History Thinking Skills Cards
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In Texas, K-12 social studies students are expected to exhibit higher order thinking skills in their coursework on a daily basis. Use these cards as anchor charts to help your students learn what these thinking words mean. You can also print them two to a page, put them on a ring, and use them as a formative assessment reminder for yourself. Other backgrounds are available (for free) if interested. Just send me an email request!
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Recommended
Think Like A....Cards
Use these cards to help students practice point of view when analyzing historical events or documents. We have small groups of students each take a card, analyze the stimuli from the assigned point of view, and report their perceptions to the class.
Write an exposition or discussion on a familiar issue
Write an exposition or discussion on a familiar issue to include key structural elements and language features.
Exposition - a comprehensive description and explanation of an idea or theory.
The question is Should youth 18 years and younger have a legal c.docx
The question is : Should youth 18 years and younger have a legal curfew?
Using the information from the PowerPoint presentation you created in Module 3, write an Argument Paper that takes a position on the issue you selected. Be sure to include an explanation of the topic, possible viewpoints on the topic, your selected position on the topic, and appropriate evidence to support both your position and that of your possible opponents. Avoid the errors in reasoning that we have studied during the past five weeks by providing your argument in a logically defensible form.
Directions:
1. Provide a summary introduction that succinctly identifies and explains the chosen issue, including key terms.
2. Identify and explain one argument (pro or con) related to the chosen issue; either summarize an existing argument or construct an original one.
3. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
4. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
5. Next, identify and explain one counter argument (pro or con) related to the chosen issue and related to the first argument; either summarize an existing argument or construct an original one.
6. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
7. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
8. Critically assess which of the two arguments is superior; defend the judgment by explaining how and why. Explain the value of critical-thinking analysis in reaching this final conclusion.
9. Apply current APA standards for editorial style, expression of ideas, and format of text, citations, and references. Professionally present the position using good grammar, spelling, and punctuation.
Submit your Argument Paper in Microsoft Word document format to the M5: Assignment 1 Dropbox by Monday, October 6, 2014.
Assignment 2 Grading Criteria
Maximum Points
Summary Introduction.
16
Identified and explained one argument (pro or con) related to the chosen issue.
20
Type of evidence offered in support of the argument position.
20
Analysis and explanation of how the evidence supports or fails to support the corresponding conclusion.
24
Evaluation of the argument.
28
Identified and explained one counter argument (pro or con) related to the chosen issue and related to the first argument.
20
Type of evidence offered in support of the counter argument position.
20
Analysis and explanation of ...
Write a 700 - 1050 word essay (longer is OK) explaining the conten.docx
Write
a 700 - 1050 word essay (longer is OK) explaining the content of the video based on your assigned sociological theoretical approach.
IMPORTANT, MONA WILL NOT ASSIGN THE PERSPECTIVE,
YOU
WILL CHOOSE BETWEEN EITHER THE FUNCTIONALIST, CONFLICT OR INTERACTIONIST PERSPECTIVE.
First, open the link to the right, which will take you to a Word document which lists the films. That Word document may say something about "assigned perspective"; just disregard that - YOU choose the perspective.
Then:
Prepare an introduction that identifies the major social institutions in society and why they are important.
Describe each video (see Word document in link to the right for details) and the social institutions they address.
Explain either the functionalist, conflict, OR interactionist perspective (DEPENDING ON WHICH ONE OF THESE THREE YOU CHOOSE) on the family, religion and education. Which perspective does each film use to discuss the institution? Explain specific examples from the videos from the viewpoint of the chosen theoretical approach.
Provide a conclusion that summarizes the main ideas of the essay and describes how these institutions have influenced you.
Make sure you reference theory, e.g., the course material.
Format
your essay consistent with APA guidelines
.
On target three-ways-to-keep-audience-in-focus_ivmg
Keeping your user audience in mind can be challenging. Each of these 3 tools can be adapted to project timelines and budgets to help you remember who that end user is and what he needs.
What you see and hear is filtered through who you are. Each person h.docx
What you see and hear is filtered through who you are. Each person has a different perspective. Your perspective can be influenced by the physical environment: where you are standing, the weather, or the time of day. It can also be influenced by one’s mood, by cultural filters, or by past experiences. When you understand what you think and feel and even see and hear is impacted by human experiences, you begin to understand how difficult it is to arrive at pure fact. Technology has an opportunity to impact human ways of knowing, thinking, and expressing.
