On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
More at www.romduckworth.com and www.rescuedigest.com
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Critical Thinking course at Strathmore University is a core Unit and hence a requirement for graduation. This slides were used for the first class hence a lot of focus is on course content and and a little part of topic one.
An introduction to principles of critical thinkingThe Free School
This presentation synthesizes the academic Objective
literature to define critical thinking. My discussion:
● Explores core scholarly principles of critical thinking practices;
● Uses examples to explain the different degrees of support that a
scholar may express towards an issue or opinion.
This presentation centers on three scenarios where a person may
need to show evidence of critical thinking in their scholarly work:
● Writing a college or scholarship application essay;
● Preparing an answer for a test such as the GRE exam;
● Preparing an assessment for a college or university subject.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
More at www.romduckworth.com and www.rescuedigest.com
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Critical Thinking course at Strathmore University is a core Unit and hence a requirement for graduation. This slides were used for the first class hence a lot of focus is on course content and and a little part of topic one.
An introduction to principles of critical thinkingThe Free School
This presentation synthesizes the academic Objective
literature to define critical thinking. My discussion:
● Explores core scholarly principles of critical thinking practices;
● Uses examples to explain the different degrees of support that a
scholar may express towards an issue or opinion.
This presentation centers on three scenarios where a person may
need to show evidence of critical thinking in their scholarly work:
● Writing a college or scholarship application essay;
● Preparing an answer for a test such as the GRE exam;
● Preparing an assessment for a college or university subject.
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Abstract: Today’s citizens need to think globally while acting locally, conscious of the fact that their
actions can have far reaching implications despite their absence. And teacher’s actions in the
classroom are pertinent to the development of future adult citizens. Human actions are nothing but a
manifestation of their thoughts, teachers being human their actions whether within or outside the
classroom too is a result of their thoughts. Present day schools no more house Monocultural
Traditional Classrooms but have been replaced by Culturally Diversified Smart Classroom where in
the main motto is ‚Sabke Saath, Sabka Vikas‛. Here no one is to be left behind on the basis of
ethnicity, race, socio-economic status, gender, exceptionalities, language, religion, sexual orientation
and geographical area. This demands that teachers impartially identify, tap-in and provide
opportunities for the development of the unique abilities of the students. For this teachers will have to
be able to carry out Higher Order Thinking Skills (HOTS) that involves critical thinking, problem
solving and creating with critical thinking at its foundational level. In fact a 21st century teacher to
fully participate in the Global community needs to Master not only the 3R’s of reading, writing and
arithmetic, but also the 4C’s i.e. critical thinking, creativity, communication and collaboration. The
term ‘Master’ reminds us of the fact that effective teachers are made and not born, hence the concept of
Teacher Education. Teacher Education is a teacher preparation programme wherein one of the main
objectives is to help teachers develop the required skills to perform their task effectively in the school
and classroom, here the Critical Thinking Skills. Here Albert Einstein can be aptly quoted where he
stated: ‚Education is not the learning of facts but training the mind to think‛. The term Critical
Thinking too finds expression in the National Curriculum Framework for Teacher Education 2009-10
which aims at developing teacher’s ability to think and be critical, thus producing Humane and
Professional teachers.
Creating Tests that Measure Critical Thinking in Nursing EducationExamSoft
Writing a good test engages both sides of your brain: indeed, test item writing is both an art and a skill. The good news is that practice can help you enhance your talents in both of these areas. Preparing multiple-choice and alternative-formatted questions, when done well, challenges you to use your knowledge of sound clinical practice gained over years of experience. But instead of just using this knowledge to determine if a student can recognize some basic facts, when you combine your talents and skills in creating a test that measures critical thinking ability, students’ answers to your well-written test questions can reveal not just whether or not they know the basic facts, but if they can apply them in a real-life situation that requires a high level of decision-making or problem-solving. Because most health science instructors were first clinicians and became academic faculty members much later as they moved along their career paths, the task of constructing critical-thinking test items and reliable and valid tests can seem overwhelming. Join this discussion about honing those item writing skills, and discover your talents using both sides of your brain to create a great test!
Fostering Critical and Creative Thinking Literacy Skills using iPads in Prima...Joanne Villis
This slide share is a copy of a presentation which I am presenting at the Oz Tech 2014 Conference at Firbank Grammar School during September. I have provided iPad apps to use with Primary school students in order to foster critical and creative literacy skills.
Open Book examination; Nature,Types,Forms,How to design open book exam questions?, A good Open-book Examination Assessment(Rubric).What are the Pattern of Question Papers for OBE?
Challenges, misconceptions, Adv & Dis-advantages of OBE?
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Thinking Effectively & Critically
Do you wonder what it means to be a critical thinker?
Many of your assignments will require you to use higher level thinking skills. This workshop will help you rewire your brain and more effectively use new information and your current knowledge to maximize your success as a student.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Similar to Embedding Critical Thinking Skills in Education teaching (20)
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
3. OUTCOMES
• Meaning & Significance of CT
• Intentional Teaching of CT
• Embedding & Assessing CT
• Creating CT Teaching/
Assessment Plan
4. CRITICAL THINKING?
• CT is the evaluation & judgment of a
solution to a problem or issue.
(Vincent Ruggerio)
• CT is reflective thinking that is
focused on driving what to do and
believe. (Robert Ennis)
5. CRITICAL THINKING
• Making sense of the world by
carefully examining our thinking &
the thinking of others in order to
clarify & improve our understanding.
(John Chaffee)
6. CT Equation
Evaluation, Judgment, Reflection,
Making Sense, Understanding
___________________________
Student to be ACTIVELY & INTENTIONALLY
engaged in CT
7. SIGNIFICANCE OF CT
• To learn is to think
• To think poorly is to learn poorly
• THEREFORE, to think well is to learn
well
• All content, to be learned, must be
intellectually constructed
• CAUTION: Memorizing IS NOT learning
Source: Eric Rusten & Susan Schuman – USAID/PAEM & MoE
9. • Students come expecting to learn
TRUTH from AUTHORITY
• Fail to see that KNOWLEDGE is
UNCERTAIN
• Limited tolerance for differing
solutions...
• CT to students: "Finding THE answer"
14. CT SKILLS TO CONSIDER
EMBEDDING
• Mind Mapping
• Asking Qs
• Defining the central issue/ problem
• Classifying information into groups
• Placing info. in sequential order
• Distinguishing fact from opinion
15. ASSESSMENT OF CT
• What form of assessment? Good Q!
• Better Q is: How valid is the
assessment?
• Qs with a single correct answer do
not promote CT
• Move from simple to challenging CT
tasks
16. ASSESSMENT OF CT
• MCQs generally not good for
engaging in CT
• Supplement MCQs with short essay
Qs to test CT
17. ASSESSMENT OF CT
• Reasoning by Analogy
– Foundation to all general intelligence
(Hunt, 1982)
• Reflection
– Ask Students to reflect & write the steps,
rules used & the sequence in problem solving
situations
18. ASSESSMENT OF CT
– Ranking Assignment: present a task
with several options and ask to rank in
order of priority with supporting
reasons
– Lecture Summary on Wiki
• Most important concepts, in student own
words, using their examples
19. EXPERIENCE SHARING
• Connecting the dots assignment
• Write a paper (50-words) discussing how what students learned in
that week's topic is connected to other courses or life?
20. SCAFFOLDING
• Provision of appropriate support for
learning CT is crucial
– This support to be gradually withdrawn
21. SCAFFOLDING
• Atmosphere of Trust
– Allowing students to take risks and make
mistakes
• Validate students’ contributions
– Make encouraging nods & show patience