1 / 13

Closing the Loop: Critical Thinking

Closing the Loop: Critical Thinking. Assessment Brown Bag Series April 14-15, 2009. Learning Communities Course. Critical thinking. Well-cultivated Critical Thinker. Raises vital questions & problems Gathers and assesses relevant information

walda
Download Presentation

Closing the Loop: Critical Thinking

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Closing the Loop: Critical Thinking Assessment Brown Bag Series April 14-15, 2009

  2. Learning Communities Course Critical thinking

  3. Well-cultivated Critical Thinker • Raises vital questions & problems • Gathers and assesses relevant information • Comes to well-reasoned conclusions and solutions • Thinks open-mindedly • Communicates effectively

  4. HIS 451 & Critical Thinking • Introduce and reinforce the concept • Engage students in planning and conducting lessons • Engage students in metacognitive thinking

  5. Karin’s Questions • What kind of critical thinking is happening here? • What’s a systematic way to measure it? • Can students identify when they do it? • Can they identify what kind it is?

  6. Course Goals/Questions • Essential Questions • Primary Sources • Argumentation • Important Concepts • Interpretation • Collaboration • Meta-cognitive

  7. Essential Questions • What essential questions will students try to answer with the information from the narrative text and primary sources? • How well did these questions work to stimulate substantive conversation? • How many students participated? • Were students engaged?

  8. Primary Sources • What primary sources will students analyze and interpret during the class? • Which offered the best opportunity for substantive discussion • Did students develop and consider a range of interpretations, citing specific evidence from the text or the visual source to support their interpretations?

  9. Argumentation • How will students develop their arguments? Will they write individually? Collaborate in pairs or groups? • Did students work well in groups or as individuals? • Did students successfully cite appropriate and relevant sources to support their arguments? • How might you rephrase the questions to improve clarity or controversy?

  10. Important Concepts • What important concepts must students understand to answer the questions for this lesson? (i.e., Cult of True Womanhood, patriarchy, feme covert, etc.) • How well did students define and use the concepts in the discussion?

  11. Interpretation • How will students challenge assumptions, consider alternative interpretations, and weigh the strengths and weaknesses of the various interpretations? • How well did students challenge themselves and each other to consider alternative interpretations?

  12. Collaboration • What contributions will each group member make to the unit? • How well did you and your group members collaborate and resolve problems in designing and implementing this unit?

  13. Metacognitive • What value do you see in this assignment for yourself? For the students you taught? • How would you restructure the assignment to achieve better results in the future?

More Related