In this Discussion you will experience the same story in multiple formats: the written word, the spoken word, and video. When you begin to add photos or manipulate images, is this changing your experience or enhancing or distorting your reality? Reference content from Week 3 Notes and Readings in your Discussion post.
Graphic Credit:Microsoft Corporation. (Producer). MP900302922 [photo of business people and shadows]. Retrieved February 6, 2014 from http://office.microsoft.com/en-us/images/results.aspx?qu=see&ex=1%20-%20ai:MP900302922|#ai:MP900302922|
To prepare for the Discussion:
Return to Week 3 Notes and Readings and review Saki’s
The Open Window
(written and audio), Sojourner Truth’s
Ain’t I a Woman?
(speech and performance interpretation), and the two forms of the Omayra Sanchez story (written and written with pictures).
Think about your reaction to the different forms of each resource and what it might mean for you as a learner.
Consider how humans use their perspective to understand new experiences by imagining details of a story.
Since technology has made it easier to share visual versions, does that impact our need to “see to believe” or influence how easily we understand without a visual?
Have you ever had the experience of being given false information about a new situation? Or changing your mind about something with growing evidence?
Prompt A
Consider the imagery you created in your mind as you interacted with the written version of
The Open Window
. Describe this imagery and discuss whether it helped you understand the story. Did the imagery or imagined tone change when you listened to the audio? How? Which medium did you enjoy the most?
Now, do the same exercise with Sojourner Truth's speech in text and as interpreted by Cicely Tyson in video form. Which medium did you prefer and why?
Comparing the forms you preferred in each case, what might that tell you about how you learn?How is a story, a painting, or a song a kind of virtual reality?
.
Recommended
Think Like A....Cards
Use these cards to help students practice point of view when analyzing historical events or documents. We have small groups of students each take a card, analyze the stimuli from the assigned point of view, and report their perceptions to the class.
Write an exposition or discussion on a familiar issue
Write an exposition or discussion on a familiar issue to include key structural elements and language features.
Exposition - a comprehensive description and explanation of an idea or theory.
The question is Should youth 18 years and younger have a legal c.docx
The question is : Should youth 18 years and younger have a legal curfew?
Using the information from the PowerPoint presentation you created in Module 3, write an Argument Paper that takes a position on the issue you selected. Be sure to include an explanation of the topic, possible viewpoints on the topic, your selected position on the topic, and appropriate evidence to support both your position and that of your possible opponents. Avoid the errors in reasoning that we have studied during the past five weeks by providing your argument in a logically defensible form.
Directions:
1. Provide a summary introduction that succinctly identifies and explains the chosen issue, including key terms.
2. Identify and explain one argument (pro or con) related to the chosen issue; either summarize an existing argument or construct an original one.
3. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
4. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
5. Next, identify and explain one counter argument (pro or con) related to the chosen issue and related to the first argument; either summarize an existing argument or construct an original one.
6. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
7. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
8. Critically assess which of the two arguments is superior; defend the judgment by explaining how and why. Explain the value of critical-thinking analysis in reaching this final conclusion.
9. Apply current APA standards for editorial style, expression of ideas, and format of text, citations, and references. Professionally present the position using good grammar, spelling, and punctuation.
Submit your Argument Paper in Microsoft Word document format to the M5: Assignment 1 Dropbox by Monday, October 6, 2014.
Assignment 2 Grading Criteria
Maximum Points
Summary Introduction.
16
Identified and explained one argument (pro or con) related to the chosen issue.
20
Type of evidence offered in support of the argument position.
20
Analysis and explanation of how the evidence supports or fails to support the corresponding conclusion.
24
Evaluation of the argument.
28
Identified and explained one counter argument (pro or con) related to the chosen issue and related to the first argument.
20
Type of evidence offered in support of the counter argument position.
20
Analysis and explanation of ...
Write a 700 - 1050 word essay (longer is OK) explaining the conten.docx
Write
a 700 - 1050 word essay (longer is OK) explaining the content of the video based on your assigned sociological theoretical approach.
IMPORTANT, MONA WILL NOT ASSIGN THE PERSPECTIVE,
YOU
WILL CHOOSE BETWEEN EITHER THE FUNCTIONALIST, CONFLICT OR INTERACTIONIST PERSPECTIVE.
First, open the link to the right, which will take you to a Word document which lists the films. That Word document may say something about "assigned perspective"; just disregard that - YOU choose the perspective.
Then:
Prepare an introduction that identifies the major social institutions in society and why they are important.
