81. PESTS: Psychologists Educating Students To Think Skeptically Teaching Materials, which contains a bibliography and a set of course syllabi relevant to the teaching of skeptical and critical-thinking; http://www.sc.maricopa.edu/sbscience/pests/

Powered by FreeFind Psychologists Educating Students to Think Skeptically Home Listserve Instructions Links Teaching Materials Teaching Activities ... Skeptical Articles Go To " Recent Articles of Interest ," which contains recent news reports and essays of a skeptical nature PESTS Home Page Many students come into psychology courses with prior beliefs that have been acquired from popular or traditional sources (such as the mass media or religious doctrine)beliefs that often conflict with course material. Although we teachers of psychology would like our students to critically examine such conflicts by looking at the relevant evidence, far too often we find that they fail to do so effectively. A fundamental problem is that students tend to feel certain that their prior beliefs are truea certainty that often is based on inadequate evidence. Thus, if we are to teach our courses properly, we need to facilitate in students both a skeptical attitude and the methodological-reasoning skills that will allow them to examine critically knowledge claims derived from such beliefs. PESTS (Psychologists Educating Students to Think Skeptically) is a scholarly mailing list devoted to an active discussion of effective ways of helping students develop their skepticism by learning to critically examine knowledge claims involving mind and behavior. On

82. Teaching Critical Thinking Fostering Critical Thought Research Teaching critical thinking at the Questia.com online library. http://www.questia.com/library/education/teaching-critical-thinking.jsp

83. Main Text.html Getting started in critical thinking. Early in my teaching career, I happened upon a critical thinking has become an integral part of my teaching. http://www.accessexcellence.org/LC/TL/buchanan/

Integrating Critical Thinking Skills Into the Classroom WARNING: Use links with *** at your own risk. They take you to web pages OFF this site which crash some machines. By Anne Buchanan Introduction "WHAT IS CRITICAL THINKING?" The term "Critical Thinking" is intimidating! It is often perceived as an esoteric exercise of the mind, an intangible pursuit, reserved for the likes of Socrates, Aristotle and Einstein. However, for me, critical thinking is best defined simply as "what you generate, you know." Only those who can reconceptualize content for themselves have truly learned it. Critical thinking is not just one more thing you tack on to your Science curriculum. It is the fundamental approach you use to address that curriculum. Critical thinking is disciplined, self-directed thinking. It requires thinking about your thinking while you are thinking in order to make your thinking more clear, more accurate and more defensible. Indeed, scientists do this already every time they use the scientific method. They ask questions, gather and assess relevant information, come to well-reasoned conclusions/solutions, and they communicate effectively when they write up results. The traits of a good scientist ARE the traits of a well-cultivated critical thinker. The ultimate goal of using critical thinking instruction in a science course is to get students to think like a scientist thinks.

84. Critical Thinking Source: Introduction an accessible directory of information about teaching critical thinking. are interesting and unique in their approach to teaching critical thinking, http://www1.umn.edu/ohr/teachlearn/critical/

Return to: U of M Home Office of Human Resources CTLS Home One Stop ... Search U of M Services Ask a Quick Teaching Question Assessment of Learning (SGIDs) Teaching Consultations Thank A Teacher Workshops Teaching Enrichment Series Online Workshops Customized Workshops Programs For Graduate Students Preparing Future Faculty International TA Program For Faculty Early Career Teaching Program Mid-Career Teaching Program Senior Teaching Fellows Program Making Meaning of a Life in Teaching ... Bush Innovative Teaching w / Tech. Resources Connect witih A Colleague Critical Thinking Source Diversity Toolkit English Proficiency Exam (SPEAK) ... Essays on Teaching Excellence About Us Mission Staff Faculty Partners Contact us Critical Thinking Source Introduction This site is for those of you who are interested in helping your students become better critical thinkers and want an accessible directory of information about teaching critical thinking. Jenzi Silverman piloted a "live" version of this material as a supplement to the workshop "Promoting Critical Thinking in Your Classes," part of the Center for Teaching & Learning Services Teaching Enrichment series.

