What Can Teachers Learn from Eastern Culture?

I think that one of the biggest things that jumped out at me when I was reading the chapter about culture and context was the difference between Eastern and Western attitudes toward education. I read a wonderful article called “Struggle For Smarts? How Eastern And Western Cultures Tackle Learning” which talks about the differences in attitude toward struggle. While the article is talking about kids in the classroom, I think that to a certain degree, the concepts being discussed can be applied to all ages. Here in America we tend to have the most respect for people who seem to succeed without really trying. The picture below illustrates this quite nicely.

I think that in Eastern cultures, they see a lot more of the iceberg, and they are ok with that. I love the example in the article about how the Japanese teacher sent the student who was having the most problems to the board to practice in front of the class and that while everyone got to see him struggle, he was rewarded for his perseverance and ultimate success by the applause of his classmates. In an American classroom, I think most teachers avoid calling out students who are struggling because they don’t want to embarrass them or make them feel bad about their struggles. We all tend to forget what a wonderful feeling that succeeding after a struggle can be.

I think that one of the areas in education that really emphasizes the Western attitude toward success is our grading system. Everyone starts out perfect, then gets marked down for every mistake. Although this is the way that it has always been done, it doesn’t promote an atmosphere of learning for those who need more practice to master something. I have recently been investigating standards based grading and am planning to begin using it in my classroom starting this summer. In this approach to grading, the student submits an assignment, and can keep submitting it until they have mastered the material. I know that it will take more work and flexibility on my part, but I hope that it will have much better results. When you teach to a schedule, you have to move forward regardless of whether the material has been mastered or not. With standards based grading, students will not be allowed to move on until they have mastered the material. This video is a good basic introduction to Standards-Based Grading:

 

I feel that as a teacher, part of my job is to do my best to ensure the success of all of my students. I think in the long run, they will be better off having mastery of a small amount of material, than struggling with a whole lot of material, or worse yet, resorting to cheating because they can’t keep up and don’t understand what they are doing. A lot of the way grades are handled in today’s classroom sets students up for failure. I think that we should look to the East for some possible solutions to these problems.

References

Spiegel, A. (2012, November 12). Struggle For Smarts? How Eastern And Western Cultures Tackle Learning. Retrieved April 30, 2015, from http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning

[ActiveGrade]. (2012, December 26). Standards-Based Grading Overview  [Video file]. Retrieved from https://www.youtube.com/watch?v=E7m4762pjH8

Learning to Think Critically: My Resource for Critical Thinking & Perspectives

Learning to think critically is a task that seems rather easy, but thinking critically is a process which must be constantly activated. The methods and processes that encourages our critical thinking are mostly obtained in school or obtaining skills training within an occupational trade. Critical thinking is a process within itself that requires steps in order to be an effective thinker as possible. Which include, but are not limited to:



1. Must be able to plan, outline, & summarize information - as well as digest information in order to put in our own words.

2. Must have the need to seek knowledge. It is an innate human trait to be curious, but lacking the drive to seek answers does not encourage critical thinking. (Be Aware!)

3. Must be able to discern information. Being able to discriminate what is valid and reliable is necessary. (Be Curious & Discern!)



These methods can be applied to both academia and practical life. These steps allow us to consider all options and make us better decision makers about life and makes us, as adult learners, more holistic thinkers that considers all options and points of view before making decisions.



Reference:

Hoffman, Mark. 2009. Learning to Think Critically. Retrieved from: https://www.youtube.com/watch?v=R-NGhKc-pjE.

Critical Thinking, A Workplace Perspective

http://www.todayslearningworkplace.com/wp-content/uploads/2014/02/iStock_000008183124X-brain-colored-gears.jpg

     I looked at critical thinking form a different perspective.  When students complete their education and move into the workplace, critical thinking will be a valuable skill.  In all of our professions, we use critical thinking to make decisions, assumptions, and in employee relations.  Many people seem to have it as a natural skill but others have to struggle to use it. It is very important because without it, you may be busy but not accomplishing anything. (Jones, 2011)

     Chris Jones is an IT Strategy and Change Management consultant.  He has a passion for achieving new levels of engagement and learning in today’s business organizations. He has come up with 7 steps that can help us achieve critical thinking in the workplace. They are as follows:

• Use data to drive decisions – Add time in projects to gather facts and data. The data will provide the support that will help the decisions be easier to accomplish.
• Research and sharing – use sources of information to obtain pros/cons of a decision.
• Talk it out – share your ideas and get opinions.
• Use experts – find the experts in your organizations and get to know them and use them.
• Go deeper into the problem – Discover the root cause of the problem and address them
• Research and practice – have conversations, read, and explore other topics that will help build skills needed to make larger, more complex decisions.
• Prioritize your time – use the most time on bigger, more important problems rather than dwelling on smaller decisions.

