Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
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.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
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
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.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
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
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
Discovering History Through Digital Newspaper CollectionCengage Learning
Hear from Seth Cayley, Director of Research Publishing at Gale, a part of Cengage Learning, as he discusses the historic media coverage of familiar and little known events, cultural phenomena, and everyday life found in 19th and early 20th century newspapers. Learn how historical newspapers can support faculty research, drive inquiry and critical thinking among students, and stimulate classroom debate.
Are Your Students Ready for Lab?
11/5/2015
Presenters: Bill Heslop and Tony Baldwin, Directors and Co-founders, Learning Science Ltd.
LabSkills is an online program that prepares students for their lab sessions through assignments inOWLv2, the leading online learning system for Chemistry. LabSkills makes it easy for you to requirestudents to complete laboratory preparation prior to attending lab with demonstrations, interactivesimulations, and quizzes. The newest version of LabSkills PreLabs is an enhanced course with 10 new techniques, plus new mobile-compatible simulations. LabSkills content is easy to assign and is automatically graded. LabSkills is currently used by schools and universities in more than 30 countries worldwide.In this webinar, you will learn how to get your students:-Engaged with practical work-Prepared when they get to the lab-Confident in performing the experiments-Using the time in the lab effectively
5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
The Journey to Digital: Incorporating Technology to Strengthen Critical MindsCengage Learning
Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.
Google Drive Plus TexQuest Equals a Match Made in Research HeavenCengage Learning
Learn more about how Prosper (TX) High School is using their Gale In Context resources through the Google integration with tools such as Drive, Docs, and Apps, to help their students and teachers more easily access and share content within the classroom, library and from home.
Improving Time Management: Tips that Will Help College Students Start the Yea...Cengage Learning
Successful time management can have a major positive impact on grades and classroom performance. In addition, students who improve their time management report less stress, better focus and improved quality of life. Keep reading to review Cengage Learning’s top time-management tips!
How successful is MindTap? Just ask the Students! We asked and you answered, students are more likely to recommend to fellow students and professors alike!
Getting Started with Enhanced WebAssign 8/11/15 Presented by: Mike Lafreniere...Cengage Learning
Get up and running with Enhanced WebAssign (EWA) quickly! In this hour long peer-to-peer training session you will learn how to log in, create your own course, build and schedule assignments, and more. In addition, you’ll also get advice on what to require of students during the first couple of weeks of class.
Taming the Digital Tiger: Implementing a Successful Digital or 1:1 InitiativeCengage Learning
Hear from respected educational technologist, Lenny Schad, as he shares his experiences in leading a large Texas school district through a program of inclusion – creating an environment where it no longer matters which brands of hardware are being used or who owns the devices. Lenny is also an author with a recent ISTE published title Bring Your Own Learning.
Decimal and Fraction Jeopardy - A Game for Developmental MathCengage Learning
Each year colleges identify a significant number of students needing developmental math classes. Classes include capable students who may have fallen behind as well as students who have never acquired the skills to be successful in math. Game based learning can enhance motivation and help students succeed. Creating a game does not require advance technical skills. This user-friendly Powerpoint game is modeled on the popular Jeopardy game show and provides students with the opportunity to develop basic math skills. With game based learning, your lesson plan will become a focused, interactive opportunity for learning.
Game it up! Introducing Game Based Learning for Developmental MathCengage Learning
Addressing the needs of developmental math students is difficult but important challenge facing instructors. Game based learning adds excitement to your lesson and helps students focus. In this presentation, Dr Kathleen Offenholly reviews best practices and simple steps for adding game based learning to your class. The games are not flashy and do not require advanced technical skills. They are simple to implement and have proven to be effective.
Our esteemed guest, and author of the ASCD published title "Overcoming Textbook Fatigue", ReLeah Lent, shares ways in which over-reliance on textbooks as a sole-source of curriculum instruction can unintentionally create a barrier between our students and 21st Century effectiveness. Ms. Lent discuss actionable strategies for navigating this barrier while engaging our students more effectively.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
You're responsible for teaching, and your students are resonsible for learnin...Cengage Learning
Presenter: Dr. Debora Katz, United States Naval Academy
We've all heard the expression, "You can lead a horse to water, but you cannot make him drink." Many of us think this expression applies to our physics students. We lead them to physics, but we make them drink it in. Put in more concrete terms we are responsible for teaching, but our students are responsible for learning. So how can we get them to learn? In this webinar, Dr. Debora Katz, author of the new calculus-based physics text, Physics for Scientists and Engineers: Foundations and Connections, will discuss how flipping her classroom has shifted the focus from her teaching to her students' learning.
