21. Computers Can Teach Critical Thinking: Kids And Computers Using the Computer to teach critical thinking by Mark Ivey and ElizabethKemper. In a world overflowing with information, it's no http://www.ivillage.com/click/experts/pcparents/articles/0,,167275_36171,00.html

var cimsCid = ''; var cimsUid = '36171'; main COMMUNITY Message Boards Chats ... Community Challenges find on iVillage on astrology on babies on beauty on books on food on health on lamaze.com on money on parenting on pets on relationships on women.com on work MAGAZINES on Cosmopolitan on Country Living on Good Housekeeping on House Beautiful on Marie Claire on Redbook on Victoria you are here: iVillage click experts pc parents TOPICS Choosing a career Computing Buying Email ... Work A-Z Using the Computer to Teach Critical Thinking by Mark Ivey and Elizabeth Kemper In a world overflowing with information, it's no wonder that kids often struggle to put it all into context in a way that will translate into real knowledge and understanding. That's where critical thinking comes in the ability to anticipate consequences, to wade through the hype to find truth, to conduct logical analysis and so on. As we move more toward an information-based society, these thinking skills take on even more importance. The personal computer can help your child develop these thinking skills, with your help. advertisement The personal computer can help your child develop these thinking skills, with your help. And although the computer isn't a cure-all, appropriately applied it can go a long way towards boosting a child's critical thinking.

22. How Can We Teach Critical Thinking? ED326304 90 How Can We teach critical thinking? ERIC Digest. Carr, Kathryn S. HowCan We teach critical thinking? Childhood Education (Winter, 1988) 6973. http://www.warwick.ac.uk/staff/D.J.Wray/webarts/crit.html

ED326304 90 How Can We Teach Critical Thinking? ERIC Digest. Author: Carr, Kathryn S. ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, Ill. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The need to teach higher order thinking skills is not a recent one. Education pundits have called for renewed interest in problem solving for years. As far back as 1967, Raths, Jonas, Rothstein and Wassermann (1967) decried the lack of emphasis on thinking in the schools. They noted that "...memorization, drill, homework, the three Rs and the quiet classroom" were rewarded, while "...inquiry, reflection and the consideration of alternatives were frowned upon." That students are lagging in problem-solving and thinking skills is apparent at all levels of education. However, critical thinking courses and texts, in particular, may result in fragmentation of thinking skills. Thinking cannot be divorced from content; in fact, thinking is a way of learning content (Raths and others, 1967). In every course, and especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate. Skills taught in isolation do little more than prepare students for tests of isolated skills (Spache and Spache, 1986). The same criticism may be made with regard to commercial thinking skills materials. However, when such materials are integrated with content, they may become effective tools for attacking real issues.

23. Critical Thinking In An Online World Author Debra Jones argues that critical thinking is a key component of information literacy instruction Category Society Issues Education Literacy Information Literacy...... and critical thinking skills. The chairman of the SCANS committee William Brockstates that the most effective way to educate our youth is to teach them in http://www.library.ucsb.edu/untangle/jones.html

Critical Thinking in an Online World Debra Jones Internet Librarian Cabrillo College, Aptos, CA Abstract In a rapidly evolving information technology era, librarians find their foundations of professionalism shaken. Critically evaluating the intrinsic role of the librarian reveals our responsibility for the education of independent information seekers. Using the model of the expert and apprentice, librarians need to focus on the teaching of critical thinking skills, over and above the more mechanistic skills of evaluation of resources and mastery of search tools. The design of instruction in a situated learning environment, utilizing constructivist tenets and a self-directed inquiry based approach leads to higher order cognitive skills and applicable, transferable learning. An instructional design project for teaching critical thinking skills in the evaluation of online resources is described as an example curriculum? On The Abyss The integration of the Internet into our daily lives affects no single profession as completely as that of the librarian. For centuries, information has been archived and accessed through a single location, the library. Instantaneous access to online information, direct dissemination of information as it is created, and interaction and creation of information online, all from the home or office- these are revolutionary and anarchical concepts. Very few among us still deny the pervasiveness of online information access, yet how do we see ourselves leading, and not just reacting, to this revolution?