Describe each video (see Word document in link to the right for details) and the social institutions they address.
Explain either the functionalist, conflict, OR interactionist perspective (DEPENDING ON WHICH ONE OF THESE THREE YOU CHOOSE) on the family, religion and education. Which perspective does each film use to discuss the institution? Explain specific examples from the videos from the viewpoint of the chosen theoretical approach.
Provide a conclusion that summarizes the main ideas of the essay and describes how these institutions have influenced you.
Make sure you reference theory, e.g., the course material.
Format
your essay consistent with APA guidelines
.
On target three-ways-to-keep-audience-in-focus_ivmg
Keeping your user audience in mind can be challenging. Each of these 3 tools can be adapted to project timelines and budgets to help you remember who that end user is and what he needs.
What you see and hear is filtered through who you are. Each person h.docx
What you see and hear is filtered through who you are. Each person has a different perspective. Your perspective can be influenced by the physical environment: where you are standing, the weather, or the time of day. It can also be influenced by one’s mood, by cultural filters, or by past experiences. When you understand what you think and feel and even see and hear is impacted by human experiences, you begin to understand how difficult it is to arrive at pure fact. Technology has an opportunity to impact human ways of knowing, thinking, and expressing.
In this Discussion you will experience the same story in multiple formats: the written word, the spoken word, and video. When you begin to add photos or manipulate images, is this changing your experience or enhancing or distorting your reality? Reference content from Week 3 Notes and Readings in your Discussion post.
Graphic Credit:Microsoft Corporation. (Producer). MP900302922 [photo of business people and shadows]. Retrieved February 6, 2014 from http://office.microsoft.com/en-us/images/results.aspx?qu=see&ex=1%20-%20ai:MP900302922|#ai:MP900302922|
To prepare for the Discussion:
Return to Week 3 Notes and Readings and review Saki’s
The Open Window
(written and audio), Sojourner Truth’s
Ain’t I a Woman?
(speech and performance interpretation), and the two forms of the Omayra Sanchez story (written and written with pictures).
Think about your reaction to the different forms of each resource and what it might mean for you as a learner.
Consider how humans use their perspective to understand new experiences by imagining details of a story.
Since technology has made it easier to share visual versions, does that impact our need to “see to believe” or influence how easily we understand without a visual?
Have you ever had the experience of being given false information about a new situation? Or changing your mind about something with growing evidence?
Prompt A
Consider the imagery you created in your mind as you interacted with the written version of
The Open Window
. Describe this imagery and discuss whether it helped you understand the story. Did the imagery or imagined tone change when you listened to the audio? How? Which medium did you enjoy the most?
Now, do the same exercise with Sojourner Truth's speech in text and as interpreted by Cicely Tyson in video form. Which medium did you prefer and why?
Comparing the forms you preferred in each case, what might that tell you about how you learn?How is a story, a painting, or a song a kind of virtual reality?
.
Critical Thinking
A necessary skills that managers need to be equipped with. This workshop is only 3 hours including a group case study. If you need the case study material you may pm me.
Chapter 6Topic development SPEAK© 2011 Cen.docx
Chapter 6
Topic development
SPEAK
© 2011 Cengage Learning
In this chapter, you will learn how to locate and evaluate a variety of information types and sources, identify and select relevant information, and cite key sources appropriately in your speech.
12/17/2015 10:47 AM
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation.
MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
1
The mind is
© 2011 Cengage Learning
Get the facts, or the facts will get you. And when you get 'em, get 'em right, or they will get you wrong.
~Thomas Fuller
Learning Outcomes:
1. What are the differences between primary and secondary research?
2. Where can you locate information for your speech?
3. How will you evaluate information and sources?
4. How will you select and record relevant information for your speech?
5. How and why do you cite sources in a speech?
12/17/2015 10:47 AM
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation.
MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
2
Locate & Evaluate
Information Sources
Evidence
Primary research
Secondary research
© 2011 Cengage Learning
Evidence is essentially any information that clarifies, explains, or otherwise adds depth or breadth to a topic.
You can find evidence related to your specific speech goal first by assessing your own knowledge, experience, and personal observations. Then you can move to secondary research.
If the information you find from secondary sources is insufficient and doesn’t answer all of the questions you are seeking answers for, you may need to conduct primary research.
Action Step 3 Gather and Evaluate Information:
Examine what you know already and areas where you need additional information
Locate, evaluate, and select a variety of information types and sources
Prepare resear ...
