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Course Activities: Thinking at computerThinking Expectations

Critique the video game.
Persuade a reluctant voter.
Trace the evolution of an idea.

Design activities that require deep thinking. Examine your course goals and learning outcomes. Identify the specific critical and creative thinking you expect.

What knowledge, skills, attitudes, and dispositions do you wish your learners to exhibit? Use verbs to describe these actions.

Identify Critical and Creative Thinking Expectations

As you brainstorm activities, use the following list to stimulate your thinking.

Analyze. Analyze a book, article, or other posting.

Brainstorm. Pose problems and create a collection of ideas.

Collaborate. Work collaboratively with peers or another group.

Communicate. Interact with an expert or conduct an interview.

Compare. Make a comparison.

Critique. Write reviews for websites, books, movies, games, local sights, or other topics.

Discuss. Examine a problem, question, drawing, photograph, or diagram. Then, write captions, analyze elements, speculate, or create.

Experiment. Share the process and product of an investigation.

Explain. Demonstrate understandings through creating a communication for a particular audience.

Imagine. Imagine a situation or scenario and share understandings and perspectives.

Observe and Log. Observe human interactions, scientific experiments, or other activities and post a record (i.e., kindness journal, plant growth, survey results).

Persuade. Make a persuasive argument.

Predict. Read or watch then predict what will happen next.

Problem Solve. Pose a problem and discuss solutions.

Question. Get students involved with asking questions.

React, Think, Act. Connect in-class learning to blog entries. Transfer learning to new situations.

Read and Jigsaw. Read or use online resources and discuss (i.e., quote, website, poem, historical document, problem, literature circles). Then, analyze, evaluate, and create. Add a comment.

Remember and Reflect. Think about an activity and reflect on it.

Share Teacher and Student Work. Share materials in a digital format including documents, PDF files, photographs, charts, graphics, written work, audio, video, and presentations.

Trace or Track. Track progress or trace a sequence on a timeline; create a parallel timeline. Trace small businesses and economics in New York.

examplesExplore Examples
Consider an online program related to small business start-up. Think about the different types of activities that would involve learners in deep thinking about entrepreneurship. For ideas, read the article: Clark, Lara and Katzman, Eric (May 2006). Small Business Start-ups @ Your Library. American Library Association.

For more ideas, go to Process: Thinking Focus from escrapbooking.com

For subject area ideas, go to Process: Content Focus from escrapbooking.com

Use action verbs to describe the knowledge, skills, attitudes, and dispositions you expect from learners.

Identify both critical and creative thinking elements.

apply itApply It!
Explore the options for active thinking.

Match specific thinking expectations for your learning objectives.

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