What is the Impact of the New Standard on the Intermediate Accounting Course?Cengage Learning
Presented by: Jefferson P. Jones Auburn University and Donald P. Pagach North Carolina State University
This session will address why the new standard was issued, its impact on the intermediate accounting course, and guidance on how to teach the new standard in the intermediate accounting course. Authors Jeff Jones and Don Pagach will also discuss how the new standard will be addressed in the second edition of Wahlen/Jones/Pagach Intermediate Accounting 2e.
The ABCs Approach to Goal Setting and ImplementationCengage Learning
Presented by: Dr. Christine Harrington - Director for the Center for the Enrichment of Learning and Teaching, Middlesex County College
Despite its' widespread use, you may be surprised to discover the research supporting the SMART goal setting framework is lacking. In fact, the SMART model is missing the most important factor in goal setting. Come discover a research-based framework (and the most important goal setting factor!) that will assist your students with setting and implementing effective goals that will lead to high levels of success.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
Student-to-Student Learning, Powered by FlashNotes Cengage Learning
Presented by: Lester Lefton, President Emeritus of Kent State and Lou Lataif, Dean Emeritus of the School of Business at Boston University
Join Lester Lefton, President Emeritus of Kent State and Lou Lataif, Dean Emeritus of the School of Business at Boston University as they share the power of peer to peer education. We’ll also be joined by Michael Matousek as he shares the story of his company, Flashnotes.com, and its mission to compliment and reinforce the in-class experience and assigned textbook through the Flashnotes.com marketplace. By leveraging original student-created content, students have another opportunity to get help in real-time, preventing them from falling behind throughout the semester, to improve academic outcomes, student retention and graduation rate. In addition, hear the thoughts and experiences of fellow educators on this topic, and learn how you can help your students to take advantage of this technology.
Presented by: Francine Fabricant, MA, EdM - Lecturer at Hofstra University Continuing Education
It is possible for today's students to look at an unpredictable world and feel confident about their career potential. Students are facing a rapidly-changing, technologically-advanced, global economy, where job security is a thing of the past. To help students feel more secure and optimistic, they need a new set of tools.
Using strategies from the latest academic research and best-selling authors, we'll explore the new skills for career success, including open-mindedness, proactive behavior, creative thinking, sponsorship, personal branding, and lifelong learning. We'll also discuss how structured tools can help your students, such as a career portfolio and a flexible plan of action.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Presenters:
• Heidi Helgren, J.D.
DELTA COLLEGE
Associate Professor of Management
and Coordinator of the Legal Support
Professional Program
(989) 686-9464
heidihelgren@delta.edu
• Bruce Kemmer, CMA
DELTA COLLEGE
Associate Professor of Management
in the Business & Information
Technology Division
(989) 686-9537
brkemmer@delta.edu
3. MARTIN LUTHER KING, JR.:
“The function of education is to teach one to think
intensively and to think critically. Intelligence plus
character - that is the goal of true education.”
http://www.brainyquote.com/quotes/quotes/m/martinluth402936.html#M1spSJFlv5DU
QJ3x.99
7. Bloom’s Taxonomy
• Named after Benjamin Bloom
• Bloom was the Chair of a committee that worked
during the mid 1950s.
• The committee devised the taxonomy, which is a set
of learning objectives that should be used by
educators.
8. REMEMBERING: Recalling Information - Recognizing,
listing, describing, retrieving, naming, finding
Process
Verbs:
Choose, cite, define, describe, group, know, label, list, listen, locate
Match, memorize, name, quote, recall, recite, record, repeat, select, underline.
Assessments: Definition, fact, label, list, quiz, reproduction
Test, workbook, worksheet
Question
Stems:
What happened after? How many? What is?
Who . . . . .? Can you name . . . . ? Which is true or false?
9. UNDERSTANDING: Explaining ideas or concepts –
Interpreting, summarizing, paraphrasing, explaining
Process
Verbs:
Ask, calculate, convert, describe, discuss, explain, give examples, identify, locate
Observe, recognize, report, research, retell, review, summarize, tell
Assessments: Debate, definition, dramatization, example, explanation, label, list
Outline, quiz, recitation, reproduction, story problems, summary, test
Question
Stems:
Can you write in your own words? Can you explain? What could happen next?
Who do you think . . . .? What was the main idea . . . .?
10. APPLYING: Using information in another familiar situation -
Implementing, carrying out, using, executing
Process
Verbs:
Adapt, apply, calculate, change, compute, demonstrate, dramatize, experiment,
List, make, manipulate, practice, produce, sequence, show, solve, teach, use.
