View allAll Photos Tagged CriticalThinking
A sixth-grade girl works on a project alone in history class. Photo by Allison Shelley for EDUimages
A sixth-grader smiles during class after answering a question correctly. Photo by Allison Shelley for EDUimages
©John Reiff Williams, image 2014, Words 2015.
Playing upon instability and a rather precarious, teeter-totter sense of balance, this arrangement of pens is both dangerous and could easily collapse. This tension became the major visual problem, so I adopted it as the central theme.
Part of the arrangement here has to do with the quantity and variety of shapes and sizes in the stack. Please note, the red pencil broken in two, and all the tar (petroleum) stuck in the mess. One black cap near the bottom of the pile becomes the weak link from which the entire visual balance relies.
Does this image speak to you about what we are doing to the environment ?
If pens and pencils are the messengers of purpose, then what would that purpose be? Lots and lots of ideas got sent out to sea and washed back. Metaphorically, these vessels remain as symbols of potential ideas, concerns and questions that failed to move us into action. Do we have a sense of purpose and the will to act on it? Who will pen the thought lines to solutions that will head us into collective actions? The Pope? You?
Perhaps we are so lost that we cannot even formulate the question. Please see:
Many of us learned to be creative in kindergarten and elementary school. How do Congolese children learn to be creative?
Rural Congolese schools do not have the basic necessities. They are missing desks, benches, blackboards, and books. So it is hard to be creative in these settings.
Early childhood creative exercises in school form the foundation for critical skills. Critical thinking is a skill needed to make a difference in Congo. There is no road-map for breaking the cycle of poverty.
www.endingextremepoverty.org/2009/10/critical-thinking-sk...
A high school student writes out the answer to a math problem on a whiteboard. Photo by Allison Shelley for EDUimages
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
An eighth-grade math teacher listens to a presentation during a team meeting. Photo by Allison Shelley for EDUimages
A seventh-grade student receives help from his teacher with an English project. 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
A group of students work together to solve the problems in their textbook during their precalculus class. Photo by Allison Shelley for EDUimages
First-grade students listen to a presentation about bees. 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
The Path of Wildness is easy to find
The course of a stream
Leaves blown in the wind
A beast's track through the brush
And the direction of our first inclination
The Path of Wildness is an answer and response to a prescribed way of life which may leave some individuals with a sense that their living is little more than a series of pre-determined, step-like episodes between birth and death. The stages of living between these events: childhood, adolescence, adulthood, parenthood and senior are themselves natural and in accord with the needs of the species and most individuals. Many find their satisfaction in living this course and to these individuals I have little or nothing to say. Others though long for something more; something innate, genetic and seemingly calling. Adventure and change can give a degree of satisfaction and relief yet even these may seem too tame. To those who feel drawn to something beyond the entertainment and stimulation of senses I offer a walk along The Path of Wildness. Don't bother penciling the event in your schedule, preparing a pack with goodies and supplies or even inviting a friend along, for this experience is along the course of your first inclination and you must surely always go alone.
Follow me on Twitter:
Find me friend on Facebook:
www.facebook.com/dinnerbytheriver
On Google+
plus.google.com/u/1/109050782163582511388/posts
You can also reach me via email at the following address: dinnerbytheriver@gmail.com
A sixth-grade student listens to music and writes about the feelings the song evokes for her during a lesson in English 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
An art student sketches nature forms outside her school. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A high school student studies information in her textbook during class. Photo by Allison Shelley for EDUimages
Day eighty-three/365. I could never be a librarian. I would not be satisfied to study library science. I'm a big-picture person. I like putting things into perspective, not placing details in order. I'm glad we have detail-oriented people because I'd rather not be doing that kind of work!
But, though I could never be a librarian, I thank God for them. Despite the quiet and conservative stereotype, librarians are the first to cry out against censorship. Librarians are on the front line of community leaders who want the public to think for itself, and not to accept just any philosophy fed to us by people in authority. Critical thinking!
I don't know who owns this magnet, but I like it. The library is more than meets the eye.
Reach Your Goals with Our Help
Custom paper writing services by a reliable company
always on-time, entirely plagiarism-free, fully confidential
Students in Skyline High School’s Green Energy Pathway build a solar-powered boat for an upcoming race. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A high school student works through word problems during her precalculus class. Photo by Allison Shelley for EDUimages
A high school student listens during a lesson in her precalculus 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
A fifth-grade student works on an assignment in her hybrid learning classroom. Photo by Allison Shelley for EDUimages
A high school student listens to a presentation by his classmate. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A teacher shows students how to connect the wires to the solar panel to power the boat’s motor. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A middle school teacher shares her ideas during a team planning session. Photo by Allison Shelley for EDUimages
A student fuses wires together. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
High school math students work together to solve a series of trigonometry problems. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A high school student listens to a presentation by her classmate. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
Students in Skyline High School’s Green Energy Pathway build a solar-powered boat for an upcoming race. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
Students cut pieces of Styrofoam to fit a boat they are building. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A kindergarten teacher works one-on-one with a student during a small-group math activity. Photo by Allison Shelley for EDUimages
Students in Skyline High School’s Green Energy Pathway build a solar-powered boat for an upcoming race. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A student from MC2 STEM High School sets up her double helix-inspired art project. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
A fifth-grade student watches a lesson through a protection shield. 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
A fifth-grade student works on an assignment in her hybrid learning classroom. Photo by Allison Shelley for EDUimages
Students measure pieces of Styrofoam to fit a boat they are building. images.all4ed.org/ PHOTO CREDIT: Photo by Allison Shelley/The Verbatim Agency for EDUimages
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