85. Critical Thinking Workshop: Guest Speaker - Dr. Christine Reimers Spring Teaching Learning Workshop Teaching critical thinking Teaching critical thinking Are we really doing it? Will this be on the test? http://campus.murraystate.edu/critical_thinking/

Murray State University's Center for Teaching, Learning and Technology presents Teaching Critical Thinking CTLT is pleased to welcome Dr. Christine Reimers, Director of the Center for Effective Teaching and Learning at the University of Texas, at El Paso. On April 7, 2005 Dr. Reimers will present three 1.5 hour workshops which can be treated as “stand alones” or as an integrated series. All workshops will be held in the Performing Arts Hall of the Murray State Fine Arts building, 2nd floor. Light refreshments will be served. Register online for each of the workshops you plan to attend. The workshops that Dr. Reimers will present for MSU are: Teaching Critical Thinking: Are we really doing it? "Will this be on the test?" and other questions that frustrate faculty "A Simple Plan" Designing Lessons for Inquiry and Discovery Teaching Critical Thinking: Are we really doing it? Register online for Workshop #1 In this interactive workshop we will examine common university teaching practices, assumptions about critical thinking, and student learning habits to see how successful we’ve been in making critical thinking a learning goal. Participants will develop a working definition of critical thinking and apply this definition to their own classes. You will come away with a clear understanding of the process of critical thinking and several strategies for teaching it. Since this workshop is about doing critical thinking, you will not just hear about strategies, but also experience some approaches to teaching critical thinking.

86. Education - Graduate Diploma In The Teaching Of Critical Thinking The Graduate Diploma in the Teaching of critical thinking is an articulated diploma which provides full credit towards a masters degree by coursework within http://www.education.uwa.edu.au/information_about/teaching_programs/graduatedipl

Education Prospective Students Current Students Staff Alumni ... About Search UWA UWA Website This Sub-site People UWA Expertise Structure Intranet for Welcome Information For: Prospective Undergraduates Prospective Postgraduates ... Site Map Graduate Diploma in the Teaching of Critical Thinking The Graduate Diploma in the Teaching of Critical Thinking is an articulated diploma which provides full credit towards a masters degree by coursework within the  Faculty of  Education. It  is particularly suited to teachers, trainers and educational and other leaders in state and independent schools and school systems and related areas of business or government. It is particularly relevant to those who may wish to obtain a postgraduate diploma with one semester of full-time study and then use this as full credit towards a masters degree by coursework which may be completed at a later stage. Prospective Students The Graduate Diploma in the Teaching of  Critical Thinking  articulated to masters degrees by coursework is particularly suited to leaders and professionals in education, health, justice, government administration and management who want to undertake postgraduate study which links to future study at Masters level. The course delivery arrangements are flexible and are particularly suited to the needs of people in full time careers in the professions or management. Candidates are encouraged to pursue coursework in their own particular areas of interest. Aims of the Graduate Diploma Courses

87. Critical Thinking And Active Learning: Teaching Thinking Skills In The Classroom The League for Innovation in the Community College is pleased to announce the launch of an exciting new division designed to providing affordable http://www.league.org/services/critical_thinking.html

Critical Thinking and Active Learning: Teaching Thinking Skills in the Classroom All instructors want students to become proficient at thinking logically, solving problems, and making decisions. To facilitate these goals, this session focuses on ideas and tools for creating learning environments that foster thinking skills for students in all disciplines. Specific topics include varied definitions of critical thinking; how course structure can promote thinking skills; cognitive development and thinking skills; active learning and its potential and limitations; how to use a variety of active learning techniques to teach critical thinking; how questioning can develop thinking skills; how to assess thinking skills; and creating a supportive atmosphere. Participants explicitly identify important disciplinary thinking skills that students should possess and then devise specific active learning strategies to help learners extend their abilities within the context of classroom assignments. To find out more, email

88. York CST: CORE Article: "Critical Thinking/Critical Teaching (Assistant)" critical thinking/critical Teaching (Assistant) I I have more questions about developing and teaching critical skills than I have answers. http://www.yorku.ca/cst/core/vol14no2/fishlock.html

CORE Article Contents of this issue CORE issues online CST Home page Critical Thinking/Critical Teaching (Assistant) by Janet Fishlock, Graduate Program in Environmental Studiess from CORE Volume 14 Number 2 (March 2005) I I have more questions about developing and teaching critical skills than I have answers. But I do think as TA - people with the power to pass or fail a student and influence how they digest a course and its content - that we have a unique challenge before us. I see it as the challenge of exploring and developing approaches to our teaching which don't assume or make judgments about where students should be at, but which illuminate, accept, and work with where they really are at. If expanding student's capacity for thinking, reading and writing 'critically' is our primary objective (and getting widespread agreement on that might be a good start), then the first step becomes one of understanding the life experience, the perspectives and abilities, the desires and aspirations, that students bring with them. My TAship is the first job I've accepted without an interview. I don't recall anyone asking me if I could 'teach', how I understood the role of a TA or even which course I felt competent/comfortable 'TAing'. Two months before starting the PhD program at FES, I received a letter offering me an appointment as Teaching Assistant, and directing me to article 10.02 of the collective agreement (the closest to a job description that I've seen). TA workshops hosted by FES and the Centre for the Support of Teaching have provided some direction (and solace), however the pedagogy of teaching at FES remains unclear to me.