Assessments: Demonstration, diagram, experiment, illustration, journal, lesson, map,
Model, performance, poster, prediction, presentation, report, simulation.
Question
Stems:
Can you group? What factors would you change? Do you know of another instance
where?
What questions would you ask of . . .? From the information given can you develop a
set of instructions about . . . .?
11. Process
Verbs:
Calculate, categorize, classify, compare, contrast, diagram, differentiate, discover,
distinguish, examine, experiment
Group, interpret, investigate, order, organize, question, relate, research, sequence,
solve, survey.
Assessments: Chart, checklist, database, diagram, graph, illustration, investigation, list,
Outline, plan, questionnaire, report, spreadsheet, summary.
Question
Stems:
Which events could not have happened? How is . . . Similar to . . . ? What are some
other outcomes?
Why did . . . . Occur? What was the problem with . . . . ?
ANALYZING: Breaking information into parts to explore understandings and
relationships - Comparing, organizing, deconstructing, interrogating, finding
12. EVALUATING: Justifying a decision or course of action - Checking,
hypothesizing, critiquing, experimenting, judging.
Process
Verbs:
Argue, assess, choose, compare, conclude, criticize, debate, defend, decide,
Determine, justify, prioritize, rate, recommend, support, tell why, value.
Assessments: Conclusion, debate, editorial, investigation, judgment, opinion,
Recommendation, report, survey, verdict.
Question
Stems:
Is there a better solution to . . . . ? What do you think about . . . . ? Do you think . . . is
a good thing or a bad thing? How would you feel if . . . ?
How effect are . . . . . ? What are the pros and cons . . . . ?
13. CREATING: Generating new ideas, products, or ways of viewing things -
Designing, constructing, planning, producing, inventing
Process
Verbs:
Act, arrange, assemble, combine, compose, construct, create, design, develop,
devise, formulate
Generate, improve, infer, invent, imagine, plan, predict, prepare, revise, show, write.
Assessments: Advertisement, poem, blueprint, cartoon, collage, film, formula, invention, new
game,
Newspaper, painting, plan, play song, story, video.
Question
Stems:
Can you design a . . .to. . . .? Can you see a possible solution . . . .? How would you
devise your own way to . . . .?
What would happen if . . . .? How many ways can you . . . .? Can you create new
and unusual uses for . . . .?
14. Case Study Method:
• As occupational faculty – we are here to prepare students for the
work force.
• A Case Study is: A detailed analysis of a person, group,
organization, policy, event, time period, project, or other system.
• The Case Study Method develops skills in the students that they
will use later on in the work force.
• Case studies help students use their critical thinking skills to
consider the environment, changes, and the impact their decisions
will make on coworkers and the organization.
Jerrard, Marjorie A. "Assessing student learning and skills using the case study method." Journal
of New Business Ideas and Trends 3.1 (2005): 27+. Gale Power Search. Web. 11 Nov. 2013.
15. Case Study Approach
• For Introduction to Business Students:
- Introduce them to an approach to case studies:
- Read the case
- Answer the following:
- What is the situation and how does it relate to the organization? Critical, minor etc.
- Who has the responsibility? ( Key decision maker if applicable)
- Review any charts or exhibits provided
- Review the questions for the case if provided.
- Provide them with the case the preceding class period for their reading/review
- Break them into small groups for discussion
- Discuss as a class, they should be doing 75-85% of the talking
- Have them write summaries of what they learned from the discussion.
16. How Does Cengage Help:
• Cengage Provides the Following for Instructors:
- Video cases at the end of each chapter
- Non video cases at the end of each chapter
- Developing Critical-Thinking Skills exercises at end of each chapter
- Online resources through Cengage Learning
- Business Insights Global Database from Gale. (Contact your library for
details on their subscriptions with your state consortium)
17. How do you create your own case studies?
• Challenge the students to design a case study.
• Modify a recent case/event in the news that relates
to your coursework material.
• Access the online instructor’s materials from
Cengage Brain.
• Manipulate a case from other editions or other
chapters in your textbooks.
18. Still Not Satisfied:
• What makes a good story?
– Relatable Problem
– Significant relationships
• Remember stories from your childhood?
– Aesop’s Fables, the Bible, FairyTales
– Famines = Lack of Resources
– Witches/Evil Stepmothers = Partners, Neighbors, Bosses
19. When to use Case Studies:
• Model the thinking you expect from students right in
class in the first couple of weeks.
• Allow group time to encourage active learning and
critical thinking.
• Integrate small case studies into quizzes or longer case
studies into exams.
• Teaching online?? Case studies in an early assignment
help you spot students who may not be taking the
exams on their own.