Unit 1 day 3
•Download as PPTX, PDF•
0 likes•166 views
This document provides an outline for a lesson on conjectures, proofs, and inductive and deductive reasoning. The learning outcome is for students to gain proficiency in recognizing a proficient proof, writing an if-then statement, and reasoning inductively and deductively. The warmup activity asks students to analyze how two examples are similar or different and if a conclusion can be drawn. Definitions of inductive and deductive reasoning are also provided. The success criteria lists the skills students should be able to demonstrate.
Report
Share
Report
Share
Recommended
Deductive, inductive, and abductive reasoning and their application in trans...
Deductive, inductive, and abductive reasoning and their application in trans...Pragmatic Cohesion Consulting, LLC
Deductive, Inductive, and Abductive Reasoning and their Application in Transforming User Needs into a Solution System.SESSION 6.pptx
This document provides guidance on making inferences from texts. It discusses the differences between assumptions and inferences, identifying facts, and strategies for reading comprehension questions. Key points include that inferences are made based on evidence from the text, while assumptions can be taken for granted without evidence. It encourages identifying the premise, conclusion, and assumption when answering questions.
Critical Reading as Reasoning - Reading and Writing Skills- Quarter 4- Grade ...
Inquiry-based discussion for Reading and Writing Skills Grade 11.
Assertions Vs. Counterclaims Reading And Writing (11)
This document discusses assertions and counterclaims. It defines assertions as declarative sentences that claim something is true, and notes they must be supported by evidence. Common types of assertions are listed as facts, conventions, opinions, and preferences. Counterclaims are introduced as opposing or contradicting an assertion. The document provides guidance on formulating counterclaims, including steps like acknowledging an assertion but arguing against it, presenting an alternative view, and supporting that alternative view with evidence. It emphasizes using critical thinking and evidence to strengthen counterarguments.
October 16th - PD WSWHE Librarians
This document provides an agenda for a network meeting in 2013. The agenda includes opening Symbaloo and NYSED PPTs, various housekeeping items like bullying, professional development, and website changes. It also discusses weekly news, copyright, advocacy, and Overdrive. There is discussion of a character education program for preteens and teens that addresses bullying, self-confidence, and other issues. Rigor, evaluations, and depth of knowledge are discussed in planning lessons. The use of mentor texts and close reading are also covered.
Critical thinking for fe
This document discusses critical thinking skills and Bloom's Taxonomy of Learning. It explains that critical thinking involves objectively analyzing arguments, identifying bias, and ensuring claims are backed by evidence. The document also outlines Bloom's six levels of learning, ranging from basic recall of facts to more advanced skills like evaluation. It stresses that developing critical thinking takes time and practice, and provides tips for strengthening these abilities along with references for further resources.
Critical thinking
This document discusses critical thinking skills and Bloom's Taxonomy of Learning. It explains that critical thinking involves objectively analyzing arguments, identifying bias, and ensuring claims are backed by evidence. The document also outlines Bloom's six levels of learning, ranging from basic recall of facts to more advanced skills like evaluation. It emphasizes that developing critical thinking takes time and practice.
Persuasive Essay 7Th Grade.pdf
18 Persuasive Essay Examples for Students. 008 Staar Persuasive Essay Prompts Example 7th Grade Examples .... 31 Persuasive Essay Topics • JournalBuddies.com. This persuasive writing pack includes a range of worksheets and .... Contoh Essay Pendek – Ilustrasi. 017 Persuade Essay Writing Persuasive Argumentative Sample 5th Grade .... 9th Grade Persuasive Essay Prompts | Essay writing examples, Writing .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. 009 7th Grade Persuasive Essay Topics Writing Prompts For High School .... Argumentative essay topics for 7th graders - A List Of Interesting 7th .... 8th Grade Persuasive Essay Sample | Essay writing examples, Persuasive .... Sixth grade persuasive essay prompts in 2021 | Essay prompts .... Grade 8 Persuasive Essay | Essay writing examples, Essay writing skills .... 7th grade argumentative essay topics. Best Persuasive Essay Examples 7Th Grade Pics - Exam. Essay writing examples, Writing a persuasive essay, Persuasive essay topics. Essay For 7th Graders. 7th Grade Narrative Essay Sample | Essay writing skills, English .... Writing skill - grade 10_Page_022 Persuasive Writing Examples, Academic .... Persuasive Writing Prompts 5Th Grade. 7th Grade Expository Essay Sample | Persuasive writing examples, Essay .... 7th grade persuasive essay rubric. Grade 7 Example Of A Narrative Essay - EXAMPLEPAPERS. Writing paper: Essay persuasive. 15 Best Images of Persuasive Paragraph Worksheet Format - Persuasive .... 014 Essay Example Persuasive Letter Format 5th Grade Save Topics Best .... 48 Amazing Persuasive Essay Examples – RedlineSP. Beth Wilcox's Northern Learning Ce
Recommended
Deductive, inductive, and abductive reasoning and their application in trans...