24. Critical Thinking Online Homepage teaching Case Briefing. (How Law School Students teach Themselves to Think). PageSummary* The key to teaching law is teaching critical thinking. http://reach.ucf.edu/~aln/pyle/main.html

Teaching Case Briefing (How Law School Students Teach Themselves to Think) AAfPE Kansas City, October 16-18, 1997 Ransford Pyle, Legal Studies College of Health and Public Affairs University of Central Florida Page Summary* The key to teaching law is teaching critical thinking. The key to teaching law online is providing an explicit system to learn critical thinking. At present, asynchronous learning may be the ONLY path to critical thinking for most undergraduates. *Page Summaries are provided on each web page to help you grasp that page's information at a glance. At present, asynchronous learning may be the ONLY path to critical thinking for most undergraduates. Perhaps This should be qualified as academic critical thinking. I believe that much of academic online teaching is done backwards. Instead of borrowing from classroom teaching, online education should be revolutionizing it. Let me start out with the radical premise that my undergraduate students at the University of Central Florida find critical thinking and classroom mental processes incompatible. They are in fact dismayed, if not distraught, when asked to think in the classroom. this is not because our students are stupid; we have the second-best GPA and SAT scores in the State University System. It is simply that our students have learned to associate a very low level of mental process with college learning.

25. The Education Resource Center: Essays & Articles Is There a Reason to teach critical thinking? by Pete Boghossian.Abstract. Is there a reason to teach critical thinking? http://radicalacademy.com/gepboghossian1.htm

THE RADICAL ACADEMY Homepage M A I N M E N U Online Newsletter Search Central About the Academy Guestbook ... Philosophical Quotations Resource Centers: Philosophy Politics Religion Education ... Media Please Support The Radical Academy By Shopping In Our Bookstore Magazine NewsStand Emporium Education Resource Center Select a Feature... Main Page Liberal Arts Colleges Christian Home Schooling Christian Higher Education Study Help/Home Schooling Onsite Article Archives Education Resource Center Main Page Books about Education in The Academy Bookstore Shop Amazon Stores Bookstore Magazine Outlet Music Store Video Store ... Baby Superstore Is There a Reason to Teach Critical Thinking? by Pete Boghossian Abstract Is there a reason to teach critical thinking? Much is written about "the how" of critical thinking, but "the why" is conspicuously absent from the literature. This paper attempts to fill this gap by providing reasons for why critical thinking should be taught in schools. It shows the indispensable value of teaching critical thinking from the viewpoint of four related educational paradigms.

26. Homeschool World: Practical Homeschooling Articles: Critical Thinking And Logic Even critical thinking professors do that! We should teach him to always ask thesetwo questions (1) Is the conclusion true, and (2) Was the argument sound? http://www.home-school.com/Articles/ThinkingAndLogic.html

Mary Pride Carole Adams Karen Andreola David Ayers ... Lisa Yoder Critical Thinking and Logic By Douglas Wilson Printed in PHS #3, 1993. Douglas Wilson is a founder of Logos School in Moscow, Idaho, one of the few American day schools founded on classical learning principles. To promote these principles he has written Recovering the Lost Tools of Learning (Crossway Books, 1991), as well as texts on introductory logic and Latin grammar. A prolific author, with many other books in print, Douglas edits the monthly magazine Credenda/Agenda and is the father of three teenage children. You can reach him c/o Canon Press, 110 Baker, Moscow ID 83843. Have you ever seen the bumper sticker that reads, "Question Authority"? This bumper sticker provides an example of what modern educators call "critical thinking." The "critical thinking" mentality questions, differs, probes, and disagrees, without any fixed authority or frame of reference. It thinks critically about the proposed answer because it doubts that there are any answers. In short, it doubts everything except the reliability of its own doubting. It teaches skepticism as a religious absolute. A logical answer to the bumper sticker (for those of us to talk back to bumper stickers) would be, "Says who?" The person trained in logic questions the bumper sticker because he sees a logical problem with the position presented on the bumper sticker. This questioner has been trained to recognize such problems, correct them, and arrive at the right answer.

27. Critical Thinking Skills (for ASA Science Ed) { This page includes four sections What is critical thinking?, Characteristicsof critical thinking, Why teach critical thinking?, teaching Strategies to http://www.asa3.org/ASA/education/think/critical.htm

