Critical thinking as a journey ( a youtube)

This 44-minute youtube is a practice run of an interactive lecture, designed to explore the implications of defining critical thinking as understanding ideas and practices better by holding them in tension with alternatives and of viewing each student’s development as a journey. Audience members will leave with their own short checklist of tools and processes to put into practice, including ways of assessing their professional development as teachers of critical thinking. (Sources and extensions)

Innovations in online education that expand access

This post summarizes a set of my innovations in online education that may be grouped under the umbrella of expanding access—expanding the range of influences on the students’ learning and expanding access to the learning materials from courses. Read more of this post

We Know More Than We Are, At First, Prepared To Acknowledge

We Know More Than We Are, At First, Prepared To Acknowledge: Journeying to Develop Critical Thinking, a paper from 2002, is now available at http://scholarworks.umb.edu/cct_ccrp/1/. Read more of this post

Learning as if schools did not matter, but gender & racial subordination was always to be challenged

Through a Rapid PBL activity (2 hours) students and instructors in a graduate course created their own ‘briefings’ “to help you and others when you teach learn and get support to move in the direction of more feminist pedagogy, especially around science.” Here is mine (which I now want to rethink so its has a clearer grounding in feminism). Read more of this post

Connecting-Probing-Reflecting Spaces: The New England Workshop on Science and Social Change (NewSSC)

Originally posted on Intersecting Processes:

This post is my submission for a new form of presentation at its next conference of the Society for Social Studies of Science:

The STS [*] Making and Doing initiative aims at encouraging 4S members to share scholarly practices of participation, engagement, and intervention in their fields of study. It highlights scholarly practices for producing and expressing STS knowledge and expertise that extend beyond the academic paper or book. By increasing the extent to which 4S members learn from one another about practices they have developed and enacted, the initiative seeks to improve the effectiveness and influence of STS scholarship beyond the field and/or to expand the modes of STS knowledge production. [* STS = science and technology studies]

View original 531 more words

Direct vs. indirect pathways of learning

My graduate courses use simple but unfamiliar requirements and processes, which leads to a period of getting adjusted and sometimes hesitation or resistance. This post reflects on that. Read more of this post

An indirect approach to promoting critical thinking

Instead of asking a person to defend their thinking–to examine their evidence, assumptions, and reasoning–or put it under the spotlight–how does the idea/practice look like from this angle, that angle…?–the following process shifts the focus to helping the person shape inquiry. Read more of this post

Follow

Get every new post delivered to your Inbox.

Join 166 other followers