Practical Knowledge

2017 ◽  
Author(s):  
Stephen M. Kosslyn
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Core Competencies ◽  
Effective Communication ◽  
Learning Objectives ◽  
Habits Of Mind ◽  
Cognitive Tool ◽  
Effective Interactions ◽  
Changing World

A common critique of universities is that they do not adequately prepare most students for life after graduation. In response to this critique, Minerva has focused its curriculum on “practical knowledge.” Practical knowledge consists of skills and information that one can use to achieve one’s own goals; practical knowledge allows one to adapt to a changing world, succeeding at jobs that may not even exist yet. To provide students with a broad and powerful “cognitive tool kit” to help them achieve their goals, we identified four core competencies, namely critical thinking, creative thinking, effective communication and effective interactions. Each of these competencies has distinct aspects, which in turn are carried out by collections of “habits of mind” and “foundational concepts.” This chapter reviews the rationale for this approach and provides detailed examples of a set of well-defined learning objectives.

Building the Intentional University

2017 ◽  
Author(s):  
Bob Kerrey
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Core Competencies ◽  
Effective Interaction ◽  
First Century ◽  
Cognitive Tools ◽  
Curriculum And Pedagogy ◽  
Novel Technology ◽  
The World

Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on “practical knowledge” (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.

scholarly journals PERKEMBANGAN HABITS OF MIND MAHASISWA SELAMA MENGIKUTI PERKULIAHAN KEANEKARAGAMAN TUMBUHAN DENGAN PROGRAM PEMBELAJARAN INKUIRI BERORIENTASI ENTREPRENEURSHIP

2019 ◽  
Vol 4 (2) ◽  
pp. 120
Author(s):  
Muhammad Syaipul Hayat ◽  
Nuryani Y. Rustaman ◽  
Adi Rahmat ◽  
Sri Redjeki
Keyword(s):  
Critical Thinking ◽  
Lifelong Learning ◽  
Creative Thinking ◽  
Self Regulation ◽  
Habits Of Mind

Pembelajaran biologi harus mampu bertransformasi tidak hanya sekedar menjadikan konten biologi sebagai pengetahuan, akan tetapi mampu mengoptimalkan potensi dari konten tersebut untuk dimanfaatkan dalam kehidupan dunia nyata. Untuk mengakomodasi tujuan tersebut pembelajaran harus berorientasi pada masa yang akan datang secara berkelanjutan (lifelong learning). Oleh karenanya, pada makalah ini penulis mengkaji hasil penelitian tentang perkembangan lifelong learning mahasiswa, khususnya Habits of mind selama mengikuti perkuliahan Keanekaragaman Tumbuhan dengan program pembelajaran inkuiri berorientasi entrepreneurship. Penelitian ini dilakukan pada mahasiswa semester V Program Studi Pendidikan Biologi di salah satu LPTK di Jawa Tengah, dengan jumlah sampel 31 orang. Data dijaring dengan menggunakan kuesioner dan lembar observasi dalam bentuk rubrik Habits of mind yang diadaptasi dari framework lifelong learning Marzano. Ada delapan item pada rubrik tersebut yang merepresentasikan data tentang Habits of mind yang terdiri dari tiga aspek, yaitu: self regulation, critical thinking, dan creative thinking. Hasil penelitian menunjukkan bahwa skor rata-rata Habits of mind mahasiswa mengalami perkembangan, yaitu data yang dihimpun sebelum diberikan program adalah 2,68; dan data setelah diberikan program adalah 3,28 dari skor total 4,00. Data tersebut diperkuat dengan hasil temuan pada kegiatan observasi selama proses pembelajaran. Secara rata-rata Habits of mind mahasiswa berdasarkan hasil observasi menunjukkan perkembangan pada setiap tahapnya, yaitu tahap I (2,23), tahap II (2,58), tahap III (3,18), dan tahap IV (3,55). Demikian juga dengan data perkembangan Habits of mind yang ditunjukkan pada setiap aspeknya, ketiga aspek menunjukkan perkembangan secara signifikan. Dengan demikian dapat disimpulkan bahwa program pembelajaran inkuiri berorientasi entrepreneurship yang diterapkan pada mata kuliah Keanekaragaman Tumbuhan dapat mengembangkan Habits of mind mahasiswa dengan baik.Keywords: habits of mind, inkuiri, entrepreneurship, keanekaragaman tumbuhan

A New Look at General Education

2017 ◽  
Author(s):  
Joshua Fost
Keyword(s):  
Higher Education ◽  
General Education ◽  
Creative Thinking ◽  
Core Competencies ◽  
Learning Objectives ◽  
Course Development ◽  
Teaching Program ◽  
Freshman Seminars ◽  
Education Model ◽  
The University

I summarize our general education model, compare it with other popular approaches, and discuss our approach to common challenges. All students complete the same four freshman seminars; each lasts the year and is fully active: no lectures. Approximately 115 learning objectives span four core competencies: critical and creative thinking and effective communication and interaction. This model differs from the four dominant models found in ~290 representative institutions of higher education. We avoided many challenges by building our plans into the foundations of the university from its inception, using a highly diverse team-based course development and teaching program, and continuing assessment on the learning objectives throughout all four years.

scholarly journals The Impact of IMPACT: How instruction in critical thinking has a beneficial impact on standardised test performance