Balancing cognitive resonance and dissonance in product design
Few psychological theories had an impact so clear on UX design as Festinger’s Cognitive Dissonance.
Cognitive dissonance is the mental stress or discomfort we feel when our behavior is inconsistent with our beliefs. Humans strive for their behavior and beliefs to be consistent, so when inconsistency (dissonance) arises, we do everything we can to restore balance, either by changing our behavior or belief, or by somehow justifying the behavior. Design dissonance occurs when a product or service sends out cognitive signals that run counter to the desired effect.
Festinger’s basic hypotheses for cognitive dissonance are as follows:
• The presence of dissonance, of being psychologically uncomfortable, will motivate the person to try to reduce the dissonance and achieve consonance.
• In addition to trying to reduce dissonance when it is present, the person will actively avoid situations and information that would likely increase it.
This theory, however, is frequently misused as a recipe. Experience shows that the “eliminate or reduce cognitive dissonance” mantra does not always lead to a better design, and that balance is key to keep users learning, engaged and away from the uncanny valley
Video-resumes in teaching English
How to make a video resume, presented by Daniela Munca. September 2010.
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docx
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an argument? [Video file]. Retrieved from https://youtu.be/Nq8-w2BAJkU?list=PLB8A5292FC68E2D77
· This video teaches students what arguments are and helps them to identify the premises and conclusions of arguments. This helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). What is a good argument? (Part I) [Video file]. Retrieved from https://youtu.be/AlRYrBFoQqA?list=PLB8A5292FC68E2D77
· This video teaches students about argument quality, including the quality of the reasoning and the truth of the premises. This video helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). Identifying premises and conclusions [Video file]. Retrieved from https://youtu.be/07mehbgE5jc?list=PLB8A5292FC68E2D77
· This video teaches students how to identify premises and conclusions of arguments, including noticing indicator words. This will help students to fulfill the writing assignment and discussion post for the week.
Chapter 1
1.1 What Is Critical Thinking?
What is critical thinking? What is a critical thinker? Why do you need a guide to think critically? These are good questions, but ones that are seldom asked. Sometimes people are afraid to ask questions because they think that doing so will make them seem ignorant to others. But admitting you do not know something is actually the only way to learn new things and better understand what others are trying to tell you.
There are differing views about what critical thinking is. For the most part, people take bits and pieces of these views and carry on with their often imprecise—and sometimes conflicting—assumptions of what critical thinking may be. However, one of the ideas we will discuss in this book is the fundamental importance of seeking truth. To this end, let us unpack the term critical thinking to better understand its meaning.
First, the word thinking can describe any number of cognitive activities, and there is certainly more than one way to think. We can think analytically, creatively, strategically, and so on (Sousa, 2011). When we think analytically, we take the whole that we are examining—this could be a term, a situation, a scientific phenomenon—and attempt to identify its components. The next step is to examine each component individually and understand how it fits with the other components. For example, we are currently examining the meaning of each of the words in the term critical thinking so we can have a better understanding of what they mean together as a whole.
Analytical thinking is the kind of thinking mostly used in academia, science, and law (including crime scene investigation). In ordinary life, however, you engage in analytical thinking more often than you imagine. For example, think of a time when you felt puzzled by someone else’s comment. You might have.
Slides for developing personal video - sv.co
This gives you an insight on how to develop a personal video for a startup founder and how to communicate efficiently
SOC 120 Education Specialist / snaptutorial.com
For more classes visit
www.snaptutorial.com
The purpose of this discussion is to contrast theories, evidence, beliefs, and biases. Prepare and post a response to the following questions.
Generating Insights
A guide to generating insight through research for product development
Research is the primary risk management tool you have in product development. It is also the biggest driver of insight and breakthrough ideas. The challenge many people face is doing it in a way that retains creativity and objectivity. Balancing the technical and human centred approaches can be a challenge but the results are worth it.
Understanding people’s needs and requirements is the key to unlocking insights, but is not enough on its own. It must be coupled with a broader understanding of the
business, product, and technical context; the product system.
This presentation sets out a practical approach to undertaking research for product development. It provides guiding principles for primary research and how to interpret information and create insights. Our approach has been developed from a range of other approaches and our own experiences. It provides a common approach that can be applied across all types of research.
US History Mini Timelines
Help your students practice sequencing, cause and effect, and chronology using these mini timelines for United States History. You can select one as a warm up at the beginning of class or give students several to work with in small groups.
