Pillar powerpoint

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21 st Century Education Critical Thinking By Sarah Goddard, Mackenzie Smith, and Walker Bennett

Transcript of Pillar powerpoint

21st Century Education

Critical ThinkingBy Sarah Goddard, Mackenzie Smith, and

Walker Bennett

Definition

• From criticalthinking.org: “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.”

Importance

• Critical thinking comes from life experience and it changes the way we think about everything

• Life experiences change our views, values, goals, and the way we approach answering any question. What a person individually deals with throughout life can alter critical thinking and improving education

• Critical thinking also changes our future life experiences whether it be in furthering our education, or in the workplace.

• Shift from the private/reflective thinking, to the social exploration of ideas via brainstorming, questioning, and exchanging of ideas

How it Applies to 21st Century Education

• In the 21st century, there’s greater access to information and more resources to be utilized than ever before

• Communication tools have never been more efficient or accessible than they are now

• More and more jobs are requiring critical thinking to even get a position in the work field, thus its importance in the classroom has never been greater

• With growing access to technology and knowledge of how to use it, it’s important that critical thinking be paired with technology to better engage the student and prepare them for college and the work force where they’ll be asked to utilize both

Application with Technology• Youtube & Storytelling could be used to promote the pillar of Critical Thinking. For the

Critical Thinking lesson, the teacher fabricated a court case (or researched a court case) in explicit detail that could easily go both ways: guilty or not guilty.

• Counted off either 1 or 2 to prove the defendant guilty or not guilty. Each student must analyze and evaluate the information that was given (person of interest’s statement, witness(s) statements, evidence, ect.) to them and find 6 key points to support their verdict.

• Each student will then make one of the three video choices: 1. the student may create a “storytelling” video where he or she will record him or herself presenting their close reading, 6 key points, and verdict as either the prosecutor or defense attorney, or 2. the student may record him or herself talking about their close reading, 6 key points, and verdict then place that recording over a slideshow of photos or images that relate to the case, or 3. the student may create an animated story (or cartoon) of the case that shows their close reading, 6 key points, and verdict.

• All three videos require the same information, but cater to different people. Students who aren’t extremely confident with technology but are confident with themselves may choose video one. Students who are self-conscious and have some knowledge about technology may choose video two. Students who are extremely familiar with technology and are excited to incorporate in may choose video 3.

Works Cited

• "Defining Critical Thinking." The Critical Thinking Community. Foundation for Critical Thinking, n.d. Web. 23 Apr. 2015.

• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education 15(1) 7-23.

• Facione, P. (1990, January 1). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. Retrieved from http://files.eric.ed.gov/fulltext/ED315423.pdf