Isabel Sawyer PhD Center for the Collaborative Classroom IsabelBSawyer Lorena Kelly PhD Virginia Beach Public Schools lolokelly The Center for the Collaborative Classroom is a nonprofit organization dedicated to students growth as critical thinkers who learn from care for and res ID: 620357
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Slide1
Creating Critical Thinkers and Empathetic Learners
Isabel Sawyer, PhD
Center for the Collaborative Classroom
@IsabelBSawyer
Lorena Kelly, PhD
Virginia Beach Public Schools
@lolokellySlide2
The
Center for the Collaborative Classroom is a nonprofit organization dedicated to students’ growth as critical thinkers who learn from, care for, and respect one another.Slide3
Can We Think Critically Anymore?
“Scientists have discovered a powerful new strain of fact-resistant humans who are threatening the ability of Earth to sustain life.”
“These humans appear to have all the faculties necessary to receive and process information,” Davis Logsdon, one of the scientists who contributed to the study, said. “And yet, somehow, they have developed defenses that, for all intents and purposes, have rendered those faculties totally inactive.”
Andy Borowitz, 2015 Satirist The New YorkerSlide4
National Public RadioSlide5
Why Doesn’t America Read Anymore? Slide6Slide7
Turn and Talk
As a consumer of information
, when have you had to read critically? What were the consequences when you didn’t.Slide8
EmpathySlide9
Digital Citizenship Lessons
Digital Citizenship Lessons
Being a WriterSlide10
Technology Mini-LessonsSlide11
Evaluating Research SourcesSlide12
Experiencing the lesson as adult learners...
Puts us in the role of our students
Helps us understand the work we ask students to do
Makes us aware of our feelings and the effects on others
Elevates our commitment to change
Jenni Iwanski, “The Instructor’s Balancing Act”
Excepted from June 2014,
Journal of Staff DevelopmentSlide13
Identifying trustworthy sources of information
We have…
Begun researching topics
Choosing sources
Anyone can post information on the internet so it is important to choose sources carefully; today we will learn how to choose sources that are trustworthy.Slide14
Characteristics of a Good Source:
Reliable
: trustworthy or dependable
Current
: up-to-date or recently written
Accurate
: correct or without mistakesSlide15
Questions to ask when evaluating a source:
Reliable
Who is the author? Is the author an expert? How do I know?
What is the web address? Is the information from a site that is trustworthy? How do I know? Slide16
Questions to ask when evaluating a source:
Current
When was the information written?
Do the links from the site work, or are they outdated? Slide17
Questions to ask when evaluating a source:
Accurate
Are there sources listed for the information on the page? What are they?
Can you find other sources with the same information? Slide18
Possible topics to research: Slide19
With a partner...
Research a few sites using the questions to ask when evaluating a source. Slide20Slide21
Current, Reliable, Accurate...
What surprised you about this activity?
Are there any other questions we should be asking?
How might this be useful in the setting in which you work? Slide22
“To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.”
Slide23
Student Success...
What is the most significant school based indicator of student success according to research?
TEACHERS!
J. Steele, Rand Organization 2014Slide24
Critical Thinking and Empathy
How are you providing opportunities for critical thinking, empathy/perspective taking, forming and justifying a position for
ALL students?Slide25
Things to consider…
Culture: A reboot
Cr
itical look at literacy
Curriculum
Framework
Ownership
Implementation
Access
Resources (print and electronic)ClassesFamily and Community EngagementSlide26
Clarity
ImplementationSlide27
Implications to PracticeSlide28Slide29
Facing the Facts and Your Fears
What does the data indicate?
Needs assessment
Student work
Learning Walks
Which subgroups are experiencing difficulty?
What factors might explain this? Slide30
Courage to Act
Equity and access
Face the facts: Know your current reality
Develop a plan: Focus on child development, neuroscience, and contextual obstacles
Take the first stepSlide31
Courage to Act
Newsome
Collected information
Developed Plan
Reading specialists
child development
neuroscience
Reading areas
environmental factors
ACCESSSlide32
Courage to Act
Clark
Focus on Access
Highly effective principals
Highly effective teachers
in low performing schoolsSlide33
Clarity
Implementation