Economic, Social, or Political Game
Use this concept attainment-style game to help your students solidify their understanding of the differences in economic, social, and political classifications in social studies. Each slide features an image where students must determine a classification and provide justification.
More Related Content
Similar to History Thinking Skills Cards
Critical Thinking
A necessary skills that managers need to be equipped with. This workshop is only 3 hours including a group case study. If you need the case study material you may pm me.
Chapter 6Topic development SPEAK© 2011 Cen.docx
Chapter 6
Topic development
SPEAK
© 2011 Cengage Learning
In this chapter, you will learn how to locate and evaluate a variety of information types and sources, identify and select relevant information, and cite key sources appropriately in your speech.
12/17/2015 10:47 AM
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation.
MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
1
The mind is
© 2011 Cengage Learning
Get the facts, or the facts will get you. And when you get 'em, get 'em right, or they will get you wrong.
~Thomas Fuller
Learning Outcomes:
1. What are the differences between primary and secondary research?
2. Where can you locate information for your speech?
3. How will you evaluate information and sources?
4. How will you select and record relevant information for your speech?
5. How and why do you cite sources in a speech?
12/17/2015 10:47 AM
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation.
MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
2
Locate & Evaluate
Information Sources
Evidence
Primary research
Secondary research
© 2011 Cengage Learning
Evidence is essentially any information that clarifies, explains, or otherwise adds depth or breadth to a topic.
You can find evidence related to your specific speech goal first by assessing your own knowledge, experience, and personal observations. Then you can move to secondary research.
If the information you find from secondary sources is insufficient and doesn’t answer all of the questions you are seeking answers for, you may need to conduct primary research.
Action Step 3 Gather and Evaluate Information:
Examine what you know already and areas where you need additional information
Locate, evaluate, and select a variety of information types and sources
Prepare resear ...
Balancing cognitive resonance and dissonance in product design
Few psychological theories had an impact so clear on UX design as Festinger’s Cognitive Dissonance.
Cognitive dissonance is the mental stress or discomfort we feel when our behavior is inconsistent with our beliefs. Humans strive for their behavior and beliefs to be consistent, so when inconsistency (dissonance) arises, we do everything we can to restore balance, either by changing our behavior or belief, or by somehow justifying the behavior. Design dissonance occurs when a product or service sends out cognitive signals that run counter to the desired effect.
Festinger’s basic hypotheses for cognitive dissonance are as follows:
• The presence of dissonance, of being psychologically uncomfortable, will motivate the person to try to reduce the dissonance and achieve consonance.
• In addition to trying to reduce dissonance when it is present, the person will actively avoid situations and information that would likely increase it.
This theory, however, is frequently misused as a recipe. Experience shows that the “eliminate or reduce cognitive dissonance” mantra does not always lead to a better design, and that balance is key to keep users learning, engaged and away from the uncanny valley
Video-resumes in teaching English
How to make a video resume, presented by Daniela Munca. September 2010.
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docx
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an argument? [Video file]. Retrieved from https://youtu.be/Nq8-w2BAJkU?list=PLB8A5292FC68E2D77
· This video teaches students what arguments are and helps them to identify the premises and conclusions of arguments. This helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). What is a good argument? (Part I) [Video file]. Retrieved from https://youtu.be/AlRYrBFoQqA?list=PLB8A5292FC68E2D77
· This video teaches students about argument quality, including the quality of the reasoning and the truth of the premises. This video helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). Identifying premises and conclusions [Video file]. Retrieved from https://youtu.be/07mehbgE5jc?list=PLB8A5292FC68E2D77
· This video teaches students how to identify premises and conclusions of arguments, including noticing indicator words. This will help students to fulfill the writing assignment and discussion post for the week.
Chapter 1
1.1 What Is Critical Thinking?
What is critical thinking? What is a critical thinker? Why do you need a guide to think critically? These are good questions, but ones that are seldom asked. Sometimes people are afraid to ask questions because they think that doing so will make them seem ignorant to others. But admitting you do not know something is actually the only way to learn new things and better understand what others are trying to tell you.
There are differing views about what critical thinking is. For the most part, people take bits and pieces of these views and carry on with their often imprecise—and sometimes conflicting—assumptions of what critical thinking may be. However, one of the ideas we will discuss in this book is the fundamental importance of seeking truth. To this end, let us unpack the term critical thinking to better understand its meaning.