Deductive, inductive, and abductive reasoning and their application in trans...Pragmatic Cohesion Consulting, LLC
Deductive, Inductive, and Abductive Reasoning and their Application in Transforming User Needs into a Solution System.SESSION 6.pptx
This document provides guidance on making inferences from texts. It discusses the differences between assumptions and inferences, identifying facts, and strategies for reading comprehension questions. Key points include that inferences are made based on evidence from the text, while assumptions can be taken for granted without evidence. It encourages identifying the premise, conclusion, and assumption when answering questions.
Critical Reading as Reasoning - Reading and Writing Skills- Quarter 4- Grade ...
Inquiry-based discussion for Reading and Writing Skills Grade 11.
Assertions Vs. Counterclaims Reading And Writing (11)
This document discusses assertions and counterclaims. It defines assertions as declarative sentences that claim something is true, and notes they must be supported by evidence. Common types of assertions are listed as facts, conventions, opinions, and preferences. Counterclaims are introduced as opposing or contradicting an assertion. The document provides guidance on formulating counterclaims, including steps like acknowledging an assertion but arguing against it, presenting an alternative view, and supporting that alternative view with evidence. It emphasizes using critical thinking and evidence to strengthen counterarguments.
October 16th - PD WSWHE Librarians
This document provides an agenda for a network meeting in 2013. The agenda includes opening Symbaloo and NYSED PPTs, various housekeeping items like bullying, professional development, and website changes. It also discusses weekly news, copyright, advocacy, and Overdrive. There is discussion of a character education program for preteens and teens that addresses bullying, self-confidence, and other issues. Rigor, evaluations, and depth of knowledge are discussed in planning lessons. The use of mentor texts and close reading are also covered.
Critical thinking for fe
This document discusses critical thinking skills and Bloom's Taxonomy of Learning. It explains that critical thinking involves objectively analyzing arguments, identifying bias, and ensuring claims are backed by evidence. The document also outlines Bloom's six levels of learning, ranging from basic recall of facts to more advanced skills like evaluation. It stresses that developing critical thinking takes time and practice, and provides tips for strengthening these abilities along with references for further resources.
Critical thinking
This document discusses critical thinking skills and Bloom's Taxonomy of Learning. It explains that critical thinking involves objectively analyzing arguments, identifying bias, and ensuring claims are backed by evidence. The document also outlines Bloom's six levels of learning, ranging from basic recall of facts to more advanced skills like evaluation. It emphasizes that developing critical thinking takes time and practice.
Persuasive Essay 7Th Grade.pdf
18 Persuasive Essay Examples for Students. 008 Staar Persuasive Essay Prompts Example 7th Grade Examples .... 31 Persuasive Essay Topics • JournalBuddies.com. This persuasive writing pack includes a range of worksheets and .... Contoh Essay Pendek – Ilustrasi. 017 Persuade Essay Writing Persuasive Argumentative Sample 5th Grade .... 9th Grade Persuasive Essay Prompts | Essay writing examples, Writing .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. 009 7th Grade Persuasive Essay Topics Writing Prompts For High School .... Argumentative essay topics for 7th graders - A List Of Interesting 7th .... 8th Grade Persuasive Essay Sample | Essay writing examples, Persuasive .... Sixth grade persuasive essay prompts in 2021 | Essay prompts .... Grade 8 Persuasive Essay | Essay writing examples, Essay writing skills .... 7th grade argumentative essay topics. Best Persuasive Essay Examples 7Th Grade Pics - Exam. Essay writing examples, Writing a persuasive essay, Persuasive essay topics. Essay For 7th Graders. 7th Grade Narrative Essay Sample | Essay writing skills, English .... Writing skill - grade 10_Page_022 Persuasive Writing Examples, Academic .... Persuasive Writing Prompts 5Th Grade. 7th Grade Expository Essay Sample | Persuasive writing examples, Essay .... 7th grade persuasive essay rubric. Grade 7 Example Of A Narrative Essay - EXAMPLEPAPERS. Writing paper: Essay persuasive. 15 Best Images of Persuasive Paragraph Worksheet Format - Persuasive .... 014 Essay Example Persuasive Letter Format 5th Grade Save Topics Best .... 48 Amazing Persuasive Essay Examples – RedlineSP. Beth Wilcox's Northern Learning Ce
What Is Deep Understanding
The document discusses different levels of understanding, including simple understanding and deep understanding. Deep understanding helps students internalize knowledge and use it in new ways, grasp relationships and make connections. It also discusses reasoning skills, which involve manipulating knowledge to interpret, infer, solve problems, make judgments. There are three aspects to reasoning: mental skills, declarative or procedural knowledge, and performing a required task. The document then examines six facets of understanding - explanation, interpretation, application, perspective, empathy, and self-knowledge - and provides assessment examples for each.
