Theories of Critical Thinking

 Theories of Critical Thinking

EIM 505 

Heather Lynn

The article, “A Rich Seam”, talks about how new approaches are more than just instructional strategies; they represent a fundamental shift in the way teachers and students interact and learn together. Several examples of schools and education systems that are successfully implementing new pedagogies and achieving deep learning outcomes demonstrate the potential of these approaches to transform education and prepare students for the challenges of the 21st century." A Rich Seam" offers a valuable perspective on the future of education and the role of new pedagogies in promoting deep learning. 

Empowering Learners with Digital and Media Literacy is an article that teaches how empowering individuals with digital and media literacy can help them become more informed, critical thinkers who can actively participate in society, and shape their futures. When applying the article on Bloom's Taxonomy students achieve excellence by applying Knowledge: Remembering facts, terms, concepts, and principles. Comprehension: Understanding the meaning of material, interpreting information, and explaining ideas. Application: Using knowledge and skills in new situations and problems. Analysis: Breaking down information into its parts and examining relationships between them. Synthesis: Combining different ideas or elements to create something new. Evaluation: Judging the value of ideas, evidence, or arguments. The Revised Version is Remembering: knowledge, understanding, Application: analysis, creating, Synthesis: evaluation.

In “Connecting Depth and Balance in Class”, Kuhn emphasizes that while technology can be a powerful tool, it should be used in conjunction with traditional teaching methods to create a well-rounded and effective learning environment. Educational technology can breathe new life into established educational models like Bloom's Taxonomy, depth and multiple intelligences are essential components of effective learning, and technology can provide a more personalized and engaging learning experience for students. 

Each article gave perspective on how I can apply the information given effectively in my elementary classroom. I could begin by shifting instructional approaches and thinking beyond traditional methods by moving away from rote memorization and lecture-style teaching. Incorporate activities that foster critical thinking, problem-solving, and collaboration. Tailor instruction to individual students' needs and interests. Promote critical thinking by teaching students to evaluate information from various sources critically. An example of this in my classroom would be applying information from the last article about the adoption process through innovation. This could be used in research during my fourth grade’s 4-H club chapter. I can promote digital citizenship by modeling responsible and ethical use of technology in the lessons that I teach. Encourage students to use digital tools for self-expression and project-based learning and integrate technology with traditional methods by using a complementary approach using technology to enhance, not replace, traditional teaching methods. Employ technology to create individualized learning experiences and connect technology with real-world applications to make learning relevant and meaningful.

Fullan, M.,&Langworthy, M. (2014. “A Rich Seam: How new pedagogies find deep learning” Pearson.

https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf

Hobbs,R.(2011). Empowering learners with digital and media literacy. “Knowledge Quest” 39(5), 12-17.

Huitt, W.(2011) Bloom et al.’s taxonomy of cognitive domain. “Educational Psychology Interactive”. Valdosta State University

http://www.edpsycinteractive.org/topics/cognition/bloom.pdf

Kuhn, M. S. (2008).Connecting depth and balance in class. “Learning & leading with technology”, 36(1),18-21.

Rogers, E.M. (1963). “The adoption process II”. Journal of Cooperative Extention,1(2), 69-75.

https://archives.joe.org/joe/1963summer/1963-2-a2.pdf