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Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
Think to Learn & Learn to Think
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Think to Learn & Learn to Think

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The Oiler Experience

The Oiler Experience

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  • 1. Thinking to Learn & Learning to Think<br />The Oiler Experience<br />Fall 2009<br />
  • 2. Information Literacy <br />In order to be “information literate”, students need to build skills in locating, evaluating, and utilizing sources for a variety of purposes<br />
  • 3. “Education is not the filling of a pail but the lighting of a fire.”<br /> -William Butler Yeats<br />
  • 4. General Education Goals:<br />Build critical, analytical, & logical thinking skills<br />Build technological, written, & oral communication skills<br />Become acquainted with diverse perspectives, and the history of a variety of disciplines;<br />Develop an appreciation of the arts in order to grow as responsible global citizens<br />
  • 5. <ul><li>from Wick & Phillips, 2008“Liberal Education Scorecard”</li></li></ul><li>General Education Goals, cont.<br />Establish personal dispositions needed to participate in a modern democracy<br />
  • 6. How are the learning goals measured?<br />Coursework<br />Service learning & volunteer work<br />Cooperative learning experiences<br />Standardized tests (ie: the CLA)<br />
  • 7. Collegiate Learning Assessment(CLA)<br />Measures students’ ability to analyze, think critically, and respond in writing<br />Given to a sampling of first semester freshmen and final semester seniors<br />Looks for growth in abilities from freshman year to senior year<br />
  • 8. “ Our job is to educate free, independent, and vigorous minds capable of analyzing events, of exercising judgment, of distinguishing fact from propaganda, and truths from half –truths and lies.”<br />- Nathan Marsh Pusey<br />President, Lawrence College, 1944-1953<br />President, Harvard University, 1953-1973<br />
  • 9. Three CLA Measurements<br />Create an argument<br />Analyze an argument<br />Solve a problem based on evidence (Performance Task) <br />
  • 10. The Oiler Experience<br />For the next few weeks of The Oiler Experience, we will be focusing on solving a problem based on evidence; in other words, we will be doing a Performance Task.<br />
  • 11. The Oiler Experience Performance Task<br />Week One: Given a CLA problem to solve and some articles to read<br />Week Two: Learn how to access and analyze sources that will help solve your CLA problem<br />Week Three: You will work collaboratively to analyze your sources and prepare a response to the problem<br />Week Four: You will complete your response and share it<br />
  • 12. Move Into Your Groups<br />
  • 13. Sample Performance Task<br />Crime Reduction Performance <br />Task Response<br />
  • 14. Performance Task<br />You are members of Ohio Gov. Ted Strickland’s task force on “Technology, Society, and You”. Specifically, the governor is looking for recommendations about whether or not to make cell phone use while driving illegal in the state of Ohio. This includes all aspects of cell phone use among drivers—in instances of private as well as public transportation. <br />Task:<br />As members of this task force, your group must submit a two-page report (based on credible evidence) to the governor arguing why cell phone use while driving should or should not be prohibited in Ohio. <br />
  • 15. Reminder!<br />Bring your computers & power adapters to class next week to do research on the internet.<br />

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