Thinking Critically
The document discusses critical thinking skills, dispositions, and standards. It outlines a process for developing critical thinking that involves acquiring skills like analysis and evaluation, developing dispositions like open-mindedness, and evaluating thinking according to standards. The document also provides examples of elements, traits, and rules to guide critical thinking.
UbD Workshop Hillsboro/Hopkinton 10-09-09
The enduring understandings are:
- True friendship is revealed during difficult times, not happy times.
- The interaction of heredity and experience influences behavior.
- History involves interpretation; historians can and do disagree.
- Musicians’ work reflects period culture.
The other statements are either skills ("How to tell time") or facts ("The causes and effects of the Civil War") rather than understandings. "One should not cup their hands when swimming freestyle" is also a specific skill rather than a broader understanding.
Resume personal statementWe must improve conditions for specia.docx
Resume personal statement
We must improve conditions for special needs students in Saudi Arabia. I hope to be able to bridge the gap between the traditional Saudi method of education, and the progressive skills and strategies I have learned during my study.
work and experience
· Work at Aljouf University from 2010 until present as a faculty member
qualifications and certificates
· Health awareness program (program on first aid) 2009
· Certificate of attendance and well behaviour from King Faisal University
· Computer course in the office works for three months 2009
· Certificate of attendance and discussion in the seminar for the National Research center for giftedness and creativity
· Certificate of attendance the training course entitled enter Pattern to identify the gifted students in the early years
· Certificate of merit for critical thinking From ELS 2012
· Certificate of appreciation and valuable support to the international women's day of the Saudi student club March 2015
· Certificate of appreciation and valuable support to the Light the night of the of the Saudi student club February 2015
· Certificate of attendance the Understanding the Importance of Collaboration When Building Quality Alliances September of 2016
· Certificate of attendance the Thompson Centre Autism Conference September 2016
· Certificate for attendance the Understanding Cognitive Flexibility October of 2016
· Certificate of attendance the Who, What, When of Leadership November of 2016
· Certificate of attendance the Andragogy in the Classroom December of 2016
· Certificate of attendance the Understanding Today's Modern World: The Effects on Leadership February of 2017
· Certificate of attendance the Art of Leadership: Problem Solving & Decision-Making Skills April of 2017
· Certificate of attendance the When "Things" Go Wrong in Leadership August of 2017
· “Concept Mapping and the Research Process” Scholarship of Teaching and Learning Symposium (SOTL) Symposium, (Davis, D.J., Aljafari, R., Alqahtani, A., Alroeshedy, W., Alwazzan, A., Cao, Y., Marshall, L.H., Luebbert, C., Wang, Z., & Fricke, V.), Paul C. Reinert, S.J. Center for Transformative Teaching and Learning, St. Louis University, St. Louis, MO
· Certificate of attendance the Development & Engagement of Integrated Strategies December of 2017
· Certificate of attendance the Advanced Collective Leadership: How to Develop Innovative Plans of Action February of 2018
· Certificate of attendance he CEC 2018 Annual Convention & Expo
· Certificate of attendance the Developing quality Training Programs May of 2018
· “The Experiences of Saudi Students at SLU” (Almalki, S., Alnoim, M., Aljafari, R., & Alwazzan, A.) Atlas Week Annual 17th Conference, Saint Louis University St. Louis, MO, United States of America 04/2018
· Certificate of attendance the Wrights Special Education Law and Advocacy Seminareducation
· Bachelor's degree from King Faisal University 2009 in special education with GPA 4.5 out ...
Critical and Creative Thinking
Students engage in critical thinking by seeking clear problems, gathering relevant information, monitoring their own progress, considering multiple viewpoints, identifying assumptions, and supporting positions with evidence. They engage in creative thinking by generating many ideas, seeking alternative solutions, coming up with innovative responses, making connections, and taking conceptual risks. Overall, the document outlines behaviors associated with critical and creative thinking such as questioning, researching, reasoning, and idea generation.
