Hey there everybody. Today was and still a great day. We've accomplished a huge stack of stuff related to critical thinking and scaffolding. We've looked through activities and differences between content scaffolding and language scaffolding. Actually, we've gone through language scaffolding more then the other but still. There were interesting distinguishing between brainstorming in the group and individually. As a result: 'First, 'brainwrite' then brainstorm'. Which means that firstly it is better to write your own ideas about the task or question then only to brainstorm them with the team.
Some excerpts from the Day 2:
- Small enough pieces of information has to be given that students can process.
- Scaffold (s) for new language.
- There is a limit what brain can do at a time.
- Managing cognitive load by equalising content and language scaffolding.
- Time bound
And in the first part of the day we've gone through critical thinking and achieved something.
- recalled Bloom’s revised taxonomy
- defined critical thinking
- synthesised 5 definitions of critical thinking
- assessed own use of critical thinking skills.
Interesting example from Exam questions using Bloom’s Taxonomy:
CREATING Design a physical therapy program to strengthen each component of the rotator.
EVALUATING Evaluate another physical therapist’s program to strengthen the rotator cuff.
ANALYSING How does the throwing motion stress each component, in turn, of the rotator cuff?
APPLYING Why does throwing a curve ball cause rotator cuff injury?
UNDERSTANDING How does the rotator cuff help you to raise your arm?
REMEMBERING Name the muscles of the rotator cuff.
Ultimate goal of using of critical thinking is to taking control of and responsibility for one’s own thinking in order to participate effectively as a member of a democratic society (Moseley et al. 2005).
That's it. Have a nice day and take care.
Some scaffolding activities at lesson time are here. Enjoy!