| Description |
48 pages : color illustrations ; 21 cm. |
| Series |
Thinker's guide series
|
|
Thinker's guide series.
|
| Note |
Cover title. |
|
"Based on Critical thinking concepts & principles." |
|
"A Companion To: A miniature guide on how to study and learn, A miniature guide to active and cooperative learning, A miniature guide to critical thinking." |
| Contents |
Recommended design features. Design instruction so that on a typical day students take ownership of the content through guided activities involving reading, writing, speaking, and listening -- Teach students how to assess their reading -- Teach students how to assess their writing -- Teach students how to assess their speaking -- Teach students how to assess their listening -- Design tests with the improvement of student thinking in mind -- Make the course work intensive for the students (but not for you) -- Use engaged lecture, when you do lecture -- Require an intellectual journal (when it is relevant to your class) -- Orientation (first few days). Give students a thorough orientation to the course -- Develop a syllabus that highlights your expectations for the students -- Give students grade profiles -- Use a "student understanding" form -- Explain to the students, when orienting them to the class, what will happen on a typical class day (and why) -- Explain the key concept of the course explicitly during the first couple of class meetings -- Discuss class time as a time in which the students will practice thinking (within the content) using the fundamental concepts and principles of the field -- Make the point that the content of the course is a system of interconnected ideas -- Present yourself as a coach (who designs activities that enable students to learn) -- Discuss the textbook as a product of the thinking of the author -- Daily emphases. Encourage students to think about their thinking, and model how you want them to do this -- Encourage students to think of content as a form of thinking -- Relate content whenever possible to issues and problems and practical situations in the lives of the students -- Target common student disabilities using specific strategies for that end -- Use tactics that encourage active learning -- Routinely ask questions that probe student understanding of the content -- Model skilled thinking for your students -- Cultivate important intellectual traits in instruction -- Bring intellectual standards into daily use -- Have students role play ideas other than their own -- Systematically question students using a Socratic approach -- Summarize the ideas in this guide to make the whole more intelligible. |
| Subject |
Learning.
|
|
Learning. |
|
Critical thinking.
|
|
Critical thinking. |
|
College teaching.
|
|
College teaching. |
|
Education, Higher.
|
|
Education, Higher. |
| Added Author |
Elder, Linda, 1962-
|
|
Paul, Richard.
Miniature guide for students on how to study & learn a discipline using critical concepts & tools.
|
|
Hiler, Wesley.
Miniature guide for those who teach on practical ways to promote active & cooperative learning.
|
|
Paul, Richard.
Miniature guide to critical thinking.
|
|
Foundation for Critical Thinking.
|
| Added Title |
How to improve student learning |
| Running Title |
Miniature guide on how to improve student learning |
| ISBN |
0944583121 |
|
9780944583128 |
|