RAW_CRITICAL_REASONING.pptx
This document provides an overview of a lesson plan on critical reading and writing for week 1. It includes the following:
1. Objectives of the lesson which are to define critical reading, identify requirements of critical reading, and apply critical reading skills.
2. An introduction to key concepts like comprehension, critical reading, and requirements of critical reading like posing questions, gathering evidence, and forming arguments.
3. Examples of exercises for students including situations to critically analyze and justify a response, statements to question, and identifying claims and evidence in a passage on education.
The knowledge of your Learning Patterns provides you with an .docx
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
Inquiry Meeting For Eaapa 09
Vaughan van Rensburg, Principal of Pakuranga Heights School was the guest speaker at the EAAPA (East Auckland AP Association). This is his presentation on inquiry learning within the revised New Zealand Curriculum.
Blooms taxonomy cognitive domain. MAJ ppt
The document discusses Bloom's Taxonomy, which is a framework for categorizing educational learning objectives into levels of complexity and specificity. It was created in the 1950s by Benjamin Bloom and categorizes learning into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with mental skills and knowledge and includes categories like remembering, understanding, applying, analyzing, evaluating, and creating. The document provides detailed explanations and examples of each category in Bloom's Taxonomy. It also discusses revisions made to Bloom's Taxonomy in the 1990s.
1. What do you think about the Critical thinking articleHelpi.docx
1. What do you think about the "Critical thinking" article?
Helping Students Assess Their Thinking
by Richard Paul and Linda Elder
There are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking, as follows:
· All reasoning has a purpose
· All reasoning is an attempt to figure something out, to settle some question, to solve some problem
· All reasoning is based on assumptions
· All reasoning is done from some point of view
· All reasoning is based on data, information, and evidence
· All reasoning is expressed through, and shaped by, concepts and ideas
· All reasoning contains inferences by which we draw conclusions and give meaning to data
· All reasoning leads somewhere, has implications and consequences
The question can then be raised, "What appropriate intellectual standards do students need to assess the 'parts' of their thinking?" There are many standards appropriate to the assessment of thinking as it might occur in this or that context, but some standards are virtually universal (that is, applicable to all thinking): clarity, precision, accuracy, relevance, depth, breadth, and logic.
How well a student is reasoning depends on how well he/she applies these universal standards to the elements (or parts) of thinking.
What follows are some guidelines helpful to students as they work toward developing their reasoning abilities:
1. All reasoning has a PURPOSE:
· Take time to state your purpose clearly
· Distinguish your purpose from related purposes
· Check periodically to be sure you are still on target
· Choose significant and realistic purposes
2. All reasoning is an attempt to FIGURE SOMETHING OUT, TO SETTLE SOME QUESTION, TO SOLVE SOME PROBLEM:
· Take time to clearly and precisely state the question at issue
· Express the question in several ways to clarify its meaning and scope
· Break the question into sub questions
· Identify if the question has one right answer, is a matter of opinion, or requires reasoning from more than one point of view
3. All reasoning is based on ASSUMPTIONS:
· Clearly identify your assumptions and determine whether they are justifiable
· Consider how your assumptions are shaping your point of view
4. All reasoning is done from some POINT OF VIEW:
· Identify your point of view
· Seek other points of view and identify their strengths as well as weaknesses
· Strive to be fair-minded in evaluating all points of view
5. All reasoning is based on DATA, INFORMATION and EVIDENCE:
· Restrict your claims to those supported by the data you have
· Search for information that opposes your position as well as information that supports it
· Make sure that all information used is clear, accurate, and relevant to the question at issue
· Make sure you have gathered sufficient information
6. All reasoning is expressed thro ...
Persuasive writing (1)
The document provides information about persuasive writing and essays. It defines a persuasive essay as presenting a case for or against a position, with each argument leading to a conclusion that sees the issue from the writer's perspective. It also discusses the key elements of persuasive essays, such as having a clear position, organization, and conclusion asking the reader to believe or take action. Examples of evidence used to support the writer's position include logical arguments, statistics, expert opinions and personal observations. The document also covers different ways to persuade, such as through ethos, logos, and pathos.
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
The passage describes a situation where a semiconductor manufacturing company plans to bring in 100 workers from Bangladesh who do not speak English or Malay. At a recent production meeting, a local supervisor expressed concern that this could lead to production problems due to miscommunication. The problem statement is to analyze the supervisor's concerns and identify root causes in order to offer suggestions for improvement. This will involve applying critical thinking skills to write an essay addressing the issue, proposing solutions, and drawing a conclusion with references.
