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Critical thinking is defined as disciplined, clear, rational, and evidence-based thinking. It involves assessing the validity and worth of convergent and non-convergent thinking. Critical thinking is important for success in higher education and careers as it allows students to better understand various viewpoints, analyze circumstances, and evaluate information from credible sources which improves problem solving skills. In the 21st century, critical thinking plays an important role in effective student learning through asking questions, developing solutions, and effective communication. It also enables effective teaching by engaging students with fundamental concepts through examples.
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ranging for research activity to hobbyist enthusiastic. Hence, this paper encompasses the design, fabrication,
and testing a turbine jet engine. The engine is derived from an automobile turbocharger, which provided the
turbine and compressor component. A combustion chamber is design and fabricated. Engine support system
comprised of ignition, lubrication and fuel delivery system are installed at the engine. Thermocouple K-type are
installed at four different stations on the engine flow path to measure the temperature. Fuel regulators are
utilized to measure the fuel flow rate. The design of the combustion chamber is developed to make primary and
secondary air takes paths so as to allow a series of combustion processes that help to increase the speed of a
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CI 350 Project Based Learning
Project based learning is a teaching method where students gain knowledge and skills by investigating and responding to complex questions over an extended period of time. It develops 21st century skills like critical thinking, problem solving, collaboration, and communication. Students understand the need to learn concepts, ask questions, and present their work to a public audience. Project based learning allows different types of learning, helps students develop important work skills and builds their confidence. It also prepares students for the workplace by applying skills to subjects in school and later life.
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The document discusses project based learning (PBL), an instructional approach where students gain knowledge and skills by working to investigate and respond to an engaging problem or challenge. It defines PBL and explains its key elements, structures, and advantages. PBL shifts the classroom from teacher-centered to student-centered, with the teacher taking a facilitating role and students determining the project, collaborating, and taking responsibility for their own learning and success. The document provides examples of challenging PBL projects and their flexible nature to embed other learning methods.
Project based learning
This document discusses project-based learning (PBL) as a framework to engage students and improve learning outcomes. PBL involves facilitating student-led inquiries into complex, authentic questions through carefully designed projects and tasks. It increases student motivation and improves academic achievement and retention of knowledge compared to traditional instruction. The document provides guidelines for teachers in structuring PBL, such as framing meaningful questions, managing activities, and teaching students to set goals. PBL is especially effective for lower-achieving students by engaging them in problem-solving that mimics real-life challenges.
From Grades to Feedback
This document provides an overview of formative assessment practices from Peter Jory, the Director of Instruction in School District No. 48. It discusses moving away from traditional grading towards a formative assessment approach with clear learning intentions, co-created success criteria, descriptive feedback, powerful questioning, and student ownership of learning. The research shows that formative feedback has a strong positive effect on student learning compared to grades. The document provides examples of what formative assessment could look like in the classroom, including more feedback opportunities, practice assignments without grades, and competency-based reporting instead of letter grades. Roadblocks like increased workload are addressed, and resources for further information are provided.
From Grades to Feedback
This document discusses moving from traditional grading practices to a formative assessment approach focused on feedback. It outlines six key formative assessment practices including clear learning intentions, co-created success criteria, descriptive feedback, powerful questioning, self and peer assessment, and student ownership. The research shows traditional grading does not motivate learning and students want more feedback to improve. The document provides examples of how to increase feedback in the classroom and embrace a fully formative approach where achievement starts at meeting criteria through feedback rather than averaging grades. It also addresses handling late and missing assignments formatively rather than punitively.
Problem based and project-based learning
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Class worksintroobjectivestransitions
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April washburn eed 509 spring 2016 chapter 10 the inquiry model
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Abstract
The document outlines a 5-day lesson plan to teach kindergarten students about six basic shapes: circles, ovals, squares, rectangles, triangles, and stars. The plan incorporates various hands-on activities and technologies. On the first day, students will be introduced to shapes using manipulatives and identifying them in digital images. Later days include using YouTube, drawing shapes, and posting work online for parents to see. The final day focuses on drawing shapes in Microsoft Word and sharing fun shape facts using an app.