2021 ◽  
Author(s):  
Peter Ellerton
Keyword(s):  
Critical Thinking ◽  
Test Performance ◽  
Creative Thinking ◽  
Explicit Instruction ◽  
Core Competencies ◽  
Pedagogical Practices ◽  
Educational Systems ◽  
Domain Specific Knowledge ◽  
Standardised Testing ◽  
The Impact

Critical and creative thinking are fundamental 21st century skills and ‘general capabilities’ or ‘core competencies’ of many educational systems around the world, and yet there is much confusion and indeed some doubt about whether explicit instruction in critical thinking is either necessary or desirable. Standardised testing, meanwhile, is under fire for encouraging teachers to ‘teach to the test’ in a way that, for many teachers, undermines their capacity to create opportunities for students to engage in critical and creative learning. This study, based on an examination of standardised test (NAPLAN) performance data from students enrolled in courses dedicated to the teaching of critical thinking through the Queensland Government Department of Education’s IMPACT Centre shows that explicit instruction in critical thinking is correlated with significant relative gains when those students are compared with students whose exposure to critical thinking was secondary to domain-specific knowledge. This promises (a) to provide reasons for thinking that explicit instruction in critical thinking is beneficial for students in supporting the core areas of the curriculum measured within standardised tests, and (b) to provide an antidote to the idea that the existence of standardised testing militates against inquiry-based, critical thinking pedagogical practices.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

Development and Initial Validation of a Project-Based Rubric to Assess the Systems-Based Practice Competency of Residents in the Clinical Chemistry Rotation of a Pathology Residency

2014 ◽  
Vol 138 (6) ◽  
pp. 809-813
Author(s):  
Carolyn R. Vitek ◽  
Jane C. Dale ◽  
Henry A. Homburger ◽  
Sandra C. Bryant ◽  
Amy K. Saenger ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Interrater Reliability ◽  
Clinical Chemistry ◽  
Core Competencies ◽  
Intraclass Correlation ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Thinking Skills ◽  
Project Evaluation ◽  
Critical Thinking Skills

Context.— Systems-based practice (SBP) is 1 of 6 core competencies required in all resident training programs accredited by the Accreditation Council for Graduate Medical Education. Reliable methods of assessing resident competency in SBP have not been described in the medical literature. Objective.— To develop and validate an analytic grading rubric to assess pathology residents' analyses of SBP problems in clinical chemistry. Design.— Residents were assigned an SBP project based upon unmet clinical needs in the clinical chemistry laboratories. Using an iterative method, we created an analytic grading rubric based on critical thinking principles. Four faculty raters used the SBP project evaluation rubric to independently grade 11 residents' projects during their clinical chemistry rotations. Interrater reliability and Cronbach α were calculated to determine the reliability and validity of the rubric. Project mean scores and range were also assessed to determine whether the rubric differentiated resident critical thinking skills related to the SBP projects. Results.— Overall project scores ranged from 6.56 to 16.50 out of a possible 20 points. Cronbach α ranged from 0.91 to 0.96, indicating that the 4 rubric categories were internally consistent without significant overlap. Intraclass correlation coefficients ranged from 0.63 to 0.81, indicating moderate to strong interrater reliability. Conclusions.— We report development and statistical analysis of a novel SBP project evaluation rubric. The results indicate the rubric can be used to reliably assess pathology residents' critical thinking skills in SBP.

scholarly journals Engaging general population: Vaccine confidence, communication and mandatory law

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
P L Lopalco
Keyword(s):  
Public Health ◽  
General Population ◽  
Core Competencies ◽  
Rapid Evolution ◽  
Effective Communication ◽  
Communication Strategy ◽  
Vaccine Uptake ◽  
Public Health Decision ◽  
Novel Technologies ◽  
Vaccine Confidence

Abstract Hesitancy is defined as the reluctance or refusal to be vaccinated even in case of vaccine availability and is included by the WHO among the top ten threats to global health. Vaccine confidence is an essential component of the hesitancy. Fear of adverse events and lack of trust in vaccine efficacy discourage the public and drive them toward the choice of refusal. Misinformation and lack of effective communication strategies may seriously jeopardize vaccination programmes. Providing effective communication requires specific competencies that often are not part of the common core competencies of those involved in vaccination programmes. In particular, the rapid evolution of the communication environment due to novel technologies makes the task even more difficult. The general population in order to comply with the official vaccine recommendation throughout the life course is therefore a complex task. In the presence of worrying signals of lack of vaccine confidence, public health decision can be driven by emergency decisions rather than investing in mid-terms communication programmes. Vaccination mandates are public health measures that are proven to be effective in increasing vaccine uptake. Increasing anti-vaccine sentiment may be a potential negative trade-off. For this reason, the introduction of vaccination mandates should be combined with a structured communication strategy. In addition, vaccine sentiment should be actively monitored when any change in vaccine offer policy is implemented.

The Role of Education Colleges in Yemeni Universities to Develop Twenty-First Century Skills among Students

2021 ◽  
Vol 14 (47) ◽  
pp. 103-130
Author(s):  
عبد الغني أحمد علي الحاوري ◽  
محمد عبد الله حسن حميد
Keyword(s):  
Creative Thinking ◽  
Effective Communication ◽  
First Century ◽  
Self Management ◽  
Colleges Of Education ◽  
Use Of Technology ◽  
Study Results ◽  
Twenty First Century ◽  
Twenty First Century Skills

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah.  The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention.  The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology. Keywords: role, education college, skills, twenty-first century, Yemeni universities.

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