Entry #5, your Course Reflection:  How does this class build on your previous education?  How do you think this class will prepare you for your future?Step 2 As a team, watch and read through Sir Ken Robinson’sChanging Paradigms. The link is :http://www.youtube.com/watch?v=zDZFcDGpL4U and the speech is transcribed below.Then answer questions 2Q1-2Q10 together as a team (Journal Entry #2).  2Q1: The arts are victims of what mentality?  2Q2: How can the arts wake students up to what’s inside themselves?  2Q3: How do you think we should educate our children to take their place in the economies of the 21st Century?  2Q4: How do you think we should educate our children so they have a sense of cultural identity and so that we can pass on the cultural genes of our communities while being part of the process of globalization?  2Q5: Do you believe this story: “If you work hard, do well, and get a college degree, you will have a job.” Why or why not?  2Q6: What’s important about yourself? Do you feel as though on your journey to get a diploma you’ve marginalized what is important about yourself?  2Q7: Do you feel as though today’s situation is similar to or different from the intellectual culture of the Enlightenment and the economic circumstances of the Industrial Revolution? How so?  2Q8: Do you agree with the intellectual model of the mind (deductive reasoning and knowledge of the classics=Academic Ability) as the definition of smart and non-smart people? Why or why not?  2Q9: Have you ever been penalized for being distracted in the classroom? Give an example.  2Q10: Have you ever felt “fully alive” in the classroom? Give an example.Step 3 As a team, discuss each team member’s answers to 4Q3 and 4Q5 of Journal Entry #4. Collaborate on a group answer to 4Q5, “What is your team’s solution to the article’s problem?”Step 4 Submit your answers to the Critical Thinking section in your group paper.TRANSCRIBED SPEECHSir Ken Robinson-Changing Paradigms EVERY COUNTRY ON EARTH at the moment is economies of the 21st century. How do we doreforming public education. There are two that? Even though we cant anticipate what thereasons for it. The first of them is economic. economy will look like at the end of next week, asPeople are trying to work out, how do we the recent turmoil has demonstrated. How doeducate our children to take their place in the you do that? The second though is cultural. Every
  • country on earth on earth is trying to figure out people. Academic and non academic. Smarthow do we educate our children so they have a people and non smart people. And thesense of cultural identity, so that we can pass on consequence of that is that many brilliant peoplethe cultural genes of our communities while think they are not, because theyve been judgedbeing part of the process globalization? How do against by this particular view of the mind. So weyou square that circle? have twin pillars, economic and intellectual. The problem is they are trying to meet the And my view is that this model has causedfuture by doing what they did in the past. And on chaos in many peoples lives. And its been greatthe way they are alienating millions of kids who for some - thereve been people who benefiteddont see any purpose in going to school. When wonderfully from it, but most people havewe went to school we were kept there with the not. [MOST people] Instead they suffer this. Thisstory, which is if you worked hard and did well is the modern epidemic, and its as misplaced as itand got a college degree youd have a job. Our is fictitious. This is the plague of ADHD. Now, thiskids dont believe that, and they are right not to is a map of the instance of ADHD in America, orby the way. You are better having a degree than prescriptions for ADHD. Dont mistake me I dontnot, but its not a guarantee anymore. And mean to say there is no such thing as attentionparticularly not if the route to it marginalizes deficit disorder. Im not qualified to say if theremost of the things that you think are important isnt such a thing. I know that a great majority ofabout yourself. Some people say we have to raise psychologists and pediatricians think theres suchstandards if this is a breakthrough. You know... a thing–but its still a matter of debate. What I doreally. Yes, we should. Why would you lower know for a fact is its not an epidemic. These kidsthem? You know...I havent come across an of being medicated as routinely as we have ourargument that persuades me of lowering them. tonsils taken out. And on the same whimsicalBut raising them, of course we should raise them. basis and for the same reason medical fashion. The problem is that the current system of Our children are living in the most intenselyeducation was designed and conceived and stimulating period in the history of the earth.structured for a different age. It was conceived in They are being besieged with information thatthe intellectual culture of the Enlightenment, and pulls their attention from every platform,in the economic circumstances of the Industrial computers, from iPhones, from advertisingRevolution. Before the middle of the nineteenth holdings from hundreds of televisioncentury there were no systems of public channels. And we are penalizing them for gettingeducation. Not really, youd get educated by distracted. From what? Boring stuff. At school forJesuits if you had the money. But public the most part.It seems to me not a conscienceeducation paid for from taxation, compulsory to totally that the instance of ADHD has risen ineverybody and free at the point of delivery, that parallel with the growth of standardized testing.was a revolutionary idea. And many people And these kids are being given Ritalin andobjected to it. They said, “Its not possible for Adderall and all manner of things, often quitemany street kids working class children to benefit dangerous drugs, to get them focused and calmfrom public education. They are incapable of them down. But according to this attentionlearning to read