Critical Thinking the sections in this page are What is Critical Thinking? Characteristics of Critical Thinkers Why Teach Critical Thinking? Critical Thinking and Education ... Christian Perspectives All links in the main body of this page will open in a separate new window; t hese links were checked (and repaired) on 1-15-03. (regarding completeness, endorsements, and critical thinking) Evaluative Thinking In an effort to avoid misunderstanding, this page begins with a non-definition: critical thinking is not necessarily being "critical" and negative. In fact, it would be more accurate to call it evaluative thinking . The result of evaluation (which is a conclusion about whatever is being evaluated) can range from positive to negative, from acceptance to rejection, from yes to no or anything in-between. Yes, a rigorous critical evaluation can produce a glowing recommendation. On this page, for example, the quotes and links which are recommended, but (as with all sources of information) should be approached with an evaluative "critical thinking" attitude are the result of my own critical thinking. Productive thinking involves getting ideas (by creativity) and evaluating ideas (by criticality). Although creativity occurs first in the process of productive thinking, in this website the sub-areas are reversed so critical thinking comes before creative thinking. Why? Because I think critical thinking is more important. If ideas are creatively generated and are converted into action before they are wisely evaluated, the result can be unwise action that is harmful for individuals and society.

28. WWW LINKS TO RESOURCES FOR TEACHING THINKING html. Mission critical interactive tutorials teach critical thinking(San Jose State University) http//www.sjsu.edu/depts/itl/. http://academic.pg.cc.md.us/~wpeirce/MCCCTR/links~1.html

WWW LINKS TO RESOURCES FOR TEACHING REASONING AND CRITICAL THINKING Compiled by William Peirce Prince George's Community College (Updated August 2002) Maryland Community College Consortium for Teaching Reasoning http://academic.pg.cc.md.us/~wpeirce/MCCCTR Teaching Thinking Network of Association for Supervision and Curriculum Development http://www.usd.edu/thinking Critical Thinking On The Web http://www.philosophy.unimelb.edu.au/reason/critical A rich list of resources on critical thinking by Tim van Gelder of the University of Melbourne. Center for Critical Thinking (Baker University, Kansas) http://www.bakeru.edu/tracks.asp?d Educational Resources Information Center (ERIC) http://www.accesseric.org:81/ ERIC Clearinghouse on Assessment and Evaluation http://ericae.net/ Critical Thinking Resources from ERIC http://www.indiana.edu/~eric_rec/bks/ct.html Critical Thinking Resources: An Annotated Bibliography (Montclair State University) http://www.montclair.edu/Pages/CRC/Bibliographies/CriticalThinking.html ECAC World Wide Web Sites Electronic Communication Across the Curriculum http://www.tc.cc.va.us/faculty/tcreisd/projects/ecac/ecacsite.htm

29. Using Internet Primary Sources To Teach Critical Thinking Skills In Government, 025.063 Sh692u Shiveley, James M. Using Internet primary sources to teach criticalthinking skills in government, economics, and contemporary world issues. http://gateway.library.uiuc.edu/lsx/books/Dec01/shiveley.htm

025.063 Sh692u Shiveley, James M. Using Internet primary sources to teach critical thinking skills in government, economics, and contemporary world issues. Westport, Conn. : Greenwood Press, c2001. Recent Acquisitions List December 1-31, 2001 Return to Library and Information Science Library

30. TEACHER NEWSMAGAZINE: Teach Critical Thinking Through Historical P[roblem Solvin teach critical thinking through historical problem solving. by LindaClode. The seeds of the most horrific crimes of the 20th century http://www.bctf.ca/ezine/archive/1998-09/support/TeachCritical.html

Teach critical thinking through historical problem solving by Linda Clode T Maus can be used in conjunction with many facets of the curriculum including English (memoir, narrative) and the visual arts. However, if students are to see the connections between behaviour today and events of the past, then creative problem solving in an historical context, or historical problem solving, is a particularly strong option. This key difference between historical problem solving and the other two processes involves the analysis of the actual results of decision taken rather than the speculation as to what those results might be. Using their critical thinking skills of analysis, synthesis, and evaluation, students can propose alternative solutions to the decisions made in the past. Applying problem solving to history encourages students to see the importance of careful consideration of the problems facing the nations and to come to the realization that consequences of any decision are inevitable. Students can then make the link from what was (Germany in the 1930s) to what is (rising incidents of hate crimes in British Columbia) to what could be (legislation to control freedom of assembly? censorship? citizen involvement? community intervention? programs to identify and address bullies in schools?), and appropriate plans of action can be devised. An analysis of what makes a good society is integral to the study. Information gleaned from a thorough understanding of the past allows students to propose alternative scenarios of what could have been done in the past as well as what might be done in the future. Students hone their thinking skills anchored in the reality of the past with the hope of positively affecting the future. Maus provides an excellent vehicle by which to do that thinking.