7Th Grade Persuasive Essay Topics.pdf
This document discusses the challenges and benefits of assigning 7th grade students persuasive essay topics. It notes that topics must be age-appropriate, engaging, and relatable while also promoting critical thinking. Crafting the essay involves structuring it clearly and teaching research skills. While finding the right topic and writing structure poses difficulties, guiding students through the persuasive writing process is rewarding as it helps develop communication skills, critical thinking, and the ability to persuade - all valuable for their academic and personal growth.
CRITICAL-READING-a-a-form-of-reasoning-Copy-1.pptx
This document defines critical reading as an active process of analyzing, interpreting, and evaluating a text. It involves identifying an author's claims and determining their purpose, credibility, and whether statements reflect facts or opinions. The document outlines skills needed for critical thinking such as identifying different types of claims and considering a text's context. It provides examples of applying these skills such as formulating assertions, counterclaims, and determining what evidence supports or weakens arguments.
Writing to argue - info and ideas exam
The summary is:
1) The opening line asks a rhetorical question about forcing children to wear the same clothes everyday.
2) This grabs the reader's attention in a lively way and sets up the argument that will follow.
3) The rest of the response should include points, counterpoints, and a conclusion that references back to the rhetorical question.
Systemsday4
This document outlines a learning activity where students will apply their knowledge of graphs, tables, and equations to linear situations. It involves a team challenge activity exploring linear relationships. For homework, students are assigned problem #6 on page 235 of their textbook to further their understanding.
Systemsday3
This document outlines a lesson plan to teach students how to solve systems of linear equations. The lesson will have students use an online Gizmo simulation called "Solving Systems" to explore how to graphically determine the solutions to systems of linear equations. They will then learn to solve systems of linear equations algebraically and complete homework problems from their textbook.
Systemsday2
This document provides a lesson plan for learning how to solve systems of linear equations. The lesson includes an introductory activity called "Chubby Bunny" followed by two exploratory sections on solving systems algebraically through substitution and elimination methods with practice problems from the textbook on page 199 problem 4.
Linear day 17
The document outlines a lesson plan for October 9th with the learning goal of solving linear inequalities. The plan includes a launch activity to introduce solving inequalities followed by an explore activity to further practice solving inequalities, and concludes with a summary worksheet problem.
More Related Content
Similar to Unit 1 day 3
What Is Deep Understanding
The document discusses different levels of understanding, including simple understanding and deep understanding. Deep understanding helps students internalize knowledge and use it in new ways, grasp relationships and make connections. It also discusses reasoning skills, which involve manipulating knowledge to interpret, infer, solve problems, make judgments. There are three aspects to reasoning: mental skills, declarative or procedural knowledge, and performing a required task. The document then examines six facets of understanding - explanation, interpretation, application, perspective, empathy, and self-knowledge - and provides assessment examples for each.
Thinking Critically
The document discusses critical thinking skills, dispositions, and standards. It outlines a process for developing critical thinking that involves acquiring skills like analysis and evaluation, developing dispositions like open-mindedness, and evaluating thinking according to standards. The document also provides examples of elements, traits, and rules to guide critical thinking.
UbD Workshop Hillsboro/Hopkinton 10-09-09
The enduring understandings are:
- True friendship is revealed during difficult times, not happy times.
- The interaction of heredity and experience influences behavior.
- History involves interpretation; historians can and do disagree.
- Musicians’ work reflects period culture.
The other statements are either skills ("How to tell time") or facts ("The causes and effects of the Civil War") rather than understandings. "One should not cup their hands when swimming freestyle" is also a specific skill rather than a broader understanding.
Resume personal statementWe must improve conditions for specia.docx
Resume personal statement
We must improve conditions for special needs students in Saudi Arabia. I hope to be able to bridge the gap between the traditional Saudi method of education, and the progressive skills and strategies I have learned during my study.
