"This workbook by an Internet librarian seeks to provide instruction and practice in developing skills to locate a variety of information resources on the Internet, apply critical evaluation to select relevant, good-quality data, and identify bias and personal opinion in full-text online material. The eight lessons encompass a basic orientation to the World Wide Web and Netscape, basic search techniques, WWW search engines, Internet sources for news, government data, and educational resources, E-mail resources including listservs and Usenet newsgroups, computer-use ethics, copyright issues, and guidance in citing digitalized information in footnotes and term-paper bibliographies. Basic definitions provided in the text are duplicated in the glossary. Online practice exercises accompany each lesson."--Library Journal.
Geography teachers and school library media specialists will find this resource indispensable for providing classroom lessons and activities in critical thinking for geography students in grades 7-12. It is filled with over 75 primary source Internet sites covering such topics as Places and Regions, Physical Systems, Human Systems, Environment and Society, and the Uses of Geography, and will be an invaluable tool in helping teachers and librarians meet the standards set forth in the 1994 publication Geography for Life: National Geography Standards. Each site is accompanied by a site summary that describes the site contents and usefulness to geography teachers and school library media specialists. Site subjects include: Urban Landscapes, Volcanoes and Earthquakes, Weather, The U.S. Census, and the World Wildlife Fund Global Network. The questions and activities that follow are designed to develop critical thinking skills for both oral and written presentations. An appendix of additional geography resources includes Internet addresses for approximately 25 sites relating to maps, primary sources, and critical thinking. This will provide teachers and librarians with even more resources for developing lessons to help each student meet all 18 of the National Geography Standards.
This study examined the impact of discerning information accessed on the Internet that is authentic, reliable, and valid as facilitated by a 1:1 iPad program on students’ critical thinking skills and information literacy skills. Students enrolled in a Career Magnet School where each student has an iPad to receive and deliver assignments were measured on their critical thinking skills in solving real-world problems using the Test of Everyday Reasoning (TER). Their information literacy skills were measured using iSkills which is based on real-world problem solving through digital means. Students enrolled in a traditional high school with limited exposure to the Internet were tested with the same instruments. The review of literature stated that students show a gap in discerning useful information on the Internet in comparison to valid information. This study explored students’ critical thinking and information literacy skills and their ability to discern the information as valid, reliable, and authentic as accessed from the Internet. Failure to reject the null hypothesis was applied to each null hypothesis. One of the factors may have been due to the small sample size. Keywords: critical thinking skills, information literacy skills, 1:1 iPad program, Internet, Test of Everyday Reasoning, iSkills
Mathematics teachers and school library media specialists will find this book a valuable resource for using the Web to promote critical thinking in the high school mathematics classroom. It is filled with instructional strategies and an expansive set of activities that cover a broad array of mathematics topics spanning from prealgebra through calculus. Teachers using the questions and activities in this book will help their students meet the standards set forth by the National Council for Teachers of Mathematics. Various types of mathematics related sources on the Internet are outlined within this book, including data and simulations related to real world situations such as saving funds and computing interest earned for college, purchasing a home, or decoding train and plane schedules. The author develops a framework for critical thinking in mathematics and helps teachers create a supportive classroom environment. Each activity highlights a web source, the mathematics topics involved, the appropriate grade levels of study, possible student investigations, and related web sources for continued exploration, promoting a student-centered inquiry.
Learning strategies for critical thinking are a vital part of today’s curriculum as students have few additional opportunities to learn these skills outside of school environments. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The Research Anthology on Developing Critical Thinking Skills in Students is a vital reference source that helps to shift and advance the debate on how critical thinking should be taught and offers insights into the significance of critical thinking and its effective integration as a cornerstone of the educational system. Highlighting a range of topics such as discourse analysis, skill assessment and measurement, and critical analysis techniques, this multi-volume book is ideally designed for teachers/instructors, instructional designers, curriculum developers, education professionals, administrators, policymakers, researchers, and academicians.
This curriculum is designed to collect data, analyze data, search for the truth, and think for themselves. This curriculum is also designed to support the social and emotional needs of today''s teen. Socially, this curriculum helps students and teachers build relationships with specifically designed interactions, activities, and lessons. Positive social interactions require healthy relationships. This curriculum is designed to get students talking to one another by using strategies targeting teamwork, collaboration, compassion, and empathy. Emotionally, students learn strategies to talk about, write about, and control their emotions. Critical-thinking skills are essential to a well-balanced, healthy, social, and emotional life. This curriculum is a back-to-basics guide to teach students to think by emphasizing higher-order thinking skills. Your students are about to begin a fun adventure to learn critical-thinking skills, which will have a profound impact on their lives. Critical-thinking skills promote independent thinking, wise decision-making, problem-solving, and other life skills that will guide your students through real-life situations. The lessons in this book teach students critical-thinking skills in an engaging, encouraging, and entertaining way. Enjoy the adventure with your students. Each lesson is designed to teach critical thinking skills using 5 Rs: Receive Research Restructure Thinking Respond Reflect In each lesson, the students will: Receive People receive information every day in a variety of formats such as a phone, tv, radio, other people, and much more. Students are flooded with information, but what can they and should they do with all this information? The answer, in a lot of cases, is RESEARCH. Research Once students receive information, it may require them to conduct research to gain additional information. Research is done in a variety of ways. To research, students may interview, survey, or observe people. They may search for facts in books, journals, or on the Internet. The new information gained should provoke them to RESTRUCTURE their THINKING. Restructure Thinking Restructuring their thinking is what happens when students learn new information. Students'' thoughts are influenced by people and situations. Critical thinkers learn to pause when they receive information so they can take time to determine the best course of action to take with that information. After students restructure their thinking, then it is time for them to RESPOND. Respond Students receive information, research it, restructure their thinking, and then respond. The order is critical to avoid making hasty mistakes. Responding to the information following research will help students make informed decisions. Sometimes that decision may be not to respond at all, and that may be a very wise decision. After students respond, the last, but not least, step is to REFLECT. Reflect Reflecting on the entire process encourages analysis of the information received, the information learned, how thoughts were restructured, and the response to the information. Reflecting on the process will help students determine if their decision was wise or if it could have been improved. Looking back helps students to plan more effectively as they look ahead. Experience is not the best teacher. Evaluating experience is the best teacher. Students must learn to evaluate what they experienced. The repetition of these 5 R''s throughout the book reinforces the skills needed for students to learn to be critical thinkers who are capable of making wise decisions based on evidence rather than emotion.
The primary goal of this edition of Exploring Managementis to help build core management competencies for today's global and more complex workplace, including issues related to planning, organizing, leading, and controlling (POLC) - with more hands-on type materials such as cases, exercises, and application. Schermerhorn uses a conversational and interactive writing style to master concepts in a bite-size and fundamental approach. This text presents managerial concepts and theory in a straight-forward, interesting style with a strong emphasis on application. The discussion of theory is framed in a unique, engaging, and concise way. The goal is to promote critical thinking and ability to make sound business decisions using managerial theory. Concepts are explored and reinforced by most hands-on applications, exercises, cases, and the integration of technology. The text also focuses on the most important aspects of the POLC model, emphasizing skill-building.
