Critical thinking pillar group (1)
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Critical thinking is defined as analyzing issues to form judgments. It promotes deeper learning by allowing students to think independently. Some key uses of critical thinking in technology include using web quests to think about projects in new ways, analyzing digital images more critically, and using social networking to spark discussions from different viewpoints. Examples provided are having students take on perspectives of historical leaders through web quests and creating creative math videos. Other uses mentioned are using QR codes, Vokis, blogs, Second Life, and various Web 2.0 tools to gain exposure to diverse views and experiences.
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Revised PowerPoint
Critical thinking is analyzing issues to form judgments and opinions independently. It promotes deeper learning. The document discusses how critical thinking can be developed through exploring different perspectives, considering experiences, making connections across disciplines, and using technology. Examples are given of assignments in a history class and algebra class that require students to take on perspectives and demonstrate concepts creatively to strengthen critical thinking.
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Revised PowerPoint
Critical thinking is analyzing issues to form judgments and opinions independently. It promotes deeper learning. The document discusses how critical thinking can be developed through exploring different perspectives, considering experiences, making connections across disciplines, and using technology. Examples are given of assignments in a history class and algebra class that require students to take on perspectives and demonstrate concepts creatively to strengthen critical thinking.
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This Earth Day unit plan spans 4 days and aims to teach 5th grade students about the significance of Earth Day. On the first day, students will learn about the history of Earth Day. The second day focuses on group research and presentations using WebQuests. The third day covers recycling, composting, and a related activity. On the final day, students will complete another WebQuest and assessment. Various technologies like computers, cameras, and an ELMO will be used to support hands-on learning and presentations.
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Critical thinking involves analyzing issues from different perspectives to form reasoned judgments. It promotes deeper learning and allows students to think independently. Various digital tools can help develop critical thinking by exposing students to new viewpoints and enabling them to publicly defend their own beliefs. For example, an assignment asked history students to research a World War II leader and create a video from that leader's perspective, while algebra students made creative videos explaining how to solve quadratic equations.
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Critical thinking involves analyzing issues from different perspectives to form reasoned judgments. It promotes deeper learning and allows students to think independently. Various digital tools can help develop critical thinking by exposing students to new viewpoints and enabling them to publicly defend their own beliefs. For example, an assignment asked history students to research a World War II leader and create a video from that leader's perspective, while algebra students made creative videos explaining how to solve quadratic equations.
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1. Dr. Mary Balkun led a project using the virtual world Second Life to enhance student learning and engagement with Nathaniel Hawthorne's novel "The House of Seven Gables".
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1) The document discusses project-based learning (PBL) and describes several international collaborative projects facilitated by iEARN, including the "My HERO" and "A Special Place" projects.
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This document outlines two suggested best practices for incorporating ICTs into task-based language learning: a web-based task lesson plan and a photo blog exchange project.
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The document also describes an embedded teachers training workshop involving introducing educators to technologies like wikis, blogs, and podcasting through collaborative activities and supporting their design of embedded lesson plans incorporating these tools.
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The Structured Lesson Review is a process for educators to collaboratively review lessons through structured critique and feedback. It involves four steps: 1) a teacher presents their lesson plan, 2) peers ask clarifying questions, 3) peers provide warm and cool feedback about strengths and areas for improvement, and 4) an open discussion where the teacher can respond and discuss next steps. The document provides an example of educators reviewing a virtual Civil Rights museum lesson, with peers providing positive feedback on collaboration and real-world application, and suggestions around community involvement and student interviews. The process aims to make teaching practices public and support ongoing professional growth through reflection and collaboration.
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The document provides guidance on developing a collaborative learning culture in the classroom through knowledge building. It discusses four key phases:
1) Understanding students' prior knowledge and facilitating initial inquiry.
2) Using a four-step teaching strategy: (1) Provide information to stimulate thinking, (2) Scaffold group inquiry through methods like think cards and reciprocal teaching, (3) Make ideas public on a Knowledge Building Wall, (4) Facilitate choosing questions for further discussion.
3) Starting knowledge building and using the Knowledge Forum platform.
4) Deepening knowledge building discussions through reviewing work, synthesizing ideas, and moving to new discussions.
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Critical thinking is the first pillar of 21st century education and focuses on questioning rather than answering, considering different viewpoints, drawing on life experiences, exploring problems, recognizing interconnections, and using interdisciplinary instruction. It is important because it encourages thinking outside the box, combining knowledge to solve problems, and working together, allowing students to solve issues more effectively. Examples of applying critical thinking in 21st century education include using technology like Skype to have interactive lessons where students investigate clues and find locations without GPS.
Your Class Blog
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
New Media in the Classroom Presentation
This document discusses integrating new media into composition classrooms to foster collaboration and critical thinking. It provides examples of how blogs, wikis, social media, and virtual worlds like Second Life can be used for activities like discussion forums, peer reviews, research, and interactive projects. Two sample activities are described: a Second Life scavenger hunt to build literacy and teamwork, and a billboard creation/presentation assignment addressing visual rhetoric and audience. The document emphasizes planning, moderation, and reflecting on how new media activities link to course goals.
It Conference Final
This document discusses innovative teaching strategies for engaging 21st century students. It introduces the presenters and their goal of sharing philosophies and tools for creating a 21st century classroom. Their approach focuses on collaboration, critical thinking, and developing students as leaders through project-based learning and technology integration. Specific tools discussed include Nings for blogging and discussion, Google Docs for collaboration, and Wikis for group projects. Student reflections provide examples of how these tools helped develop their writing, research, and communication skills for success beyond the classroom.
