Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)EduSkills OECD
This presentation was given by Alenoush Saroyan of McGill at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)EduSkills OECD
This presentation was given by Alenoush Saroyan of McGill at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Program evaluation and outdoor education: An overviewJames Neill
This presentation discusses program evaluation in outdoor education. What is it? Why do it? What methods are there? How can data be analysed? How can results be used? We will consider several example program evaluation studies and available tools and resources. There will also be opportunity to workshop your own program evaluation needs.
Main presentation page: http://wilderdom.com/wiki/Neill_2010_Program_evaluation_and_outdoor_education:_An_overview
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
Scaling up Innovation: Why Theories of Change MatterBrandon Muramatsu
by Elaine Seymour, University of Colorado at Boulder. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Program evaluation and outdoor education: An overviewJames Neill
This presentation discusses program evaluation in outdoor education. What is it? Why do it? What methods are there? How can data be analysed? How can results be used? We will consider several example program evaluation studies and available tools and resources. There will also be opportunity to workshop your own program evaluation needs.
Main presentation page: http://wilderdom.com/wiki/Neill_2010_Program_evaluation_and_outdoor_education:_An_overview
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
Scaling up Innovation: Why Theories of Change MatterBrandon Muramatsu
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The Buzz About the Standards Alignment Processccpc
CAST (Collaborative Alignment Support Team)
How does a group of educators and industry professionals come together effectively in the process of aligning curriculum with their individual standards? This session will demonstrate how to use a Collaborative Alignment Template and how this template is designed to align instructional units with the Model Curriculum Standards – both Academic Content Standards and Career Technical Education Standards. During this session participants will also work through the process that allows for building of future curriculum utilizing the Collaborative Alignment Template. Flash drives with the template, the California Standards and Framework, as well as aligned curriculum samples and other resources will be handed out to participants.
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
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Designing and Planning a Research.pptxDrHafizKosar
Research:
Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:
1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question.
Salient Feature of Quantitative Research
Quantitative research is a methodological approach used in the social sciences and other fields to collect, analyze, and interpret numerical data. Here are some salient features of quantitative research:
1. Objective and Empirical: Quantitative research is focused on gathering objective, measurable data that can be analyzed statistically. It relies on empirical evidence rather than subjective opinions or interpretations.
2. Numerical Data: This research method involves the collection of numerical data, often in the form of statistics, percentages, or numerical measurements. The data can be subjected to statistical analysis for patterns and trends.
3. Structured Research Design: Quantitative studies typically have a structured and predetermined research design. The research process is planned in advance, and the data collection instruments, such as surveys or experiments, are carefully designed.
4. Large Sample Size: Quantitative research often requires a large sample size to ensure statistical reliability and generalizability of findings to a broader population. The goal is to make inferences about the population based on the data collected from the sample.
5. Statistical Analysis: Statistical methods and techniques, such as descriptive statistics, inferential statistics, and correlation analysis, are commonly used in quantitative research. These analyses help researchers draw conclusions and make predictions about the population under study.
6. Replicable and Generalizable Results: The aim of quantitative research is to produce results that are replicable and can be generalized to a larger population. This contributes to the scientific rigor and validity of the findings.
7. Closed-Ended Questions: Data collection instruments, such as surveys or questionnaires, often use closed-ended questions with predefined response options. This facilitates the quantification of responses and simplifies the analysis process.
8. Controlled Environment: In experimental quantitative research, efforts are made to control and manipulate variables to isolate cause-and-effect relationships. This allows researchers to make more precise statements about the impact of independent variables on dependent variables.
9. Objective Measurement: Quantitative research relies on objective measurements and standardized data collection methods to ensure consistency and reduce bias in the data.
10. Cross-Sectional or Longitudinal Design: Quantitative studies can be cross-sectional, examining data at a single point in time, or longitudinal, collecting data over an extended period to observe changes and trends over time.
Essential Skills: Critical Thinking For College Studentsnoblex1
Much literature is available on programs to teach critical thinking, and a substantial amount of evidence indicates critical thinking can be taught and learned, especially when instruction is specifically designed to encourage transfer of skills. Nevertheless, the types of studies required to confirm with certitude the efficacy of teaching critical thinking present practical and methodological problems.
Source: https://ebookschoice.com/essential-skills-critical-thinking-for-college-students/
Create a unit plan integrating science and math content of fractio.docxvanesaburnand
Create a unit plan integrating science and math content of fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
1. Clear-cut objectives that align to standards
2. Relevant materials and resources
3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
4. The 12 science processes
5. Concrete manipulatives to help develop science and fraction/decimal sense
6. Informal and/or formal assessment that align with objectives
7. Authentic, formative and/or summative assessments
8. Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.
Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit the assignment to the instructor by the end of Topic 8.