Using these skills will help us not to make snap decisions and take the safe, default path.   It will give us the opportunity to explore problems and create more informed solutions. (Jones, 2011)

     Linda Elder proposed a critical thinking definition 2007. She stated that critical thinking is “self –guided, self-disciplined thinking which attempts to reason at the highest level of quality in fair minded way. People who think critically consistently attempt to live rationally, reasonable, and empathically” (Mayhew, 2015).

     According to Ruth Mahew, critical thinking is essential in human resources, marketing, and customer service.  In human resources, some of the decisions that must be made are concerning hiring or terminating employees, making suspensions and rewards, and dealing with multiple harassment issues. A marketing employee must make decisions concerning advertising, creating appeal for the company, or even product packaging choice. Customer Service employees must be able to make decisions to resolve conflicts while maintaining customer satisfaction. (Mahew, 2015)

     As you can see, critical thinking skills are also very important for students as the transition from the classroom to the workplace.  As educators, teaching critical thinking skills to students will help them to be successful in their education as well as their future careers. 

References

Jones, C. (2011, April 11). 7 Steps: Critical Thinking in the Workplace - TalentCulture. Retrieved from http://www.talentculture.com/leadership/7-steps-critical-thinking-in-the-workplace/

Mayhew, R. (2015). Examples of using critical thinking to make decisions in the workplace. Retrieved from http://smallbusiness.chron.com/examples-using-critical-thinking-make-decisions-workplace-12952.html

A Response to Critical Thinking and Critical Perspectives

As educators, we know the importance and benefits of critical thinking. The ability to assess new material and make decisions based on that information requires us to use critical thinking. However, we are not taught how to teach this skill to our students. “Without acting on our new knowledge, all we have is a collection of thoughts.” (Merriam & Bierema, 2014)  We don’t want our students to blindly assimilate our beliefs as their own. As educators, we strive for our students to become well-informed, open minded, critical thinkers, who are able to judge for themselves  the integrity of what they are learning.



https://youtu.be/6OLPL5p0fMg


I found this article online: Preparing Creative and Critical Thinkers. This article is a good resource for how to teach creative and critical thinkers. The table below is from the article. When you check out the article, they also go into more detail about the activities below and how you can incorporate them into your classroom. I think you will find many ideas that you can use in your classroom.

 1. The Creative Problem Solver's Basic Toolbox

Tools for Generating Possibilities (Creative Thinking)	Tools for Focusing Possibilities (Critical Thinking)
Brainstorming.Generating many, varied, or unusual options for an open-ended task or question.	Hits and Hot Spots. Selecting promising or intriguing possibilities (identifying hits) and clustering, categorizing, organizing, or compressing them in meaningful ways (finding hot spots).
Force-Fitting. Using two objects or words that seem unrelated to the task or problem, or to each other, to create new possibilities or connections.	ALoU: Refining and Developing. Using a deliberate, constructive approach to strengthening or improving options, by considering advantages,limitations (and ways to overcome them), and unique features.
Attribute Listing. Using the core elements or attributes of a task or challenge as a springboard for generating novel directions or improvements.	PCA: Paired Comparison Analysis. Setting priorities or ranking options through a systematic analysis of all possible combinations.
SCAMPER. Applying a checklist of action words or phrases (idea-spurring questions) to evoke or trigger new or varied possibilities.	Sequencing: SML. Organizing and focusing options by considering short, medium, or long-term actions.
Morphological Matrix. Identifying the key parameters of a task, generating possibilities for each parameter, and investigating possible combinations (mixing and matching).	Evaluation Matrix. Using specific criteria to systematically evaluate each of several options or possibilities to guide judgment and selection of options.

Source: Copyright 2008 by the Center for Creative Learning. Used with permission.

References

Merriam, S.B. & Bierema, L.L. (2014). Adult learning:  Linking theory and practice.  San Francisco, CA:  Jossey-Bass.