work and experience
· Work at Aljouf University from 2010 until present as a faculty member
qualifications and certificates
· Health awareness program (program on first aid) 2009
· Certificate of attendance and well behaviour from King Faisal University
· Computer course in the office works for three months 2009
· Certificate of attendance and discussion in the seminar for the National Research center for giftedness and creativity
· Certificate of attendance the training course entitled enter Pattern to identify the gifted students in the early years
· Certificate of merit for critical thinking From ELS 2012
· Certificate of appreciation and valuable support to the international women's day of the Saudi student club March 2015
· Certificate of appreciation and valuable support to the Light the night of the of the Saudi student club February 2015
· Certificate of attendance the Understanding the Importance of Collaboration When Building Quality Alliances September of 2016
· Certificate of attendance the Thompson Centre Autism Conference September 2016
· Certificate for attendance the Understanding Cognitive Flexibility October of 2016
· Certificate of attendance the Who, What, When of Leadership November of 2016
· Certificate of attendance the Andragogy in the Classroom December of 2016
· Certificate of attendance the Understanding Today's Modern World: The Effects on Leadership February of 2017
· Certificate of attendance the Art of Leadership: Problem Solving & Decision-Making Skills April of 2017
· Certificate of attendance the When "Things" Go Wrong in Leadership August of 2017
· “Concept Mapping and the Research Process” Scholarship of Teaching and Learning Symposium (SOTL) Symposium, (Davis, D.J., Aljafari, R., Alqahtani, A., Alroeshedy, W., Alwazzan, A., Cao, Y., Marshall, L.H., Luebbert, C., Wang, Z., & Fricke, V.), Paul C. Reinert, S.J. Center for Transformative Teaching and Learning, St. Louis University, St. Louis, MO
· Certificate of attendance the Development & Engagement of Integrated Strategies December of 2017
· Certificate of attendance the Advanced Collective Leadership: How to Develop Innovative Plans of Action February of 2018
· Certificate of attendance he CEC 2018 Annual Convention & Expo
· Certificate of attendance the Developing quality Training Programs May of 2018
· “The Experiences of Saudi Students at SLU” (Almalki, S., Alnoim, M., Aljafari, R., & Alwazzan, A.) Atlas Week Annual 17th Conference, Saint Louis University St. Louis, MO, United States of America 04/2018
· Certificate of attendance the Wrights Special Education Law and Advocacy Seminareducation
· Bachelor's degree from King Faisal University 2009 in special education with GPA 4.5 out ...
Critical and Creative Thinking
Students engage in critical thinking by seeking clear problems, gathering relevant information, monitoring their own progress, considering multiple viewpoints, identifying assumptions, and supporting positions with evidence. They engage in creative thinking by generating many ideas, seeking alternative solutions, coming up with innovative responses, making connections, and taking conceptual risks. Overall, the document outlines behaviors associated with critical and creative thinking such as questioning, researching, reasoning, and idea generation.
RAW_CRITICAL_REASONING.pptx
This document provides an overview of a lesson plan on critical reading and writing for week 1. It includes the following:
1. Objectives of the lesson which are to define critical reading, identify requirements of critical reading, and apply critical reading skills.
2. An introduction to key concepts like comprehension, critical reading, and requirements of critical reading like posing questions, gathering evidence, and forming arguments.
3. Examples of exercises for students including situations to critically analyze and justify a response, statements to question, and identifying claims and evidence in a passage on education.
The knowledge of your Learning Patterns provides you with an .docx
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
Inquiry Meeting For Eaapa 09
Vaughan van Rensburg, Principal of Pakuranga Heights School was the guest speaker at the EAAPA (East Auckland AP Association). This is his presentation on inquiry learning within the revised New Zealand Curriculum.
Blooms taxonomy cognitive domain. MAJ ppt
The document discusses Bloom's Taxonomy, which is a framework for categorizing educational learning objectives into levels of complexity and specificity. It was created in the 1950s by Benjamin Bloom and categorizes learning into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with mental skills and knowledge and includes categories like remembering, understanding, applying, analyzing, evaluating, and creating. The document provides detailed explanations and examples of each category in Bloom's Taxonomy. It also discusses revisions made to Bloom's Taxonomy in the 1990s.
1. What do you think about the Critical thinking articleHelpi.docx
1. What do you think about the "Critical thinking" article?
Helping Students Assess Their Thinking
by Richard Paul and Linda Elder
There are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking, as follows:
· All reasoning has a purpose
· All reasoning is an attempt to figure something out, to settle some question, to solve some problem
· All reasoning is based on assumptions
· All reasoning is done from some point of view
· All reasoning is based on data, information, and evidence
· All reasoning is expressed through, and shaped by, concepts and ideas
· All reasoning contains inferences by which we draw conclusions and give meaning to data
· All reasoning leads somewhere, has implications and consequences
The question can then be raised, "What appropriate intellectual standards do students need to assess the 'parts' of their thinking?" There are many standards appropriate to the assessment of thinking as it might occur in this or that context, but some standards are virtually universal (that is, applicable to all thinking): clarity, precision, accuracy, relevance, depth, breadth, and logic.
How well a student is reasoning depends on how well he/she applies these universal standards to the elements (or parts) of thinking.