31. EdSTAR Minnesota > Curricular And Instructional Issues > Essays Start Write and Speak Curricular and Instructional Issues How CanWe teach critical thinking? How Can We teach critical thinking? http://edstar.ncrel.org/mn/ViewEssay.asp?IssueID=39&EssayID=94

32. EdSTAR Minnesota > Curricular And Instructional Issues - Read, Listen, View > Es Start Read, Listen, View Curricular and Instructional Issues Read, Listen, ViewHow Can We teach critical thinking? How Can We teach critical thinking? http://edstar.ncrel.org/mn/ViewEssay.asp?IssueID=46&EssayID=94

33. Greenwood Publishing Group I1 Using Internet Primary Sources to teach critical thinking Skills in History By KathleenW. Craver School Librarianship, Greenwood Professional Guides in (ISSN http://info.greenwood.com/books/0313307/0313307490.html

34. Greenwood Publishing Group I1 Using Internet Primary Sources to teach critical thinking Skills in GeographyBy Martha B. Sharma and Gary S. Elbow School Librarianship, Greenwood http://info.greenwood.com/books/0313308/0313308993.html

35. Main Text.html existing lessons in order to incorporate critical thinking strategies more; Engagethe students in thinking deeply about for their own learning; teach students to http://www.accessexcellence.org/21st/TL/buchanan/

Integrating Critical Thinking Skills Into the Classroom WARNING: Use links with *** at your own risk. They take you to web pages OFF this site which crash some machines. By Anne Buchanan Introduction "WHAT IS CRITICAL THINKING?" The term "Critical Thinking" is intimidating! It is often perceived as an esoteric exercise of the mind, an intangible pursuit, reserved for the likes of Socrates, Aristotle and Einstein. However, for me, critical thinking is best defined simply as "what you generate, you know." Only those who can reconceptualize content for themselves have truly learned it. Critical thinking is not just one more thing you tack on to your Science curriculum. It is the fundamental approach you use to address that curriculum. Critical thinking is disciplined, self-directed thinking. It requires thinking about your thinking while you are thinking in order to make your thinking more clear, more accurate and more defensible. Indeed, scientists do this already every time they use the scientific method. They ask questions, gather and assess relevant information, come to well-reasoned conclusions/solutions, and they communicate effectively when they write up results. The traits of a good scientist ARE the traits of a well-cultivated critical thinker. The ultimate goal of using critical thinking instruction in a science course is to get students to think like a scientist thinks.

36. In Search Of Real Science critical thinking skills like hypothesizing, interpreting data, and making inferencescan be best developed. Experimental biology is the ideal place to teach http://www.accessexcellence.org/21st/TL/filson/

In Search Of . . . . Real Science by Richard Filson The Student Concept Of What Is Science When kids take their first science class in school, they think that every lab activity is an experiment. This notion is far from the truth. I maintain that an experiment is an investigation in which the experimenter attempts to test a hypothesis . We do lots of other things besides experiments such as demonstrations, replication exercises, and descriptive science. Descriptive labs and replications are all too common in textbooks. Descriptive science can be legitimate science so long as observations are made and relationships are inferred by the student. A major theme of biology, form and function is often taught this way. Replication exercises usually short change the student by depriving them of the opportunity of discovery learning. This not real science. Rather than start by asking students a general question, a replication lab will follow a thorough textbook discussion of a phenomenon. Diffusion and osmosis are usually explained before students do the lab. The lab is simply replicated to illustrate the process or to reinforce understanding. This is tell and show. Students have the answer they think you want them to know. Where is the scientific thinking? Real Science Is . . .

37. Critical Thinking Santa Rosa, CA Foundation for critical thinking, 475485. Perkins, DN (1987). Knowledge as design teach thinking through content, in JB Baron and RJ http://omega.cc.umb.edu/~ptaylor/601-99.html

Critical Thinking CrCrTh601 Spring 1999 Arthur Millman Philosophy Department millmanab@aol.com Wheatley 5th flr 000.10 Office Hours: TuTh2.30-3.30, Tu 5.30-6.30 Peter Taylor peter.taylor@umb.edu Wheatley 2nd flr 143.09 Office/Phone Conference Hours: M 2.30-3.30, Tu 4.15-6.15 Class Time: Tu 6.45-9.30 Website: http://omega.cc.umb.edu/~ptaylor/601-99.html General email: Emails sent to PT with "for CCT601" in the subject line will be forwarded to all in the course. Course description This course explores issues about the nature and techniques of critical thought, viewed as a way of thinking aimed at minimizing error and irrationality in our beliefs and attitudes. We explore multiple perspectives, placing established facts, theories, and practices in tension with alternatives to see how things could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and judging, and the production of knowledge in its social context are considered. Special attention is given to translating what is learned into strategies, materials, and interventions for use in students' own educational and professional settings. Sections to follow Course Goals Assessment and Requirements Texts and Materials Schedule of classes ... Before, during and after classCritical thinking about course readings and discussions

