To be a critical thinker

1. To be a critical thinker Through rethinking consumerism Presenter: Crystal Wong

2. What I am going to talk about… • The topic • An overall review of my objectives • My target group • 5-days Activities in general • Point out the specific objectives • Its justification • Point out the corresponding evaluation methods • its justification

3. WHY?

4. Why students need to be a critical thinker? Why learning it through consumerism?

5. Why students need to be a critical thinker? • My own philosophy of education • - To question • - No taken for granted concept Why learning it through consumerism? • Connecticut Curriculum Trace Maps – Consumer Science • something in everyday life

6. What else?

7. A quick review of all my objectives • base on CT • curr. Trace Map • notice some of the • inequality problems • parents’ participation • facilitate the dual language policy • achieve classroom is fun • visualize concepts for student • in preoperational stage • encourage cooperative • learning • To Evaluate • To Synthesis • To Analysis • To Apply • To Understand • Linguistic intelligence • Mathematical intelligence • Bodily Intelligence • Spatial Intelligence • Interpersonal Intelligence

8. WHO?

9. My Target Classroom • K-2 • A classroom of 16 – 20 students • A mix of English speaking and Spanish speaking students • In which parents have spare time to interact with their children at home

10. How my classroom is going to be organized? • Session time: 1pm-2:30pm (1 ½ hours) • Form 4 heterogeneous groups • 4-5 students per group • with both genders • with different ethnicities • With both English speaking and Spanish speaking students • No chairs, no tables, students sit on the floor with their own groups, while some space reserves in the front.

11. Activities time!!

17. Fill out a worksheet Bring some ads

20. Online Shopping

21. Emails

22. Emails 2

23. Pop Ups

25. Pictogram

27. Consuming Images???

28. Time to be a teacher

32. Time to be a teacher

37. My objectives: • To Evaluate • To Synthesis • To Analyze • To Apply • To Understand • Linguistic intelligence • by selling their product • By telling stories • Mathematical intelligence • by making pictogram • By counting & doing addition • By using money to buy and • Bodily Intelligence • By perfoming their advertisement • Spatial Intelligence • By making the artwork…shades! • Interpersonal Intelligence • By discussing withothers classmate

38. My objectives: …others classmates’ performance …their new consumer ethics into their advertisements …why students/people make specific choice (e.g. buying THIS tee but not THAT tee) Student will able to teach their parents and find suitable material for next class (e.g. ads) …the meanings of commodity culture, consumerism, image consumption, society of spectacle • To Evaluate • To Synthesis • To Analyze • To Apply • To Understand • Linguistic intelligence • by selling their product • By telling stories • Mathematical intelligence • by making pictogram • By counting & doing addition • By using money to buy and • Bodily Intelligence • By performing their advertisement • Spatial Intelligence • By making the artwork…shades! • Interpersonal Intelligence • By discussing with others classmate

39. In addition… • base on CT • curr. Trace Map • notice some of the • inequality problems • parents’ participation • facilitate the dual language policy • achieve classroom is fun • visualize concepts for student • in preoperational stage • encourage cooperative • learning

40. base on CT Curriculum Trace Map • (consumer science; math like addition, counting money, pictogram; • create and perform artworks; reading books; • use English to communicate in a social setting) • parents’ participation • notice some of the inequality problems • facilitate the dual language policy • achieve classroom is fun • visualize concepts for students in preoperational stage • encourage cooperative learning

41. Evaluation Methods • Teacher’s Observation (60%) • Bring back the advertisements? (10%) • Really teach their parents? (10%) • Active in class? (20%) • smooth with classmate? (10%) • How well they can evaluate themselves (10%) and others? • Peer Evaluation (40%) • According to how well they do in their performance • Master the concepts? • Apply in it creatively?

42. Evaluation Methods • For k-2… difficult to write, so talk>write… • Involve Parents’ participation.. Learn better! • Notice if parents help too much or not (not every parents have same amount of time to interact with their children, problem of inequality) • Teacher’s Observation (60%) • Bring back the advertisements? (10%) • Really teach their parents? (10%) • Active in class? (20%) • smooth with classmate? (10%) • How well they can evaluate themselves (10%) and others? • Peer Evaluation (40%) • According to how well they do in their performance • Master the concepts? • Apply in it creatively?

43. Evaluation Methods • more important if they have the ability to evaluate themselves or others… it can prove the can really master the concepts • Teacher’s Observation (60%) • Bring back the advertisements? (10%) • Really teach their parents? (10%) • Active in class? (20%) • smooth with classmate? (10%) • How well they can evaluate themselves (10%) and others? • Peer Evaluation (40%) • According to how well they do in their performance • Master the concepts? • Apply in it creatively?

44. Evaluation Methods • Teacher’s Observation (60%) • Bring back the advertisements? (10%) • Really teach their parents? (10%) • Active in class? (20%) • smooth with classmate? (10%) • How well they can evaluate themselves (10%) and others? • Peer Evaluation (40%) • According to how well they do in their performance • Master the concepts? • Apply in it creatively? • Another way to rethink, teacher no longer the only one to access, peer can evaluate each other too!! Up to 40%!!

45. The End, Thanks!