89. Journal Of Instructional Psychology: Teaching Critical Thinking Online Full text of the article, Teaching critical thinking online from Journal of Instructional Psychology, a publication in the field of Health Fitness, http://www.findarticles.com/p/articles/mi_m0FCG/is_2_29/ai_88761499

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles Journal of Instructional Psychology June 2002 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Related Searches Critical thinking / Study and teaching Distance education / Research Computer-assisted instruction / Research Featured Titles for AAACN Viewpoint ABNF Journal, The AIDS Treatment News AMAA Journal ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Teaching critical thinking online Journal of Instructional Psychology June, 2002 by Hermann Astleitner Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Continue article Advertisement Neglecting "critical thinking" as an important source of improving school achievement took place, although many theoretical approaches on "critical thinking" were developed. Noteworthy approaches came from Ennis (1962) concerning 12 specific "aspects"; from Beyer (1990) with 6 general "elements"; from Paul, Binker, Jensen, and Kreklau (1990) including 35 "dimensions"; from Clark and Biddle (1993) containing 4 "processes", and finally from Jonassen (1996) including 15 "sub skills". But, at the moment, there is no theoretical approach which can integrate, at least to some degree, the given theoretical models, or evaluate their relevance for daily instruction. There is also no approach available which can delimitate critical thinking from other higher-order thinking skills like, for example, "creative thinking", "problem solving", or "decision making".

90. College Student Journal: Teaching Critical Thinking In An Introductory Leadershi Full text of the article, Teaching critical thinking in an introductory leadership course utilizing active learning strategies a confirmatory study from http://www.findarticles.com/p/articles/mi_m0FCR/is_3_38/ai_n6245168

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles College Student Journal Sept 2004 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Related Searches Leadership / Study and teaching Critical thinking / Study and teaching Universities and colleges / Curricula Universities and colleges / Analysis ... Education / Analysis Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Teaching critical thinking in an introductory leadership course utilizing active learning strategies: a confirmatory study College Student Journal Sept, 2004 by Mark E. Burbach Gina S. Matkin Susan M. Fritz Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it.

91. Teaching At Mizzou: A Guide For New Faculty, Graduate Instructors And Teaching A critical thinking, Diversity, Cross Culturalism, Evaluation, Assessment. critical thinking involves tools (and not just formulae and algorithms). http://teachandlearn.missouri.edu/guide/chapters/criticalthinking.htm

University of Missouri-Columbia Home Select a chapter to view and click "Go" Select a Topic Academic Integrity Active Learning Balancing Being TA/GI Classroom Management Communication Course Construction Crises in the Classroom Critical Thinking Diversity, Cross Culturalism Evaluation, Assessment... Feedback Field Experiences First Day of Class First Year Students Motivating Laboratory Learning Lectures Problem-Based Learning Simulations, Learning Objects Technology Writing Critical Thinking and Reading What is critical thinking? Critical thinking is rooted in problems. Critical thinking involves tools (and not just formulae and algorithms). Critical thinking results in arguments. What, then, defines a problem? Problems involve two central activities including identifying and challenging assumptions and exploring alternative ways of thinking and acting. (Brooksfield) Problems invite consideration of opposing views. (Paul) Problems lead to both a tentative solution and a justifying argument by first considering all assumptions, aggressively seeking divergent views, and resisting bias in favor of a pre-determined outcome. (Kurfiss) [BACK TO TOP] What tools are available to create/solve problems?

