I love the insight here…. “While there is still plenty of information I will ask my students to learn, I know that my instruction will primarily focus not on what writers know, but what they do.” [emphasis mine] (Warner, J. What we do, not what we know. Inside HigherEd, July 18, 2012. Retrieved from http://www.insidehighered.com/blogs/education-oronte-churm/what-we-do-not-what-we-know#ixzz214qkPQ6A Read more: http://www.insidehighered.com/blogs/education-oronte-churm/what-we-do-not-what-we-know#ixzz214qkPQ6A
See a reprint of an article (Dysfunctional Illusions of Rigor) at: http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1058 and http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1059
As I have been working on the ThinkAchieve Quality Assessment Plan, I have pondered long on if I even think that I know how to think critically. If so, how is that exhibited? Can my students “see” it? Can I explain how I “do” it? How do faculty express their critical thinking skills? See http://www.insidehighered.com/views/2011/12/22/essay-whether-writing-instructors-need-assess-themselves for a perspective on this… What would happen if we took our own tests?
An interesting article on Inside Higher Education yesterday with some poignant quotes… From Fradella, H. F. (August 24, 2010). Fixing higher ed. Inside Higher Ed, Retrieved August 24, 2010 from http://www.insidehighered.com/views/2010/08/24/fradella. “First, no one should be able to earn a Ph.D. and secure a faculty position in an institution of higher education who has not taken graduate-level courses that prepare them to teach effectively at the college level. Graduate…
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How can assignments be used as teaching tools to help student learn instead of some “final” assessment of how they are doing?
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