Cats not dogs a different metaphor for achieving critical thinking
Download
1 / 98

Cats, Not Dogs: A Different Metaphor for Achieving Critical Thinking - PowerPoint PPT Presentation


  • 73 Views
  • Uploaded on

Cats, Not Dogs: A Different Metaphor for Achieving Critical Thinking. Alan Kalish & Kathryn M. Plank Faculty & TA Development The Ohio State University. “You have learned enough to see that cats are much like you and me.” -T.S. Eliot. I. The Metaphor.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Cats, Not Dogs: A Different Metaphor for Achieving Critical Thinking' - bisa


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Cats not dogs a different metaphor for achieving critical thinking

Cats, Not Dogs:A Different Metaphor for Achieving Critical Thinking

Alan Kalish & Kathryn M. Plank

Faculty & TA Development

The Ohio State University


You have learned enough to see that cats are much like you and me t s eliot

“You have learned enough to see that cats are much like you and me.”

-T.S. Eliot

I. The Metaphor




















6 the desire to please you is usually not sufficient motivation2
6. The desire to please you is usually not sufficient motivation.

Feline Haiku #1

Your mouth is moving

Up and down, emitting noise.

I’ve lost interest


7 they re more motivated for self generated topics
7. They’re more motivated for motivation.self-generated topics.


7 they re more motivated for self generated topics1
7. They’re more motivated for motivation.self-generated topics.











10 they can be distracted by their social commitments but they are not pack members
10. They can be distracted by their social commitments. understanding.But they are NOT pack members.







11 they nap at random intervals5
11. They nap at random intervals. understanding.

And in odd spots.



Ii motivation
II. Motivation understanding.

“If a dog jumps into your lap it is because he is fond of you; but if a cat does the same thing it is because your lap is warmer.”

-Alfred North Whitehead


Let cats be cats
Let cats be cats. understanding.


Let cats be cats1
Let cats be cats. understanding.


Motivation toward a goal is influenced by the learner’s goal orientation. The value of the goal is affected by…


Perceived needs
• Perceived needs goal orientation.



Utility of goal
• Utility of goal. goal orientation.


Control and choice
• Control and choice. goal orientation.


Influence of other
• Influence of other. goal orientation.


Motivation toward a goal is influenced by the learner’s goal orientation.The value of the goal is affected by • Perceived needs • Intrinsic qualities of goal • Utility of goal • Control and choice • Influence of otherSvinicki, Learning and Motivation in the Postsecondary Classroom



Difficulty of goal
• Difficulty of goal affected by…








The learner’s expectation that the goal can be achieve is affected by • Difficulty of goal • Prior experience with goal • Match with learner skills • Encouragement/example of others • Self-efficacy with respect to this goal • Attributions about success and failure • Beliefs/attitudes about learningSvinicki, Learning and Motivation in the Postsecondary Classroom


Iii critical thinking goals
III. Critical Thinking Goals affected by

“Cats are a mysterious kind of folk. There is more passing in their minds than we are aware of.”

-Sir Walter Scott


“Cats are a mysterious kind of folk. There is more passing in their minds than we are aware of.”

-Sir Walter Scott


Critical thinking is not just mimicry

Critical thinking is not just mimicry. passing in their minds than we are aware of.”


Defining critical thinking
Defining Critical Thinking passing in their minds than we are aware of.”

  • What do you mean by critical thinking in your discipline?

  • Which aspects of critical thinking are discipline-specific? Shared?


Iv strategies for achieving critical thinking

IV. Strategies for Achieving Critical Thinking passing in their minds than we are aware of.”


“By and large, people who enjoy teaching animals to roll over will find themselves happier with a dog.”

-Barbara Holland


Strategies for enhancing feline intelligence
Strategies for Enhancing over will find themselves happier with a dog.”Feline Intelligence*

* Felinestein: Pampering the genius in your cat (Delzio & Ribarch)


1 social play
1. Social Play over will find themselves happier with a dog.”


1 social play1
1. Social Play over will find themselves happier with a dog.”


1 social play2
1. Social Play over will find themselves happier with a dog.”


1 social play3
1. Social Play over will find themselves happier with a dog.”

Engaging with others in collaborative activities

  • Group projects

  • Shared responsibility


2 object play
2. Object Play over will find themselves happier with a dog.”


2 object play1
2. Object Play over will find themselves happier with a dog.”


2 object play2
2. Object Play over will find themselves happier with a dog.”

Feline Haiku #2

Toy mice, dancing yarn,

Meowing sounds. I’m convinced

You’re an idiot.


