| Description |
1 online resource (127 pages) |
| Contents |
Preface; Acknowledgments; Introduction; PART I. HOW STUDENTS LEARN BEST; Chapter 1. We Learn through Analogies; PART II. WHY MUCH OF OUR TEACHING IS INEFFECTIVE; Chapter 2. How We Should (and Should Not) Teach; PART III. TEACHING TO THE STUDENT'S NATURAL LEARNING STYLE; Chapter 3. Where to Focus: Identify Threshold Concepts; Chapter 4. What to Teach: Choose Topics and Texts That Exemplify Threshold Concepts; Chapter 5. How to Teach Design Lessons That Compel Students to Confront Their Misconceptions; Chapter 6. How to Assess Design Ways to Gauge Students' Critical Thinking |
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ConclusionAppendix A. How People Learn; Appendix B. Analogy as the Core of Cognition; Appendix C. Student Retention with Schemas and Analogies; Appendix D. Threshold Concepts and Skills; Appendix E. Sample Threshold Concepts and Skills; Appendix F. Sample Student Challenges; Appendix G. How to Assess Critical Thinking; Recommended Reading and Viewing; References; Index |
| Summary |
Critical Thinking for Better Learning shifts the focus from teaching to learning and from presenting information to creating challenges that teach students how to think in your discipline. The shift derives from three new insights from cognitive science: that we think by analogy, that we learn best when we process clear, focused sources and develop our own theories about our findings, and that there are key threshold concepts that define the discipline and make it attractive to young practitioners. This book explains each of these insights in direct, clear language, with examples of how to imp |
| Notes |
Print version record |
| Subject |
Critical thinking -- Study and teaching
|
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Cognition.
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Cognition
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cognition.
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Cognition
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Critical thinking -- Study and teaching
|
| Form |
Electronic book
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| ISBN |
9781475827804 |
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1475827806 |
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