Engendering Critical Thinking with Reflective and Self- Evaluative Web Board Experiences Brad Sullivan (English) Nora Egan Demers (Biology) College of.

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Presentation transcript:

Engendering Critical Thinking with Reflective and Self- Evaluative Web Board Experiences Brad Sullivan (English) Nora Egan Demers (Biology) College of Arts & Sciences, Florida Gulf Coast University, Ft. Myers, FL 1999

What is Web Board Software?

Why do we use Web Board? Provides a “path” to FGCU’s Student Learning Outcomes Provides an “Added Dimension” of student participation Stimulates critical thinking, reflection, and self-evaluation 1999

A “Path” to the FGCU Student Learning Outcomes Technological literacy Effective communication Problem solving abilities (critical thinking) Diverse perspectives Information literacy 1999

An “Added Dimension” in Face-to-Face Classes Enhances “distributed” learning Allows asynchronous discussions Provides time for reflection Addresses different learning and communication styles 1999

Critical Thinking and Reflection: Web Board Responses to Reading The Concept: Dialectic Reading Journals The Assignment: Reactions and Reflective Entries 1999

Critical Thinking and Reflection: Web Board Responses to Reading The Benefits: –Proactively replaces reading quizzes –Draws out students who are not “quick on the draw” –Generates and extends in-class discussions of texts –Extends learning encounters outside the classroom 1999

Critical Thinking and Reflection: Web Board Responses to Reading The Benefits: –Enables advanced students to model, and struggling students to encounter models of thoughtful reaction and analysis –Provides a shared "idea pool" for students working on critical essays –Introduces students to computer technology in a collaborative and non-threatening endeavor. 1999

Self-Evaluation: Web Board Experiences for Incoming Students The Concept The Assignment The Benefits 1999

Web Board “Warnings” It must be an expected/required component of the course to work Explicit expectations and requirements are crucial Students need training to use the software effectively 1999

Benefits of Web Board Experiences Stress on learning, not “correctness” Non-confrontational structure for reflection, analysis, and self-assessment Class history or “history of ideas” Community of shared inquiry 1999

Questions? 1999