Shraddha Nayak

“ Disciplined, self-directed thinking... ”* Photo credit: critical_thinking_and_research.html

 “ Disciplined, self-directed learning… ” *The National Council for Excellence in Critical Thinking, 1987  “ The art of analyzing and evaluating thinking with a view to improving it ” *The Miniature Guide to Critical Thinking: Concepts And Tools, 5 ed. The Foundation for Critical Thinking, 2008.

 Can be taught  Improves student learning  Requires practice - guided, scaffolded, graduated, feedback  Needs training in a variety of domains

WHY? Photo credit:

 To explore possibilities  To evaluate and improve learning  To keep up with rapidly changing 21 st century

 To effectively navigate information explosion  To adapt to an exponentially changing workplace  To cultivate a multi-cultural world view  To ensure world peace and adequate resources.

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HOW? Photo credit:

 Questions drive thinking  Student-directed  Reasoning used as a pervasive tool  Information becomes knowledge

 Stimulates thinking  Improves problem-solving strategies  Facilitates discussion and interaction  Reduces anxiety – shared responsibility, humor

 Leads to long-term retention of the material  Helps make connections

 Organizes thoughts  Helps make decisions about what is relevant  Conveys thoughts  Helps to arrive at a conclusion

 Encourages active engagement  Builds motivation  Deepens understanding  Enhances self-esteem  Improves learning

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 Provides opportunities Photo credit:

 Encourage collaboration  Promote engagement  Improve critical thinking  Provide feedback

 Supports differentiation  Provides opportunities for self-assessment  Offers choices to demonstrate learning

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 Include content that is relevant  Use within context  Align activities to instructional objectives  Support differentiation  Provide opportunity for feedback

 Use of both words and pictures lets the brain process more information in working memory  Use of animation when presenting concepts, students may have difficulty envisioning

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 Graphic organizers – Venn, KWLH, concept map  Class discussion – blog, google doc  Reflections – journals, blog  Differentiation – e-beam, interactives  Concept building – simulations, geogebra, Excel, software, logger-pro, calculators

 Open-ended – text, video, podcasts, voicethread, prezi, Excel, graphing software, powerpoints  Timely feedback – blogs, drop-box,

 "The world we have created is a product of our thinking. It cannot be changed without changing our thinking." ~~ Albert Einstein  It's not about technology, it's about effective instructional practice.

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 Blogs:  Neil Stephensen:  Stephen Downes:  George Siemens:  Barry Dahl:

 Moodle  Google  Open Office  Wordle  YouTube  Delicious  iPhoto  Prezi  Voicethread  Audacity  Concept Maps  Podcasts – variety of tools  Facebook  Cool Tools for Schools:

 Burgess, M. (2009). Using WebCT as a supplemental tool to enhance critical thinking and engagement among developmental reading students. Journal of College Reading and Learning, 39. Retrieved from  CEA ACE. (n.d.). What makes school programs innovative? [Motion picture]. Canada. Retrieved from  Computers and Constructivism. (n.d.). Retrieved January 25, 2011, from 1999 Southwest Educational Development Laboratory website:  Costello, K. (n.d.). PowerPoint: Showing chemistry bigger than life. Using Computers in Chemical Education, Fall Retrieved from  Critical issue: Using technology to improve student achievement. (n.d.). Retrieved from North Central Regional Educational Laboratory website:  Critical thinking and technology. (n.d.). Critical thinking. Retrieved January 27, 2011, from Houghton Mifflin Company website:  Defining Critical Thinking. (n.d.). Retrieved January 25, 2011, from Foundation for Critical Thinking website:

 Gelder, T. (n.d.). How to improve critical thinking using educational technology. Retrieved from Department of Philosophy, University of Melbourne, Australia website:  Gokhale, A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1). Retrieved from  Grant, G. (n.d.). Introduction. In Teaching critical thinking (pp. 1-8, 34-50). (Original work published 1988) Retrieved from  Halpern, D. (Lawrence Erlbaum Associates, 2003). Thought & knowledge: An introduction to critical thinking (4th ed., pp. 1-20). Retrieved from  Hu, W. (2011, January 4). Math that moves: Schools embrace the iPad. The New York Times. Retrieved from  Incorporating multimedia into your teaching. (n.d.). Retrieved from  Incorporating technology into lessons. (n.d.). Retrieved February 4, 2011, from 2011 Microsoft Corporation website: into-lessons HA aspxhttp://office.microsoft.com/en-us/powerpoint-help/incorporating-technology- into-lessons HA aspx

 Is technology producing a decline in critical thinking and analysis? (2009, January 29). Retrieved January 26, 2011, from University of California - Los Angeles website:  Madrid, J. (n.d.). Why technology is failing in public schools [PowerPoint slides]. Retrieved from EduTechNia website:  Masnick, M. (2005, October 31). Yet another study says text messaging boosts writing skills [Online forum message]. Retrieved from Techdirt:  Office of Educational Research and Improvement. (n.d.). Increased motivation and self esteem. In Technology and education reform [Research Project]. Retrieved February 8, 2011, from U.S. Department of Education website:  SEG Research. (n.d.). Understanding Multimedia Learning. Retrieved from BrainPOP, LLC. website:  Adolf, K. (2009). Equipping the 21st century learner with 21st century tools [PowerPoint]. Retrieved from Distributed Learning Symposium website:  Teaching in a participatory digital world. (Winter 2011). Education Canada, 51(1). Retrieved from

  Searchable for Grades 1-12 and for subjects: English, Math, Science, Social Studies  Results:  Background and Student Task  Rubric  Related Tech Outcomes  Related Curricular Outcomes