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This document outlines a kindergarten lesson plan for teaching shapes to 15 students over the course of a week. The objectives are for students to be able to identify and distinguish shapes through various activities including using manipulatives, watching videos, cutting out shapes, creating posters, drawing in shaving cream, and using Microsoft Word and other technologies. Each day focuses on a different activity, such as introducing shapes, watching a storytelling video, creating a PowerPoint poster, drawing in shaving cream, and using apps on iPads.
Ci 350 assure method
This lesson plan aims to teach students about the 4th of July holiday through multisensory activities. The students are 15 Russian students with visual impairments who learn best through auditory and kinesthetic methods. The lesson objectives are for students to identify 4th of July activities like foods, fireworks, and colors by tasting, listening, and touching. Materials used include foods, videos of fireworks, and warm/cold items to represent colors. Students will sample foods, listen to celebrations from both countries, and associate colors with temperatures. They will also experience "popping" candy to understand fireworks. The teacher will evaluate students' enjoyment and understanding at the end of the week.
Shapes unit plan ci 350
This document outlines a kindergarten shapes unit for 15 students, including 2 with IEPs. Over the course of a week, students will learn to identify and distinguish shapes through various activities like viewing posters and videos, cutting out shapes, creating a PowerPoint poster, drawing shapes in shaving cream, and using Microsoft tools. The goal is for students to identify shapes with 95% accuracy by the end of the week using technologies like YouTube, Microsoft Shapes, and the smart board along with materials like shaving cream and construction paper.
Ci 350 21st century education
Education is changing rapidly due to technology. Students now have access to vast amounts of information through the internet and can learn in new ways using online tools and resources. However, teachers still play an important role in guiding students, helping them develop critical thinking skills to evaluate information, and fostering creativity and collaboration in the classroom.
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The document discusses 5 Twitter accounts that provide information relevant to education. Account 1 posts about teaching tips, critical thinking, and technology trends. Account 2 discusses sex education topics like STDs and pregnancy prevention. Account 3 is run by a teacher who shares classroom strategies and allows students to follow his personal account. Account 4 advocates for sparking creativity over worksheets. Account 5 shows travel photos to inspire the author's dream of teaching abroad after gaining experience. The author realized Twitter can be a learning tool for teachers and students to connect and share knowledge across grade levels.
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Katie Kendrick graduated from Cedarville University with a Bachelor of Science in Allied Health. She has experience in sales, childcare, and medical office work. Her skills include interpersonal communication, leadership, time management, and adaptability. She has volunteered extensively with her church in ministries such as Blessing Bag, AWANA leader, and Vacation Bible School leader.
Resume
Katie Kendrick graduated from Cedarville University with a Bachelor of Science in Allied Health. She has experience in sales, childcare, and medical office work. Her skills include interpersonal communication, leadership, time management, and adaptability. She has volunteered extensively with her church in ministries such as Blessing Bag, AWANA leader, and Vacation Bible School leader.
Ci 350 assure method
This lesson plan aims to teach students about the 4th of July holiday in the United States through multisensory activities. The students are Russian immigrants between ages 10-15 who are auditory and kinesthetic learners due to visual impairments. The lesson objectives are for students to identify 4th of July activities such as typical foods, the colors of the American flag through touch, and compare it to Russia's Independence Day. Students will sample American foods, feel representations of the flag colors, listen to fireworks sounds, and experience pop rocks to symbolize fireworks. Their participation and reactions will be observed and they will be questioned at the end to evaluate learning.