Save Link
Assignment Benchmark- Integrating Science and Mathematics
View Rubric
Due Date: Feb 05, 2017 23:59:59 Max Points: 300
Details:
Create a unit plan integrating science and math content of fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
1. Clear-cut objectives that align to standards
2. Relevant materials and resources
3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
4. The 12 science processes
5. Concrete manipulatives to help develop science and fraction/decimal sense
6. Informal and/or formal assessment that align with objectives
7. Authentic, formative and/or summative assessments
8. Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.
Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit the assignment to the instructor by the end of Topic 8.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
T.
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Susan Hippensteele: Critical Thinking and Science Literacy Course Impact on Student Retention and Graduation
1. Critical Thinking and Science
Literacy Course Impact on
Student Retention and Graduation
Susan K. Hippensteele, Ph.D., J.D.
University of Hawai`i at Manoa
2. What are we doing?
1) developing and evaluating “best practices” pedagogy
for teaching critical thinking and science literacy
through applied multidisciplinary general education
courses,
2) building a broad multidisciplinary community of
faculty with expertise in critical thinking and science
literacy pedagogy that „closes the loop between
teaching, learning, and assessment, and
3) evaluating the impact of freshman completion of a
critical thinking and science literacy course on retention
and progress to degree.
3. 1. SOCS 150: Street Science: Analyzing and
Applying Evidence in Daily Life
Multi-disciplinary critical thinking and science literacy
course
Large enrollment (170 max) with Friday tutorial
Six instructors from psychology, anthropology,
economics, and women‟s studies
Introduction to logic followed by 2-week problem based
units; final research paper project
Interactive classroom activities, individual and small
group homework and quizzes, no content
memorization—all skill based and applied problem-
solving
4. 2. Critical Thinking Assessment Test
(CAT) developed by
Tennessee Tech University (TTU)
Used to assess critical thinking skill acquisition within SOCS
150 and control classes
Non discipline-specific, tests applied problem-solving skills
similar to those confronted in daily life
15 question, primarily short answer essay test; 1 hour or less
Faculty scored on-site using carefully crafted rubric developed
by TTU
Faculty scoring sessions (7-8 hours) interactive and important
feature of faculty development aspect of project
http://www.tntech.edu/cat/home/
5. Critical Thinking Assessment Test
(CAT)
Evaluating Information: Separate factual information from
inferences, interpret numerical relationships in graphs,
understand the limitations of correlational data, evaluate
evidence and identify inappropriate conclusions.
Creative Thinking: Identify alternative interpretations for
data or observations, identify new information that might
support or contradict a hypothesis, explain how new
information can change a problem.
Learning and Problem Solving: Separate relevant from
irrelevant information, Integrate information to solve
problems, learn and apply new information, use mathematical
skills to solve real-world problems.
Communication: Communicate ideas effectively
6. SAMPLE DISCLOSED CAT QUESTION
A scientist working at a government agency believes that an ingredient commonly used in bread
causes criminal behavior. To support his theory the scientist notes the following evidence.
99.9% of the people who committed crimes consumed bread prior to committing crimes
crime rates are extremely low in areas where bread is not consumed
Do the data presented by the scientist strongly support their theory? Yes___ No___
Are there other explanations for the data besides the scientist‟s theory? If so, describe.
_____________________________________________________________________________
What kind of additional information or evidence would support the scientist‟s theory?
_____________________________________________________________________________
Center for Assessment & Improvement of Learning, 2007, 2010
7. 3. Manoa Institutional Research Office
Our broad hypothesis is that freshman enrolled in a
multidisciplinary general education course that
teaches scientific reasoning and critical thinking
skills to understand and evaluate real-world issues
will be better prepared to succeed in college.
To test this hypothesis we have written a grant to
conduct a longitudinal study to develop and assess
a student progress to degree model that allows us to
examine the impact of various early academic
experiences, including SOCS 150, on student
academic decision-making and success.
8. Why are we doing it?
The original motive for developing SOCS 150 was to
better prepare students for upper division coursework in
multiple disciplines, i.e., introduce them to basic
scientific reasoning, problem solving, information
literacy, evidence evaluation, debunking false claims and
misrepresentations of data
After being trained to score the CAT we realized the
potential of our model for promoting broader
institutional change and decided to use the course as a
laboratory for undergraduate education research at
UHM
9. What do we hope to achieve?
We expect our multidisciplinary courses to enhance
science literacy and critical thinking skills and improve
retention in multiple disciplines on our campus.
Both our course and research model are widely
adaptable to any college curriculum.
The student data tracking system we plan to design can
serve as a model to other campuses seeking to evaluate
the impact of courses or specific student academic
experiences on retention, progress to degree, and
graduation.