Posted on November 30, by Scott Alexander [epistemic status: My bias is against the current college system doing much good. I have tried not to be bogged down by this bias, but take it into account when reading my interpretations below.
Costa and Bena Kallick Chapter Learning Through Reflection by Arthur L. Costa and Bena Kallick A defining condition of being human is that we have to understand the meaning of our experience. We also view these happenings simply as the experiences they are, not as opportunities for learning.
Instead, we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection. Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning.
We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others. Reflection involves linking a current experience to previous learnings a process called scaffolding.
Reflection also involves drawing forth cognitive and emotional information from several sources: To reflect, we must act upon and process the information, synthesizing and evaluating the data. In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something.
Valuing Reflection The art of teaching is the art of assisting discovery. They organize instruction so that students are the producers, not just the consumers, of knowledge.
To best guide children in the habits of reflection, these teachers approach their role as that of "facilitator of meaning making. The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it, and apply the learnings to other contexts and settings.
Learning becomes a continual process of engaging the mind that transforms the mind. Unfortunately, educators don't often ask students to reflect on their learning. Thus, when students are asked to reflect on an assignment, they are caught in a dilemma: How do I 'reflect'? I've already completed this assignment!
Why do I have to think about it anymore? Setting the Tone for Reflection Most classrooms can be categorized in one of two ways: Each of these teaching environments sets a tone and an expectation. For example, when students work actively in groups, we ask them to use their "six-inch" voices.
When we ask them to attend to the teacher, we also request that they turn their "eyes front.reverberates with several themes: information literacy, lifelong learning, critical thinking, and resource-based learning.
These themes emphasize the changing role of the school library media specialist—one that is characterized as an instructional partnership between teachers and the school library media specialist.
Creative thinking is a natural by-product of critical thinking, precisely because analyzing and assessing thinking enables one to raise it to a higher level.
New and better thinking is the by-product of healthy critical thought. Unit 2: Critical Thinking. STUDY.
PLAY. The cognitive process that uses thinking strategies to gather and analyze client information, evaluate the relevance of the information, and decide on possible nursing actions to improve the clients physiological and psychosocial outcomes.
It is also important to reflect on the care provided and. The Impact of Student Engagement on Learning: The Critical 10th EPC for California 3 include integration of higher level thinking skills, application of knowledge, and.
“Too many facts, too little conceptualizing, too much memorizing, and too little thinking.” ~ Paul Hurd, the Organizer in Developing Blueprints for Institutional Change Introduction The question at issue in this paper is: What is the current state of critical thinking in higher education?
Critical Thinking in Children Critical thinking is a complex and controversial notion and there are widely contrasting views about it , . The origin of literature on critical thinking can be traced in two academic disciplines: philosophy and psychology.