This is a discussion designed in Canvas to help critical thinking students apply their knowledge of argumentation and syllogisms.
International students are often unaccustomed to the American focus on critical thinking in the classroom. One of the most useful ways to introduce these students to the idea is via reflective practice. If we can help students reflect on a lesson or an experience, it opens an avenue to them to engage with their own thoughts on the topic presented and then be open to the ideas of classmates the teacher guides the process of creating knowledge together in the classroom. While the students are engaged in flexing the "muscle" of reflective practice, they are also being exposed to the action of thiking critically so they can reproduce the experience on their own going forward.
Social media has become an increasingly popular and convenient platform in recent years. However, it has also given rise to opinions often perceived as factual and reliable, despite being misleading or false. According to two studies conducted by the Pew Research Center, in 2018, 14% of social media users claimed to have changed their views due to the content they saw on social media. This percentage increased to 23% in 2020, representing a significant surge of 60%.
This collection uses primary sources to explore cross-cultural conflicts during the Colonial period of US History. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
This collection uses primary sources to explore Arthur Miller's The Crucible. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
The limited series of podcasts including downloadable documents are meant for teachers teaching internally displaced learners 13 to 19 years of age. The modules titled Education and Employment, Health and Wellness, Preserving Environment and Self-employment make the teachers aware of skills in demand, employment avenues, and strategies that can be adopted by teachers. You can listen to the episodes on OER Commons, Spotify, Apple, Google, and Stitcher.
A checklist used by teachers to assess elementary students’ decision making skills.
Learn more about the decision making process, and how you can make informed decisions. Footage: pexels.com
Learn more about the decision making process, and how you can make informed decisions.
Footage: pexels.com
Learn more about the decision making process, and how you can make informed decisions. Footage: pexels.com
Learn more about the decision making process, and how you can make informed decisions. Footage: pexels.com
Learn more about the decision making process, and how you can make informed decisions. Footage: pexels.com
This collection uses primary sources to explore the Declaration of the Rights of Man and of the Citizen. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
"That's my position and I'm sticking to it!" After reading about the Korean War, students will take a position in response to an open-ended question, support their position, and evaluate that support.
This course introduces students to the writing process as a means of developing ideas into clear, correct, and effective writing.
Why is it important that students be careful what is posted for everyone to see? Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).
In this problem-based learning module, students will investigate why is it important that students be careful what is posted for everyone to see. Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).
The Discussion Cards consist of powerful questions organized by subject area to get students thinking and talking about text. They are also translated into multiple languages.
In this assignment, a group of four to five students will select one country that has been ranked in the World Development Indicators of the World Bank, the Human Development Indicators of the United Nations Development Program, and the Happy Planet Indicator of the New Economic Foundation. Using the selected country's political, social, and economic statistics, each group will assess the methodology and validity of the measurements of WDI, HDI, and HPI indicators for the country. Students will compare and contrast the measurement methods, analyze the strengths and weaknesses of each indicator, and propose recommendations to improve these indicators.
This lab introduces basic chemistry concepts in molecular interactions, measurements, prediction, and critical thinking.