and write,” and, “Why are we deficit disorder increases as you travel eastspending time on this?” across the country. People start losing interest in So there was also built into the whole series of Oklahoma. (laughs) They can hardly think straightassumptions about social structuring capacity. It in Arkansas. And by the time they get towas driven by an economic imperative of the Washington theyve lost it completely. (laughs)time, but running right through it, was an And there are separate reasons for that, I believe.intellectual model of the mind, which was Its a fictitious epidemic.essentially the Enlightenment view of If you think of it, the Arts - and I dont say this isintelligence. The real intelligence consisted in exclusively the Arts, I think its also true ofthis capacity for certain type of deductive Science and of Maths. I say about the Artsreasoning, and a knowledge of the Classics particularly because they are the victims of thisoriginally, what weve come to think of as mentality currently. Particularly. The Artsacademic ability. And this is deep in the gene pool especially address the idea of Aestheticof public education. There are really two types of experience. An aesthetic experience is one in
  • which your senses are operating at their peak. of those routine questions. Most people mightWhen youre present in the current moment. come up with 10 or 15. People who are good atWhen you are resonating with the excitement of this might come with 200. And they do that bythis thing that youre experiencing. When you are saying,“Well, could the paper clip be 200 foot tallfully alive. An anesthetic is when you shut your and be made of foam rubber?” You know... like,senses off, and deaden yourself whats “Does it have to be a paper clip as we know it,happening. And a lot of these drugs are that. Jim?”There are testsfor this. They gave them toWere getting our children through education by 1500 people in a book called Breakpoint andanaesthetizing them. And I think we should be Beyond. And on the protocol of the test if youdoing the exact opposite. We shouldnt be scored above a certain level, youd be consideredputting them asleep, we should be waking them to be a genius of divergent thinking. So myup, to what they have inside of themselves. question to you is: what percentage of the But the model we have is this. Its I believe we people tested of the 1500 scored genius level forhave a system of education which is modeled on divergent thinking? Now, you need to know onethe interest of industrialism, and in the image of more thing about them. These were kindergartenit. Ill give you a couple examples. Schools are still children.... So what do you think? Whatpretty much organized on factory lines. On percentage of genius level? -80 80, OK? 98% Nowringing bells, separate facilities, specialized into the thing about this was a longitudinal study. Soseparate subjects. We still educate children by they retested the same children five years later,batches. You know, we put them through the ages of 8-10. What do you think? -50? [52%] Theysystem by age group. Why do we do that? You retested them again 5 years later, ages 13-15.know, why is there this assumption that the most [10%] You can see a trend here coming. Now, thisimportant thing kids have in common is how old tells an interesting story. Because you couldvethey are. You know, its like the most important imagined theyre going the other way. Couldn’tthing about them is their date of manufacture. you? You start off not being very good but youWell I know kids who are much better than other get better as you get older.kids at the same age in different disciplines. You But this shows 2 things: One is we all have thisknow, or at different times of the day, or better capacity and Two: It mostly deteriorates. Now ain smaller groups than in large groups or lot has happened to these kids as they grown up,sometimes they want to be on their own. If you a lot. But one of the most important thingsare interested in the model of learning you dont happened that Im convinced is that by nowstart from this production line mentality. This is theyve become educated. They spend 10 years inessentially about conformity. Increasingly its school being told there is one answer, its at theabout that as you look at the growth of back, and dont look. And dont copy becausestandardized testing and standardized curricula, thats cheating. I mean outside school thatsand its about standardization. I believe weve called collaboration but, inside schools. This isntgot go in the exact opposite direction. Thats because teachers wanted this way its justwhat I mean about changing the paradigm. because it happens that way. Its because its in There is a great study done recently on the gene pool of education.divergent thinking - Published a couple years ago. We have to think different about humanDivergent thinking isnt the same thing as capacity. We have to get over this old conceptioncreativity. I define creativity as the process of of academic, non academic, abstract, theoretical,having original ideas that have value. Divergent vocational and see it for what it is: athinking isnt a synonym, but its an essential Myth. Second, we have to recognize most greatcapacity for creativity. Its the ability to see lots of learning happens in groups. That collaboration ispossible answers to a question. Lots of possible the stuff of growth. If we atomize people andways of interpreting a question. To think, what separate them a judge them separately, we formEdward de Bono probably called laterally.To think a kind of disjunction between them and theirnot just in linear or convergent ways.To see natural learning environment. And thirdly, itsmultiple answers and not one. So I made up a crucially about the culture of our institutions. Thetest for this. I mean one called the cod example habits of institutions and the habitats that theywould be people might be asked to say: How occupy.many uses can you think of for a paper clip? One