First, the word thinking can describe any number of cognitive activities, and there is certainly more than one way to think. We can think analytically, creatively, strategically, and so on (Sousa, 2011). When we think analytically, we take the whole that we are examining—this could be a term, a situation, a scientific phenomenon—and attempt to identify its components. The next step is to examine each component individually and understand how it fits with the other components. For example, we are currently examining the meaning of each of the words in the term critical thinking so we can have a better understanding of what they mean together as a whole.
Analytical thinking is the kind of thinking mostly used in academia, science, and law (including crime scene investigation). In ordinary life, however, you engage in analytical thinking more often than you imagine. For example, think of a time when you felt puzzled by someone else’s comment. You might have.
Slides for developing personal video - sv.co
This gives you an insight on how to develop a personal video for a startup founder and how to communicate efficiently
SOC 120 Education Specialist / snaptutorial.com
For more classes visit
www.snaptutorial.com
The purpose of this discussion is to contrast theories, evidence, beliefs, and biases. Prepare and post a response to the following questions.
Generating Insights
A guide to generating insight through research for product development
Research is the primary risk management tool you have in product development. It is also the biggest driver of insight and breakthrough ideas. The challenge many people face is doing it in a way that retains creativity and objectivity. Balancing the technical and human centred approaches can be a challenge but the results are worth it.
Understanding people’s needs and requirements is the key to unlocking insights, but is not enough on its own. It must be coupled with a broader understanding of the
business, product, and technical context; the product system.
This presentation sets out a practical approach to undertaking research for product development. It provides guiding principles for primary research and how to interpret information and create insights. Our approach has been developed from a range of other approaches and our own experiences. It provides a common approach that can be applied across all types of research.
Similar to History Thinking Skills Cards (20)
Balancing cognitive resonance and dissonance in product design
Balancing cognitive resonance and dissonance in product design
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docx
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docx
More from Megan Gooding
US History Mini Timelines
Help your students practice sequencing, cause and effect, and chronology using these mini timelines for United States History. You can select one as a warm up at the beginning of class or give students several to work with in small groups.
Economic, Social, or Political Game
Use this concept attainment-style game to help your students solidify their understanding of the differences in economic, social, and political classifications in social studies. Each slide features an image where students must determine a classification and provide justification.
The Curiosity Driven Classroom - Think Conference 2015
Session Description: Have you ever considered what your students might do if they could explore content freely in class? Based on the work of Sugata Mitra, John and Megan tested the ideas of minimally invasive education and self organized learning environments in an 8th grade history course using the Lead4ward PLC menu. Come spend an hour with us laughing at the slip ups, celebrating the wins, and brainstorming for the next phase.
Is It Constitutional?
In this game, students get the chance to role play as Supreme Court Justices. This game designed to help students apply what they know about important Constitutional Amendments in United States History. It was developed for high school students in preparation for state end of course exams. Be sure to double check some of the decisions before you use - some decisions can go either way! We played in small groups of 3 to 4 and had loads of fun!
Economic Social Political Cards
Teachers in our district use these cards to help students understand the concepts of economic, social, and political through the study of social studies. These are great starters for anchor charts or headings for cards sorts.
29B or Not to Be
K-12 social studies standards in Texas require students to act as amateur historians. In this session, we explored practical ways to have students analyze, infer, and conclude every single day through State Standard 29B.
Speaking the Language of Social Studies
2014 TEKS Resource System Conference presentation featuring instructional strategies for social studies instruction.
Awesome Finds on Pinterest
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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.
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History Thinking Skills Cards
- 1. Cause & Effect When one event makes another happen. The cause is why it happens. The effect is what happens
- 2. Inferring When you use clues to figure out what is not written or said. What you already know + Clues from the document
- 3. Prediction A guess you make based on clues in text, videos, or pictures I think __________ because ___________
- 4. Sequencing Putting events in the order in which they happened over time. What happened first? What followed? What happened next? What came before? What came after?
- 5. Main Idea What an image, video, or text is mostly about Look for clues in the title, pictures, first and last sentences, and words that repeat
- 6. Compare & Contrast Ways that two or more things are similar & different Difference Difference
- 7. Classify Arrange similar items or details into groups. Economic, Social, Political
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- 9. Summarization The most important ideas from a picture, video, or text. A summary should be shorter and focused on main ideas
- 10. Draw Conclusions Using what you already know to figure out what people will do or say. Use clues from the document plus your background knowledge to draw conclusions!