38. Critical And Creative Thinking -- University Of Massachusetts, Boston Web A critical and Creative Approach to enhancing Student Writing Writing Essayson Advertisements to teach critical and Creative thinking critical thinking in http://omega.cc.umb.edu/~cct/abstracts-TOC.html

Abstracts for Theses and Syntheses from the Graduate Program in Critical and Creative Thinking at the University of Massachusetts Boston Some of the abstracts since 2000 have links to the full texts of the syn/theses. See also summary of subject areas for past syn/theses, 1980- Apologies for incomplete info. Email notice of glitches to cct@umb.edu 1. To search for a general term, use this search box. 2. If you know the student's last name, say, Dewey, change the end of the URL above from abstracts-TOC.html to abstracts.html#Dewey 3. To browse titles (linked to abstracts)by primary subject, select from the list to follow: .ART Artistic and Musical Production .COM .COR Corporate and Workplace .CTY Community Settings .CUL Culture .DIV Diversity and Race .ELE Elementary Education .ENV Environmental Studies .FRP Facilitating Reflective Practice and Group Processes .GEN Gender, Women .GOV Government Agencies; about Government .INT International and Foreign .LAN Language .LRN Learning Styles, Learning Theory and Cognitive Styles .MED Medical Settings, Health

39. GSU Master Teacher Program On Critical Thinking We recommend two approaches to teach problem solving skills. First, embed theabove problem solving and critical thinking modules across the curriculum. http://www.gsu.edu/~dschjb/wwwcrit.html

GSU Master Teacher Program: On Critical Thinking This file briefly discusses (1) what is critical thinking, (2) general principles for teaching students to achieve the critical thinking level, (3) achieving critical thinking through the interactive lecture, (4) effective cooperative group characteristics, (5) a literature review of the effectiveness of cooperative groups, (6) the forming and norming of cooperative groups, and (7) group activities that encourage critical thinking. What is Critical Thinking? In his book How We Think , John Dewey defined critical thinking as "reflective thought"-to suspend judgment, maintain a healthy skepticism, and exercise an open mind. These three activities called for the active, persistent, and careful consideration of any belief in light of the ground that supports it. Dewey's definition suggests that critical thinking has both an intellectual and an emotional component. Thus we view critical thinking as the intellectual and emotional ability to go beyond the known without "falling to pieces". Students must be taught to examine, poke, question, and reflect on what they have learned. Skepticism, questioning, and reflection are essential. Examine a problem, find a solution, think about why you were or were not successful, and learn from your successes and failures. In summary, critical thinking involves students in doing things (probing, questioning, etc.) and thinking about the things they are doing (reflecting, evaluating teacher feedback, etc.).

40. Wired News: The Magical Media Tour A San Francisco school bus hits the road to teach kids critical thinking skills and improve their understanding of new media. Katie Dean reports from San Francisco. Wired News http://www.wired.com/news/culture/0,1284,21316,00.html

Welcome to Wired News. Skip directly to: Search Box Section Navigation Content Search: Wired News Animations Wired Magazine HotBot (the Web) The Magical Media Tour Page 1 of 1 11:30 AM Aug. 18, 1999 PT SAN FRANCISCO Kids suffer information overload, just like their parents. It's an era of intense media saturation from the Internet, 24-hour TV channels, and multimillion-dollar ad campaigns. Now, a new program invites them to hop aboard a souped-up school bus and learn to make sense of the media and its confusing, often conflicting messages. Story Tools Today's Top 5 Stories RIAA Hits Students Where It Hurts Plants: New Anti-Terror Weapon? Internet Phone Calls Stymie FBI See also: The Kids Are All Right On Tuesday, the bus known as the Media Mobile launched its year-long tour at South Park, in the heart of San Francisco's Multimedia Gulch. Offering programs that last from a single day up to 17 weeks, the bus will circulate among Bay Area communities before traveling to the Pacific Northwest. "[We're providing] thinking skills and tools so [kids] can understand the deluge of information that surrounds them every day," said Elana Yonah Rosen, the executive director and cofounder of the nonprofit Just Think Foundation , which created the Media Mobile in conjunction with BayKids.

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