What follows are some guidelines helpful to students as they work toward developing their reasoning abilities:
1. All reasoning has a PURPOSE:
· Take time to state your purpose clearly
· Distinguish your purpose from related purposes
· Check periodically to be sure you are still on target
· Choose significant and realistic purposes
2. All reasoning is an attempt to FIGURE SOMETHING OUT, TO SETTLE SOME QUESTION, TO SOLVE SOME PROBLEM:
· Take time to clearly and precisely state the question at issue
· Express the question in several ways to clarify its meaning and scope
· Break the question into sub questions
· Identify if the question has one right answer, is a matter of opinion, or requires reasoning from more than one point of view
3. All reasoning is based on ASSUMPTIONS:
· Clearly identify your assumptions and determine whether they are justifiable
· Consider how your assumptions are shaping your point of view
4. All reasoning is done from some POINT OF VIEW:
· Identify your point of view
· Seek other points of view and identify their strengths as well as weaknesses
· Strive to be fair-minded in evaluating all points of view
5. All reasoning is based on DATA, INFORMATION and EVIDENCE:
· Restrict your claims to those supported by the data you have
· Search for information that opposes your position as well as information that supports it
· Make sure that all information used is clear, accurate, and relevant to the question at issue
· Make sure you have gathered sufficient information
6. All reasoning is expressed thro ...
Persuasive writing (1)
The document provides information about persuasive writing and essays. It defines a persuasive essay as presenting a case for or against a position, with each argument leading to a conclusion that sees the issue from the writer's perspective. It also discusses the key elements of persuasive essays, such as having a clear position, organization, and conclusion asking the reader to believe or take action. Examples of evidence used to support the writer's position include logical arguments, statistics, expert opinions and personal observations. The document also covers different ways to persuade, such as through ethos, logos, and pathos.
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
The passage describes a situation where a semiconductor manufacturing company plans to bring in 100 workers from Bangladesh who do not speak English or Malay. At a recent production meeting, a local supervisor expressed concern that this could lead to production problems due to miscommunication. The problem statement is to analyze the supervisor's concerns and identify root causes in order to offer suggestions for improvement. This will involve applying critical thinking skills to write an essay addressing the issue, proposing solutions, and drawing a conclusion with references.
7Th Grade Persuasive Essay Topics.pdf
This document discusses the challenges and benefits of assigning 7th grade students persuasive essay topics. It notes that topics must be age-appropriate, engaging, and relatable while also promoting critical thinking. Crafting the essay involves structuring it clearly and teaching research skills. While finding the right topic and writing structure poses difficulties, guiding students through the persuasive writing process is rewarding as it helps develop communication skills, critical thinking, and the ability to persuade - all valuable for their academic and personal growth.
CRITICAL-READING-a-a-form-of-reasoning-Copy-1.pptx
This document defines critical reading as an active process of analyzing, interpreting, and evaluating a text. It involves identifying an author's claims and determining their purpose, credibility, and whether statements reflect facts or opinions. The document outlines skills needed for critical thinking such as identifying different types of claims and considering a text's context. It provides examples of applying these skills such as formulating assertions, counterclaims, and determining what evidence supports or weakens arguments.
Writing to argue - info and ideas exam
The summary is:
1) The opening line asks a rhetorical question about forcing children to wear the same clothes everyday.
2) This grabs the reader's attention in a lively way and sets up the argument that will follow.
3) The rest of the response should include points, counterpoints, and a conclusion that references back to the rhetorical question.
Similar to Unit 1 day 3 (16)
Resume personal statementWe must improve conditions for specia.docx
Resume personal statementWe must improve conditions for specia.docx
The knowledge of your Learning Patterns provides you with an .docx
The knowledge of your Learning Patterns provides you with an .docx
1. What do you think about the Critical thinking articleHelpi.docx
1. What do you think about the Critical thinking articleHelpi.docx
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
CRITICAL-READING-a-a-form-of-reasoning-Copy-1.pptx
CRITICAL-READING-a-a-form-of-reasoning-Copy-1.pptx
More from cirilah
Systemsday4
This document outlines a learning activity where students will apply their knowledge of graphs, tables, and equations to linear situations. It involves a team challenge activity exploring linear relationships. For homework, students are assigned problem #6 on page 235 of their textbook to further their understanding.
Systemsday3
This document outlines a lesson plan to teach students how to solve systems of linear equations. The lesson will have students use an online Gizmo simulation called "Solving Systems" to explore how to graphically determine the solutions to systems of linear equations. They will then learn to solve systems of linear equations algebraically and complete homework problems from their textbook.
Systemsday2
This document provides a lesson plan for learning how to solve systems of linear equations. The lesson includes an introductory activity called "Chubby Bunny" followed by two exploratory sections on solving systems algebraically through substitution and elimination methods with practice problems from the textbook on page 199 problem 4.