92. Critical Thinking And The Internet The following links are suggested sources for teaching critical thinking as well as for demonstrating the importance and complexity of evaluating Internet http://library.wlu.ca/critical/

search site index contact us Laurier home Critical Thinking and the Internet While the variable quality of Internet resources complicates the research process, the Internet can also function as a rich source of raw material for critical thinking. The following links are suggested sources for teaching critical thinking as well as for demonstrating the importance and complexity of evaluating Internet resources. Recommended Reading 1) URLs: What's in an address? Washington International University http://www.washint.edu/ - example of a diploma mill that uses the .edu domain Carson Lee's Home Page http://www.acm.vt.edu/~jchen/ - tilde used to designate a student's home page WLU Undergraduate Calendar http://www.wlu.ca/~wwwregi/ugcalendar/ - tilde used to designate a department on campus Web of Science http://woscanada.isihost.com/ - .com used by a database vendor Psych Central http://psychcentral.com/ - .com used for a non-profit Web site produced by a psychologist Technical University of Moldova http://www.utm.md/

93. Engaging Minds Best Practices In Teaching Critical Thinking Engaging Minds Best Practices in Teaching critical thinking Across the Psychology Curriculum 9/30/2005 10/1/2005 Crowne Plaza Atlanta-Perimeter NW Hotel http://www.psichi.org/conventions/convention_1224.asp

94. Featured Articles Teaching to Enhance critical thinking. A review of critical thinking research can Teaching critical thinking for transfer across domains Dispositions, http://www.usdla.org/html/journal/NOV02_Issue/article03.html

November 2002 ISSN 1537-5080 Vol. 16 : No. 11 E-mail comments to the Editor Download the complete PDF of this issue Editor’s Note : Teachers need to develop class structures and online teaching styles that encourage creativity, reflective thinking, and self-directed learning. Today’s online classes rely heavily on print, verbal skills, and critical thinking. This can be greatly enhanced by rich media environments, simulations, and curriculum that offers multiple perspectives. Online discussion supports development of critical thinking skills. Mature and self-directed students are more likely to be successful in online environments. Higher yields are possible through application of instructional design and cognative learning psychology. Integrating Critical Thinking into Online Classes Brent Muirhead D. Min., Ph.D. Introduction The integration of critical thinking skills into the online curriculum is an essential to providing intellectually challenging and relevant learning experiences for students. The paper will offer a basic description of critical thinking and discuss how to engage students in higher order thinking skills. Nature of Critical Thinking Distance education literature contains frequent references to the importance of critical thinking and teachers are encouraged to cultivate reflective thought in their students. Yet, even veteran teachers will admit that integrating critical thinking instruction into their classes is one of their most difficult tasks. Teachers who want to enhance the teaching and learning process realize that fostering critical thinking skills will require extra work to effectively communicate complex ideas to their students. Bullen’s research (1998) reveals that a student’s ability to demonstrate critical thinking skills during online discussions is influenced by four major factors:

95. Vanderbilt University Center For Teaching - Critical Thinking The Vanderbilt University Center for Teaching works to foster excellence in teaching across the university. http://www.vanderbilt.edu/cft/resources/newsletters/vol2-1/criticalthinking.htm

96. Strategies For Teaching Critical Thinking Across The Curriculum Strategies for Teaching critical thinking Across the Curriculum. http://www.ets.org/pathwise/strat.html

97. A Critical View To The Web–Based Design For Teaching Critical Thinking Keywords Internetbased Instruction, Teaching critical thinking. Stream Technology In Learning. 30 minute Paper Presentation in English. Equipment http://l05.cgpublisher.com/proposals/391/manage_workspace

Learning Conference 2005 The Twelfth International Conference on Learning Faculty of Education at the University of Granada from 11-14 July 2005 The Conference • Bienvenidos • Temas • Presentaci³n Home ... Program Resources Newsletter Journal Conference 2006 2005 Roundup ... Contact Call for Papers Submit Proposal Publishing Policy Submission Guidelines Registration Registration Registration Options Accommodation Edit Your Details Log in A Critical View to the Web–Based Design for Teaching Critical Thinking Dr. Bakhtiar Shabani Varaki Dr. Tahereh Javidi Kalatehjafarabadi Short Description: This paper attempts to address itself to the issue of educational studies confronting the challenges of web –based design for Teaching Critical Thinking. Keywords: Internet-based Instruction, Teaching Critical Thinking Stream: Technology In Learning 30 minute Paper Presentation in English Equipment: Paper: There are currently no papers to be published in the Journal for this presentation. Abstract Internet-based instruction showed to be successful for learning in general and for lower order thinking skills in several literature reviews. However, there are no sufficient evidences to support the instruction for higher order thinking skills, like critical thinking. So, it is an important question, whether online instruction can successfully promote critical thinking in daily instruction? To try to answer this question represents the central task of the paper. It would be useful to emphasize that new media without any instructional designs cannot successfully promote critical thinking. It means that being critical about something (e.g., the Internet) and having some tools available (e.g., Email) does not at all guarantee critical thinking. In other word, critical thinking is a higher order thinking skill that only appears when students are trained based on specific sub-skills and related instructional designs.

