Transcript Engendering Critical Thinking with Reflective and Self

Engendering Critical Thinking
with Reflective and SelfEvaluative Web Board
Experiences
• Brad Sullivan (English)
• Nora Egan Demers (Biology)
• College of Arts & Sciences, Florida Gulf
Coast University, Ft. Myers, FL
1999
What is Web Board Software?
1999
Why do we use Web Board?
• Provides a “path” to FGCU’s Student
Learning Outcomes
• Provides an “Added Dimension” of student
participation
• Stimulates critical thinking, reflection, and
self-evaluation
1999
A “Path” to the FGCU Student
Learning Outcomes
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Technological literacy
Effective communication
Problem solving abilities (critical thinking)
Diverse perspectives
Information literacy
1999
An “Added Dimension” in
Face-to-Face Classes
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Enhances “distributed” learning
Allows asynchronous discussions
Provides time for reflection
Addresses different learning and
communication styles
1999
Critical Thinking and
Reflection: Web Board
Responses to Reading
• The Concept: Dialectic Reading Journals
• The Assignment: Reactions and Reflective
Entries
1999
Critical Thinking and
Reflection: Web Board
Responses to Reading
• The Benefits:
– Proactively replaces reading quizzes
– Draws out students who are not “quick on the
draw”
– Generates and extends in-class discussions of
texts
– Extends learning encounters outside the
classroom
1999
Critical Thinking and
Reflection: Web Board
Responses to Reading
• The Benefits:
– Enables advanced students to model, and
struggling students to encounter models of
thoughtful reaction and analysis
– Provides a shared "idea pool" for students
working on critical essays
– Introduces students to computer technology in a
collaborative and non-threatening endeavor.
1999
Self-Evaluation: Web Board
Experiences for Incoming
Students
• The Concept
• The Assignment
• The Benefits
1999
Web Board “Warnings”
• It must be an expected/required component
of the course to work
• Explicit expectations and requirements are
crucial
• Students need training to use the software
effectively
1999
Benefits of Web Board
Experiences
• Stress on learning, not “correctness”
• Non-confrontational structure for reflection,
analysis, and self-assessment
• Class history or “history of ideas”
• Community of shared inquiry
1999
Questions?
1999