Metacognition/Critical Thinking
- After you've read the chapter, sit away from the book for a minute and type out what you remember as the big ideas from the chapter. What useful information would you give a practicing teacher? With that, discuss at least one question you have that either
- Connects to another topic we've covered (What would Piaget say about this?)
OR
- Considers classroom implications (What would metacognition look like in a 1st grade classroom?)
Even if you THINK you don't have a question, ask one.
- In your own words, but using support from the reading, what's the distinction between lower order and higher order types of thinking?
- How does the information in the reading connect to (or conflict with) what you know about development?
- Critical thinking involves the control of information, or the analysis, synthesis, and evaluation of information to solve a problem or reach a goal. Metacognition involves the control of thinking, or monitoring and evaluation of thinking and learning strategies (such as self interrogation or theory of mind). Give a scenario of how you might facilitate one of these types of higher order thinking in your future teaching.
Metacognition/Critical Thinking Blog Post 2
- What kind of metacognitive strategies work best for you in regulating your own thinking and studying in the past? Describe why they might be so effective, using your knowledge from the reading.
Creativity
(You can PICK ONE this week)
Creativity Blog Prompt 1
Creativity Blog Prompt 2
We talked about teaching tips for developing creativity in class. I'll list them below, and they're also explained in the powerpoint (look at the powerpoint for a more extensive description if you don't remember!). Pick one of these and describe in detail how you might use it in a classroom setting. Make it clear how the method would encourage creative thought.
(You can PICK ONE this week)
Creativity Blog Prompt 1
- List a question, confusion, or something that surprised you about the Creativity/Gifted chapter.
- How might creativity be considered a form of higher order thinking or giftedness?
- If you value creativity in your classroom, how could you create a space where creativity is expected (especially given standardized tests and pressure to learn things in a given time)? (Look at the list in Blog Prompt 2 for suggestions!)
- What would creativity look like in a specific content area? (Pick something specific, like math (adding) or history, and describe how it would manifest) What are some methods you might use to assess creativity?
Creativity Blog Prompt 2
We talked about teaching tips for developing creativity in class. I'll list them below, and they're also explained in the powerpoint (look at the powerpoint for a more extensive description if you don't remember!). Pick one of these and describe in detail how you might use it in a classroom setting. Make it clear how the method would encourage creative thought.
- Model creativity
- Build self efficacy
- Question assumptions
- Encourage idea generation
- Cross fertilize ideas
- Allow time for creative thinking
- Instruct and assess creatively
- Encourage sensible risks/tolerate grey areas/allow mistakes
- Encourage creative collaboration
- Find excitement and play to strengths
