scholarly journals Reflective Writing as an Assessment for Student Analysis and Synthesis Ability in a Landscape Design Course

2010 ◽  
Vol 20 (4) ◽  
pp. 668-671 ◽  
Author(s):  
Ann Marie VanDerZanden
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Thinking Skills ◽  
Landscape Design ◽  
Reflective Writing ◽  
Writing Assignments ◽  
Practical Applications ◽  
Analysis And Synthesis

Horticulture graduates entering the field of landscape design and installation must be able to integrate technical skills with practical applications. This requires higher-order thinking skills such as critical thinking, which can be practiced through various teaching and learning strategies in an undergraduate curriculum. The objective of this project was to develop a series of three reflective writing assignments in a landscape design course to help students improve their critical thinking skills of analysis and synthesis. Scores on an 18-point quiz question for 110 students enrolled in Beginning Garden Composition (HORT 380) from 2005 to 2009 were compared. The comparison was between 2 years when the reflective writing assignments were not part of the course and 3 years when the assignments were included in the course. Quiz scores increased significantly for the students who completed the reflective writing assignments (average of 16.2 out of 18) compared with students who did not complete the assignments as part of the course (average 10.2 out of 18).

Cultivating Critical Thinking Skills in Online Course Environments

2019 ◽  
Vol 9 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Curtis L Todd ◽  
Kokila Ravi ◽  
Kenja McCray
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Course ◽  
Higher Order Thinking Skills ◽  
Practical Applications ◽  
Effective Teaching And Learning

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

Cultivating Critical Thinking Skills in Online Course Environments

2021 ◽  
pp. 837-858
Author(s):  
Curtis L Todd ◽  
Kokila Ravi ◽  
Kenja McCray
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Course ◽  
Higher Order Thinking Skills ◽  
Practical Applications ◽  
Effective Teaching And Learning

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

Developing Pre-Service Teachers' Critical Thinking and Assessment Skills With Reflective Writing

2019 ◽  
pp. 146-173
Author(s):  
Tracey S. Hodges ◽  
Chyllis E. Scott ◽  
Erin K. Washburn ◽  
Sharon D. Matthews ◽  
Carly Gould
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Reflective Writing ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Writing Assignments ◽  
Literacy Interventions ◽  
Assessment Skills ◽  
Small Group Reading

Teacher education programs are implementing more reflection into their coursework to better prepare future teachers to think critically in their classrooms. In this multiple-participant case study, the researchers analyze nine PSTs from two different teacher preparation programs. All PSTs participated in one-on-one or small group reading interventions with young children and conducted a series of assessments and intervention lessons over one semester. At the same time, the PSTs took a course focused on reading assessment and intervention. Through the course, PSTs reflected on their intervention practices, student growth, instructional strengths and weaknesses, and additional concerns that could arise during the sessions through the use of reflective writing assignments. Through learning about literacy assessments and conducting literacy interventions and tutoring, PSTs practiced and enhanced their critical thinking skills.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

VALIDITY OF LEARNING TOOLS TO MEASURE CRITICAL THINKING SKILLS OF MADRASAH TSANAWIYAH STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 35-44
Author(s):  
Nurul Hidayati ◽  
Elly Yustina ◽  
Sri Hendra Suryani ◽  
Juli Eka Nugraheni
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Learning Models ◽  
Teaching Process ◽  
Validation Criteria ◽  
Final Score ◽  
The Subject

The success of a teaching process cannot be separated from the learning tools used, one of the requirements is that the learning tools must be valid. The success of a teaching process is measured by the extent to which students can master the subject matter presented by the teacher. A learning model is needed that can make it easier to develop critical thinking skills so that a truly valid learning tool is obtained to measure the potential and skills that exist in students. Among the learning models that emphasize the process of seeking and finding is the inquiry model. This study aims to prepare in measuring critical thinking skills of Madrasah Tsanawiyah students. The Learning Toolkit has been validated by 3 experts and will then be averaged to find the final score. The values obtained will be entered into the validation criteria table based on the validation criteria table and the results are that the tools made are very valid and can be used in the teaching and learning process because previously the tools made have been revised several times. Keywords: validity, learning tools, critical thinking skills AbstrakKeberhasilan suatu proses pengajaran tidak terlepas dari perangkat pembelajaran yang digunakan, salah satu persyaratan adalah perangkat pembelajaran harus valid. Keberhasilan suatu proses pengajaran diukur dari sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Diperlukan suatu model pembelajaran yang dapat memudahkan dalam mengembangkan perangkat keterampilan berpikir kritis sehingga didapatkan suatu perangkat pembelajaran yang benar-benar valid untuk mengukur potensi dan keterampilan yang ada pada diri siswa. Diantara model pembelajaran yang menekankan kepada proses mencari dan menemukan adalah model inkuiri. Penelitian ini bertujuan untuk mempersiapkan dalam mengukur keterampilan berpikir kritis siswa Madrasasah Tsanawiyah. Perangkat Pembelajaran sudah divalidasi oleh 3 orang ahli kemudian akan dirata-ratakan untuk mencari nilai akhir. Nilai yang didapat akan dimasukkan ke dalam tabel kriteria validasi diberdasarkan tabel kriteria validasi dan hasilnya perangkat yang dibuat termasuk sangat valid dan dapat digunakan dalam proses belajar mengajar karena sebelumnya perangkat yang dibuat sudah dilakukan beberapa kali revisi.  Kata kunci: kevalidan, perangkat pembelajaran, keterampilan berpikir kritis

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

Empirical Representations in Multimedia Materials

2005 ◽  
pp. 158-183 ◽  
Author(s):  
Paul Kawachi
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Transactional Distance ◽  
Learning Contexts

A multimedia construct for learning based on the Theory of Transactional Distance has been developed consisting of four stages of decreasing transactional distance. This model has been applied in various teaching and learning contexts, on- and off-line, and its validation was investigated. Results confirmed in practice the four distinct sequential stages. Difficulties were discovered in navigating through the collaborative second and third stages, consistent with findings from related studies on acquiring critical thinking skills. Specific areas for attention were identified to promote learning using multimedia.

Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies

2012 ◽  
Vol 2 (2) ◽  
pp. 24-33 ◽  
Author(s):  
Ioanna Dionysiou ◽  
Despo Ktoridou
Keyword(s):  
Computer Security ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Independent Learning ◽  
Underlying Structure ◽  
Security Education ◽  
Dynamic Content ◽  
Digital Era

Constant risk to the confidentiality, integrity and the availability of information in our everyday lives and work has increased the need for responsible use and handling of information. Security education is becoming an integral part of any undergraduate curriculum in computer science and information systems. The evolving role of security in this digital era makes it nontrivial to decide the appropriate topics that need to be covered during the course duration in a way that all aspects of security deployment are examined. The only approach to this challenge is to use student-oriented learning strategies to encourage the students not only to recognize relationships between concepts and comprehend the underlying structure of what is being learned but also expose them to methods where they are responsible for their own independent learning. The current study examines the experiences gained in COMP-431 Computer Security, a senior-level undergraduate computer security course using such methods, with an emphasis on the students’ reactions, perceptions, and experiences as well as the educator’s role in the teaching and learning process.

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