98. Encouraging-critical-thinking As Davis Royce points out in his teaching manual Teaching Tips for College and University critical thinking for College and University Professors http://www.columbia.edu/cu/gsas/cs/tch-rce/pages/tch-tip/sec/encouraging-critica

Search DEAN'S OFFICE ACADEMIC PROGRAMS PROSPECTIVE STUDENTS CURRENT STUDENTS ALUMNI Current Students Welcome Academic Affairs Academic Policies:Degree Requirements and Standards Dissertation Office Handbook Mentoring of Ph.D. Students Student Affairs Office of Student Services Orientation 2005 GSAC* Financial Aid Financial Aid Office Financial Aid Documents Regulations Summer 2005 Tuition Credit* ... Other Resources Teaching Center Teaching Center* Teaching Guidelines* Workshops* Help Line* ... Other Resources* Minority Affairs Office of Minority Affairs Bulletin Bulletin 2004-2005 Other Resources CU Health Services* CU Student Services* ISSO* Career Education* ... University Libraries* * Indicates a link that will leave this site. Encouraging Critical Thinking Teaching Tips Learning Names Discussion Leading Giving Presentations Grading Student Writing ... Teaching Portfolio ENCOURAGING CRITICAL THINKING Why emphasize the development of critical skills? As Davis Royce points out in his teaching manual Teaching Tips for College and University Instructors (2001), we live in an age where information and the state of knowledge are evolving at an increasingly rapid pace. Thus teaching agendas based on the simple task of transmitting factual knowledge to students do not serve the best interests of the students, who need rather to develop techniques to understand, assess and accomodate the continual flow of new data to their knowledge base. It is in light of this new learning model that problem solving, case studies and discussion leading have become the more privileged pedagogical strategies of late.

99. ITServices Web Server Interchange Website Deactivation Notice. The website you are referencing is currently unavailable. The website listed below has been deactivated http://web.ucs.ubc.ca/kpenner/c-think.htm

Interchange Website Deactivation Notice The website you are referencing is currently unavailable. The website listed below has been deactivated: http://www.interchange.ubc.ca/kpenner/ Please have the web site owner contact the ITServices Sales/Accounts department at 604-822-2441 to correct this.

100. Editorial: Teaching Against The Lies - Rethinking Schools - Volume 18 No. 4 - Su 4 Summer 2004 Editorial Teaching Against the Lies not we are equipping students with the tools to think critically about our government s policies. http://www.rethinkingschools.org/archive/18_04/edit184.shtml

Search Rethinking Schools Help Home Archives Volume 18 No. 4 - Summer 2004 Editorial: Teaching Against the Lies Editorial: Teaching Against the Lies Summer 2004 illustration: Gale By the Editors of Rethinking Schools In the 1974 Academy Award-winning documentary Hearts and Minds , Daniel Ellsberg comments on how U.S. involvement in Vietnam was sold to Americans: Truman lied... Eisenhower lied... Kennedy lied... Johnson lied and lied and lied... Nixon lied... The American public was lied to month by month by each of these five administrations. As I say, it's a tribute to the American public that their leaders perceived that they had to be lied to. It's no tribute that it was so easy to fool the public. The Vietnam-era administrations' packaging of war and the Bush administration's sale of a war agenda to the American public are hauntingly similar. Once again, the United States is engaged in a war thousands of miles from home. Once again, we're told that the war is necessary to bring freedom and democracy. Once again, people are killing and being killed. And once again, Americans have been lied to-in this instance, about weapons of mass destruction, Saddam Hussein's link to al-Qaida, the U.S. government's altruistic framing of war as part of a larger concern for democracy, the glib contempt for Iraqi opposition. As the horrifying photos and reports of U.S. military personnel abusing Iraqis at Abu Ghraib prison have made their way into the public eye, a clearer picture of the occupation is emerging. Even before the scandal broke on "60 Minutes II" in late April, Amnesty International warned that U.S.-led forces have "shot Iraqis dead during demonstrations, tortured and ill-treated prisoners, arrested people arbitrarily and held them indefinitely, demolished houses in acts of revenge and collective punishment."

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