2 object play3
2. Object Play over will find themselves happier with a dog.”

Engaging with material through problem-solving activities

  • Labs

  • Field experiences


3 prey facsimiles
3. Prey Facsimiles over will find themselves happier with a dog.”


3 prey facsimiles1
3. Prey Facsimiles over will find themselves happier with a dog.”


3 prey facsimiles2
3. Prey Facsimiles over will find themselves happier with a dog.”


3 prey facsimiles3
3. Prey Facsimiles over will find themselves happier with a dog.”


3 prey facsimiles4
3. Prey Facsimiles over will find themselves happier with a dog.”

  • Simulations

  • Role play

  • Case studies


4 opportunities for learning when you re not there
4. Opportunities for learning when you’re not there over will find themselves happier with a dog.”


4 opportunities for learning when you re not there1
4. Opportunities for learning when you’re not there over will find themselves happier with a dog.”


4 opportunities for learning when you re not there2
4. Opportunities for learning when you’re not there over will find themselves happier with a dog.”

Feline Haiku # 3

Seeking solitude,

I am locked in the closet.

For once I need you.


4 opportunities for learning when you re not there3
4. Opportunities for learning when you’re not there over will find themselves happier with a dog.”

Structured out-of-class activities

  • Gibbs’ redefinition of course time

  • Walvoord & Johnson’s “first exposure”


Strategies for enhancing feline intelligence1
Strategies for Enhancing over will find themselves happier with a dog.”Feline Intelligence*

  • Social Play

  • Object Play

  • Prey facsimiles

  • Creating opportunities for learning when you’re not there

    * Felinestein: Pampering the genius in your cat (Delzio & Ribarch)


V cats for cats feedback and assessment
V. CATs for Cats: over will find themselves happier with a dog.”Feedback and Assessment

“We know [cats] think, but only through indirect evidence.”

-Bruce Fogel, DVM


V cats for cats feedback and assessment1
V. CATs for Cats: over will find themselves happier with a dog.”Feedback and Assessment

“We know [cats] think, but only through indirect evidence.”

-Bruce Fogel, DVM


Classroom assessment techniques
Classroom Assessment Techniques over will find themselves happier with a dog.”

Misconception/Preconception Check

“This CAT is designed to uncover specific instances of incorrect or incomplete knowledge, attitudes, or values that represent likely barriers to new learning.


Classroom assessment techniques1
Classroom Assessment Techniques over will find themselves happier with a dog.”

Problem Recognition Tasks

“Problem Recognition Tasks present students with a few examples of common problem types. The students’ task is to recognize and identify the particular type of problem each example represents.”


Classroom assessment techniques2
Classroom Assessment Techniques over will find themselves happier with a dog.”

Application Cards

“After students have heard or read about an important principle, generalization, or procedure, the instructor hands out an index card and asks them to write down at least one possible, real-world application for what they have just learned.”


More ideas about feedback and assessment
More Ideas About over will find themselves happier with a dog.”Feedback and Assessment

How do you assess students’ critical thinking?

How do you know it when you see it?


How do they know
How do over will find themselves happier with a dog.”they know?


References
References over will find themselves happier with a dog.”

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass.

Delzio, S., & Ribarich, C. (1999). Felinestein: Pampering the genius in your cat. New York: HarperCollins.

Fisher, B., & Delzio, S. (1997). Caninestein: Unleashing the genius in your dog. New York: HarperCollins.

Fogle, B. (1992). The cat’s mind: Understanding your cat’s behavior. New York: Macmillan.


References1
References over will find themselves happier with a dog.”

Gibbs, G. (1999). Planning your students’ learning activities. Ch. 3, McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. McKeachie, W. J. Boston: Houghton Mifflin.

Lynch, C. L., & Wolcott, S. K. (2001). Helping your students develop critical thinking skills. IDEA Paper #37.

Orsi, R. (1998). Critical thinking: What’s it to ya? Topics of Conversation, 1.2.


References2
References over will find themselves happier with a dog.”

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.

Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker.

Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey Bass.


Acknowledgements
Acknowledgements over will find themselves happier with a dog.”

Special thanks to our research assistants:

Odin Tie-Dye Elvira

Gigi Licorice Sabrina

Ziggy Bailey Toby

Tex Nosegay Punchy

Rabbit Chickenloaf Gracie

Ben Chessie Pia

Evinrude Murphy Henry

Puss Stephen Jason

And tohttp://today.iwon.com/pet.html & http://stuffonmycat.com


And finally
And finally over will find themselves happier with a dog.”


ad