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Criticalthinkingpillar (1)
- 1. CRITICAL THINKING JOHN ADKINS KAYLA BECNEL RACHEL HUTCHISON KATIE KENDRICK
- 2. CHARACTERISTICS: • Definition: "disciplined thinking that is clear, rational, open-minded, and informed by evidence" • Convergent and non-convergent thinking • Assesses worth and validity • Involves persistent analysis
- 3. IMPORTANCE: • Necessary to succeed in higher education and the workplace • Students are better able to understand the “why” • Better analyze circumstances surrounding occurrences/differing viewpoints • Forces students to look at information as a process • Develops skills of recognition/prediction • Evaluating information/sources • Help students learn appropriate ways to use discretion/utilizing credible information • This will in turn improve reading comprehension/problem-solving skills • Develop a systematic way of thinking/learning/working • Increase in Creativity, Performance, and Literacy
- 4. ROLE IN 21ST CENTURY: • Effective learning through critical thinking (students): • Asking questions • Gathering/assessing relevant information • Developing well-reasoned conclusions/solutions • Effective communication • Effective instruction through critical thinking (teachers): • Deeply engaging content • Focusing on fundamental/ powerful concepts • Concrete/ abstract examples • Explicitly spell out intellectual standards
- 5. STORYTELLING • Creates an interest in learning by giving the students the ability to narrate and create their own "movie" • Gives the students control • Makes learning more fun and exciting • Allows for creativity • Critical thinking is used in developing the narrative
- 6. YOUTUBE • Allows students to be creative while engaging and learning a useful tool • Research a specific topic and then choose a viewpoint • Then create a “dramatic question” • (Thesis) • Learn to use the library/Internet to research • Analyze • Synthesize • Ask Questions/Express Opinion • Construct Narratives • Promotes “gains in emotional intelligence”
- 7. ZELLO • A walkie-talkie app that can be downloaded with any smartphone, tablet, or PC • A fast and easy way to communicate with students, parents, and teachers • Record your voice and get a response within seconds • Ask questions about tests, schedule parent-teacher conferences, or give out homework assignments • This can be used in life to stay connected with students, parents, and teachers on an appropriate, professional level • Critical Thinking: • Thought provoking questions for the next day
- 8. FACEBOOK • A social media site that can be used from your smartphone or computer. • You can use it for your class to: • Build a bond between two or more students. • Build a bond between the instructor and the students. • Upload assignments: • Updates • Changes • Critical thinking: • Posting videos that relate to topics discussed-our analysis of that video
- 9. PODCASTS • You can record a lecture using Podcast • The benefits of recording lectures are: • Reiterating what the teacher taught in class. • If the student missed a day, they can play the recording. • Benefits for the hearing and seeing impaired. • Give extra information to benefit the student, but not as a requirement. • Critical thinking: • Theoretical questions • Communicate answers back via Facebook
- 10. POWERPOINT
- 11. CONCLUSION “The Important Thing Is To Not Stop Questioning. Curiosity Has Its Own Reasoning For Existing.” -Albert Einstein
- 12. WORKS CITED Buchanan, A. (n.d.). In Integrating Critical Thinking Skills Into the Classroom. Retrieved from http://www.accessexcellence.org/LC/TL/Buchanan/. ”Drive Belonging and Engagement in the Classroom”.Using Facebook. Retrieved from http://www.marshall.edu Elder,Linda. and Paul,Richard. Journal of Developmental Education. Fall 2001.Vol.25.Issue 1,p.40.2p. http://dictionary.reference.com/browse/Critical+thinking. ”Podcasts in Education.” Retrieved from: www.marshall.edu Robin,Bernard.The Educational Uses of Digital Storytelling. Retrieved from www.marshall.edu. Simmons, N.Characteristics of Critical Thinking and Decision Making. retrieved from http://www.studymode.com/essays/Characteristics-Of-Critical-Thinking-987071.html. ”The Importance of Teaching Critical Thinking”.Global Digital Citizen. Web. 3 Oct. 2014.
Editor's Notes
- Higher Education/Work force: forced to teach skills for critical thinking-(not being taught before college level) Understanding the “why” instead of just the occurrence itself (or the facts) Deeper understanding-analyzing the current events surrounding the occurrence and differing viewpoints- Culture/timeofbirth/place of birth/particular beliefs Form associations-based on who’s around us/associations w/ people with a viewpoint,values, and taboos—it’s important to understand why Science-enhancing critical thinking allowed students to enhance their understanding of scientific process which in turn encouraged them to become more experimental/questioning different aspects Reading-increase in comprehension/assessment scores
- In order to create their dramatic question for their video they have to explore and think critically about all the surrounding facts Why this topic-what does it mean to you? What is your view? Why?