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The class will learn about different cultural holiday traditions through various classroom activities. Students will watch video clips, read stories, complete a web quest, and participate in a Second Life simulation to experience celebrating a holiday. The teacher will obtain materials like books, videos, and craft supplies to support the lessons. Students will be assigned to groups and expected to take an active role in discussions, performances, and a quiz or web quest assessment to demonstrate their understanding and appreciation of diverse traditions.
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Assure friday
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Bell ringers
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Bell ringers
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Assure tuesday
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Assure monday
The class has 25 high school juniors, with 16 males and 9 females. Three students have mild ADHD. The class is mostly white but also includes African American and Latino students. Students will learn about global climate and US culture before World War I with 75% accuracy through a classroom discussion aided by an informational poster created by the teacher. All students must participate in the discussion and will be assessed on their knowledge through questioning at the end of class.
Assure monday
The class has 25 high school juniors, with 16 males and 9 females. Three students have mild ADHD. The class is mostly white but also includes African American and Latino students. Students will learn about global climate and US culture before World War I with 75% accuracy through a classroom discussion aided by an informational poster created by the teacher. All students must participate in the discussion and will be assessed on their knowledge through questioning at the end of class.
Assure wednesday
The class is made up of 25 high school juniors, with 16 males and 9 females, where 3 have mild ADHD. The class will look at the Battle of Britain and be able to recite basic facts with 90% accuracy after viewing a short video clip to spur discussion. As homework, students will comment on a class blog about Germany winning the war, requiring computer access and Google accounts set up by the teacher.
Assure tuesday
The class is made up of 25 high school juniors, with 16 males and 9 females. Three students have mild ADHD. The class is 85% white, 10% African American, and 5% Latino. Using a webquest, students will research the Pearl Harbor attack and write a journal entry from the viewpoint of an American sailor. They will need to access computers in the school lab. The teacher will set up the webquest and instructions, and students will individually complete the activity and be assessed through a final discussion.
Web 2.0
Blogger is a free Web 2.0 blogging application that the author feels is straightforward and useful both inside and outside the classroom. They used Blogger in class and see potential for starting their own blog or using it like a discussion board to get students to openly share their views online rather than in class. Signing up with a free Google account provides access to Blogger's features at no cost.
Ci350 twitter assignment
For a class assignment, the author chose four Twitter accounts related to education to follow: David Truss, a high school principal who implements "#nooffice days" where he is out of his office visiting classrooms; Eric Sheninger, another principal who questions current educational practices; Tom Altepeter, an assistant principal who tweets about social justice issues; and Jerry Blumengarten, a retired educator who answers questions on Twitter. The author was interested in Truss's approach of being out of the office more to interact with students and teachers, and found some of Altepeter's tweets thought-provoking both for education and everyday life.
Assure method
The fourth grade class will be learning about holiday traditions from different cultures through videos, visual aids, stories and reenactments. The teacher will preview materials and obtain resources for the lessons, including copies of readings, a video, and craft materials. Students will watch video clips, read together in class, and participate in reenactments of a chosen tradition in small groups. They will gain a 100% appreciation of other traditions by the holiday season's end.
Week plan
This lesson plan aims to teach high school juniors about World War II over the course of a week. It will cover the war before US involvement on day 1, Pearl Harbor and US entry on day 2, have students take the point of view of a US soldier on day 3, discuss the Holocaust on day 4 including reading from Anne Frank's diary, and conclude with student presentations to assess learning on day 5. Various technologies will be used including videos, presentations, and a web quest.
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Critical thinking pillar group (1)
- 1. Critical Thinking BY REBECCA KILVER, RUSSELL PARKS, AND ANTHONY LOVEDAY
- 2. Definition oCritical thinking is analyzing an issue in order to form a judgment. The use of critical thinking in the classroom promotes deeper learning and the formation of opinions. It lets students think for themselves.
- 3. Importance o Explore o Experience o Integration of Disciplines oAll of the other pillars require students to think critically in order to work. For instance, global studies requires the students to think about things on a global scale rather than locally
- 4. Some Uses in Technology o ASSURE-Find what works & change what doesn’t o21st Century Education-A pillar that the others can be based on. o WebQuest-Think of project in new way o Digital Imaging-Better analyze images o Social Networking-Making a group for the class can lead to discussions which will get students thinking from different view points outside of the classroom.
- 5. Example In a lesson in a high school history class, students are being taught about different leaders in the World War II era. The students are assigned a leader and given a web quest pertaining to the leader, which leads to an assignment in which the students write a journal from that leader’s point of view. Students in a math class are required to make a video that demonstrates how to solve an equation, but must do so in a creative way.
- 6. Other Uses in Technology oQR’s & Voki- Put life experiences in the classroom (i.e. make Vokie talk like real person talking about real events; not in actual presentation, but thought I would elaborate for you guys) o Blogs- Able to defend own beliefs in public setting and discuss class subjects outside of the classroom. o Secondlife- Learn more about different perspectives and experience “life” in classroom oWeb 2.0- Analyze content to find best fit for project
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- 8. Critical Thinking in Blogs o Learn about other perspectives and cultures o Interdisciplinary o Defend beliefs o Ability to discuss real life events