View allAll Photos Tagged CriticalThinking
A first-grade student helps a classmate work through a math assignment. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A teacher helps students wire the motor for a solar-powered boat. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
An elementary school teacher helps a student with a writing activity in a dual-language immersion class. Photo by Allison Shelley for EDUimages
Marc Chun, a specialist in transformational education, will facilitate a two-day workshop designed for faculty to use their course content to expand critical thinking and problem solving in undergraduate courses
Deeper learning prepares students to apply content knowledge, think critically, and work collaboratively. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
Scan of a brochure that came with some paperwork from the Society. I received my membership in 1981. I graduated from University of California at Irvine, Magna Cum Laude with a degree in Classical Civilizations (Ancient Greek emphasis) and a degree in Comparative Literature (critical theory from Ancient through the late Renaissance).
In short, I'm over-educated. None of this was very helpful in the job market, although I eventually found a niche in trade journal editing. My Phi Beta Kappa key is a tangible token of the value of a liberal arts education.
Students in deeper learning classrooms master academic content while building critical thinking skills. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A middle school boy takes notes during a science lesson about the environment. Photo by Allison Shelley for EDUimages
is a doubter as to whether any fact or truth can be an absolute truth and certainly known; a universal doubter, also known as a Pyrrhonist. In modern usage, occasionally, a person who questions whether any truth or fact can be established on philosophical grounds; sometimes, a critical inquirer, in opposition to a dogmatist.
Are you a SKEPTIC?
Students in a combined fourth- and fifth-grade class work together on a poster about the Lunar New Year. Photo by Allison Shelley for EDUimages
High school students read their lab directions on a computer tablet during AP chemistry class. Photo by Allison Shelley for EDUimages
Ninth-grade students assemble robots at MC2 STEM High School. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
Marc Chun, a specialist in transformational education, will facilitate a two-day workshop designed for faculty to use their course content to expand critical thinking and problem solving in undergraduate courses
Marc Chun, a specialist in transformational education, will facilitate a two-day workshop designed for faculty to use their course content to expand critical thinking and problem solving in undergraduate courses
Professor James Holly Jr., addresses his MECHENG 499: Mechanical Engineering and Racial Justice in the Francois-Xavier Bagnoud Building on the North Campus of the University of Michigan in Ann Arbor on Wednesday morning, March 22, 2023.
This is the second time the course, developed by Holly in 2021, has been offered. He typically begins with a key question, such as: “Is technology a barrier to, a tool for, or a non-factor for racial justice?” In this course, Holly wanted his students to use critical thinking in their responses.Traditional curricula often emphasize making, doing, and calculating—the tangible sides of engineering. Yet there isn’t always time and space for students to examine how their thoughts are being deliberately created and facilitated. Discussion questions are designed to give students the opportunity to both think collaboratively with others, as well as to speak up. Holly calls it “Think-Pair-Share,” where students first think of their own answers, pair up to discuss them, and then share with the whole classroom.
Photo: Brenda Ahearn/University of Michigan, College of Engineering, Communications and Marketing
Students in a combined fourth- and fifth-grade class work together on a poster about the Lunar New Year. Photo by Allison Shelley for EDUimages
Here I am standing next to James Randi (The Amazing Randi) of JREF (The James Randi Educational Foundation). He is a wonderful and brilliant man, whom has accomplished so much in the name of critical thinking, skepticism, science, reason and rationalism. It was truly an honour to meet him.
From The Amazing Meeting 8 (TAM8) at the South Point Hotel in Las Vegas Nevada.
Students at Skyline High School work together during an after-school tutoring club. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
Students at Sutton Middle School use online research to answer questions during a lesson in history class. Photo by Allison Shelley for EDUimages
A friend and I were discussing 'organic' produce, and how there is this general misconception that 'organic' = small, local farming. The fact of the matter is that the same major vegetable and produce companies that sell regular 'non-organic' food are also major suppliers of 'organic' food, and they own 'organic' farms. Thus, the avoidance of 'Big Produce' is akin to conspiracy theorists and their paranoia of 'Big Pharma'. It was then that my friend came up with the term 'Big Farm-uh'. And so I made this picture.
For some good scientific information about organic farming, check out Brian Dunning’s article Organic Food Myths on Skeptoid.com.
An elementary student writes down what she sees in her school garden. Photo by Allison Shelley for EDUimages
Three high school boys and one high school girl work together on an experiment in AP chemistry class. Photo by Allison Shelley for EDUimages
Students at Skyline High School work together during an after-school tutoring club. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A seventh-grade student reads a book in the library stacks at Sutton Middle School. Photo by Allison Shelley for EDUimages
Students in a science class put the final touches on their class presentation. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A sixth-grade science teacher helps a student plan his weather presentation. Photo by Allison Shelley for EDUimages
Students at Skyline High School work together during an after-school tutoring club. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
Students in deeper learning environments develop the positive mindsets necessary for academic success. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
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Students in a seventh-grade science class discuss how greenhouse gases affect the environment. Photo by Allison Shelley for EDUimages
A high school student contemplates an assignment in precalculus class. Photo by Allison Shelley for EDUimages
A group of high school girls work together to solve an algebra problem during their precalculus class. Photo by Allison Shelley for EDUimages