Linear day 17
The document outlines a lesson plan for October 9th with the learning goal of solving linear inequalities. The plan includes a launch activity to introduce solving inequalities followed by an explore activity to further practice solving inequalities, and concludes with a summary worksheet problem.
Linear day 16
This document outlines a lesson plan to teach linear systems of equations through three parts: launching with an example of Gerardo's work, exploring how to save for a bike through a real-world scenario, and summarizing with practice problems from a textbook.
Linear day 16
This document outlines a lesson plan to teach linear systems of equations through three parts: launching with an example of Gerardo's work, exploring how to save for a bike through a story problem, and summarizing with an exercise from page 199 problem 4.
Systemsday1
Students will learn to determine solutions to systems of linear equations. The lesson will begin with an introduction and launch activity to engage students. Students will then explore systems of linear equations through an investigation activity.
Linear day 10
This document outlines a lesson plan for September 23rd with the learning goal of understanding linear relationships in tables, graphs, and equations. It includes launching with examples A and B, exploring practice problems 3 through 11, and summarizing with problem 202 number 4. The plan also lists launching practice problem 152 number 2 ab.
Linear day 11
The document outlines a learning goal to understand linear relationships through tables, graphs and equations. It provides activities using scatter plots and linear plots to explore relationships, including exploring hamburger data and completing practice problems from pages 151-152 and 191 of a textbook.
Linear day 12
This document outlines a lesson plan focused on understanding linear relationships. The lesson will launch with an activity on population data, then have students explore linear relationships through a point-slope investigation and practice problems. Students will complete practice questions from their textbook to summarize the lesson.
Linear day 12a
This document outlines a learning goal to understand linear relationships in tables, graphs and equations. It provides instruction to explore linear plots through exercises on pages 210 problems 29a and 29b, as well as through exercises 1-2, 3 and 4 which involve creating and analyzing linear plots.
Linear day 13
This document provides a lesson plan for understanding linear relationships. The lesson will have students find the equations of lines through given points to explore slope and linear relationships represented in tables, graphs, and equations. Students will then solve practice problems and review the key concepts covered in the lesson.
Linear day 14
This document outlines a learning goal to understand linear relationships in tables, graphs and equations. It provides an agenda to launch an activity to determine rules, explore rule investigation through tables and graphs, and summarize with problems from page 219 numbers 1 and 3.
Linear day 15
This document outlines a learning goal to understand linear relationships in tables, graphs and equations. It lists activities for October 2nd including launching with solving equations, exploring a solving equations game, and summarizing with problems from page 221 numbers 4 and 6.
Intersections and inequalities day 14a
Students will learn to determine solutions to systems of linear equations. They will explore an investigation to solve systems of linear equations. The learning outcome is to understand how to find the solutions to systems of linear equations.
Intersections and inequalities day 17
This document discusses learning how to solve systems of linear inequalities. It provides examples and notes on determining solutions to systems of linear inequalities and has students investigate examples.
Intersections and inequalities day 11
This document outlines a lesson plan to revisit the concept of slope of a line. The lesson includes a launch, exploration through investigations and practice problems, and opportunities for students to work independently to reinforce their understanding of slope.
Intersections and inequalities day 12
This document outlines steps for students to learn how to determine the slope-intercept form of a line, including a launch, exploration through investigation and notes, and independent practice. Students will explore concepts and take notes to understand how to find the slope and y-intercept of a line and represent it in slope-intercept form.
More from cirilah (20)
Recently uploaded
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcBBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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 KanvariaHow to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Recently uploaded (20)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Unit 1 day 3
- 1. CONJECTURES MAKING - PROOFS August 9th – Practice Learning outcome:To gain proficiency and self-assess on recognizing a proficient proof, writing an if-then statement and reasoning inductively and deductively. If she’s a duck then she’s a witch
- 2. • How are a and b similar? • How are a and b different? • Which if any of the them can you make a conclusion about? • How do you know? WARMUP: WHICH CAN WE MAKE A CONCLUSION FROM?
- 3. P.12 # 5
- 4. DEFINITIONS OF INDUCTIVE & DEDUCTIVE REASONING Deductive reasoning: Reasoning from patterns based on the analysis of specific cases. Inductive Reasoning: Reasoning from facts, definitions, and accepted properties.
- 5. SUCCESS CRITERIA Students will : All students should be able to recognize a proficient proof Write an if-then statement Reason inductively and deductively (Page 17 #3) (Page 18 #6) (Page 15 #CYU)