Treffinger, D. J. (2008). Membership. Retrieved from http://www.ascd.org/publications/educational-leadership/summer08/vol65/num09/Preparing-Creative-and-Critical-Thinkers.aspx

Q. (2009, December 24). Critical Thinking. [Video File]. Retrieved from https://www.youtube.com/watch?v=6OLPL5p0fMg

A Response to Critical Thinking and Critical Perspectives

As a teacher in a college classroom, I struggle with trying to get my students to think critically. I know that this is a skill that they need to master to be successful in the real world, but many of them come from a public school background where they have been taught to the test. Now that they are in college, we have to encourage them to strengthen their critical thinking skills “muscle.” To do this it is important to understand what critical thinking is. I found this wonderful video that explains critical thinking very well – in fact he uses the Socratic method to generate his definition.

When I was reading the chapter in the book, what jumped out at me was the list of abilities that critical thinkers possess – these are certainly the types of skills that I would like to foster in my classroom. They include:

•   Assume a position or change it based on the evidence
•   Remain relevant to the point
•    Seek information and precision in the information sought
•    Exhibit open-mindedness
•   Consider the big picture
•    Focus on the original problem
•    Search for reason
•    Orderly consider complex components of problems
•    Seek a clear statement of the problem
•    Seek options
•    Show sensitivity to others’ feelings and knowledge
•    Use credible sources

(this list is directly from Adult Learning by Merriam and Bierema)

I encourage, to the extent possible, all of these in my classroom, but I especially try to work on helping them to “Seek information and precision in the information sought,” “Orderly consider complex components of problems,” and “Use credible sources.”

After reading the chapter, I did a little research for ideas on how to further encourage critical thinking by my students. I found a web site called “The Critical Thinking Community.” They had a lot of resources to help you encourage critical thinking. I especially liked this list of teaching tactics:

Resources

Merriam, S.B. & Bierema, L.L. (2014). Adult learning:  Linking theory and practice.  San Francisco, CA:  Jossey-Bass.

Paul, R., & Elder, L. (n.d.). Teaching Tactics that Encourage Active Learning. Retrieved April 26, 2015, from http://www.criticalthinking.org/pages/tactics-that-encourage-active-learning/468

Stearns, P. [teachphilosophy]. (2012, December 26). What is critical thinking  [Video file]. Retrieved from https://www.youtube.com/watch?v=9oAf3g5_138

Critical Thinking and Critical Perspectives

Critical Thinking

Critical thinking describes the process by which students become aware of two sets of assumptions.  First, students investigate the assumptions held by scholars in a field of study regarding the way legitimate knowledge is created and advanced in that field.  Second, students investigate their own assumptions and the way these frame their own thinking and actions.  A person who thinks critically is much better placed to take informed actions; actions that are well grounded in evidence and that are more likely to achieve the results intended.

Critical thinking defined –the ability to assess your assumptions, beliefs, and actions-is imperative to survival; failure to engage in it makes you a target of those who may wish to harm or manipulate you (Brookfield, S.D., 2012b).

                                        https://www.youtube.com/watch?v=GzV1pNQUX5s

Taking Critical Action in the Classroom

Thinking is an action and moving our thinking into mindful and timely intervention is key to critical matters (Hooks, 2010).  Critical thinking causes learners to begin questioning their assumptions, which in turn allows them to see injustice in the world.

To help learners take critical action, we can create micro opportunities during formal instruction to enact learners’ newfound ability to apply critical theory and thinking.  These type of activities include dialogical conversation, following democratic principles in the classroom, modeling critical approaches as the instructor, or addressing classroom dynamics that illustrate oppression or dominant ideology (Merriam & Bierema., 2014). 

http://www.stephenbrookfield.com/Dr._Stephen_D._Brookfield/Visuals.html 

References

Brookfield, S.D.  (2012b).  Teaching for critical thinking: Tools and techniques to help students question their assumptions.  San Francisco: Jossey-Bass.

Hooks, B. (2010).  Teaching critical thinking: Practical wisdom.  New York: Routledge.

Merriam, S.B. & Bierema, L.L. (2014). Adult learning:  Linking theory and practice.  San Francisco, CA:  Jossey-Bass.

Validity? Credibility? Safety?

http://churchm.ag/wp-content/uploads/2010/11/copy-off-the-internet.gif

There are many ways to search for information on the internet. However, these are three questions we must ask ourselves when using information found on the internet.  As educators, we also need to teach our students to ask these questions.  We live in a society today that has the belief that if they found it on the internet, it must be true.  I feel that we must work diligently to educate students how to verify the validity and credibility of information before they use it in their class work or in their lives.  I think we must also teach internet safety to our students, especially if we work with younger students.

Credibility and Validity 

According to the University of Wisconsin Green Bay, there are six ways to verify the credibility of a website.  They are as follows:

• Does it have an author?  The fact than an author is willing to stand behind the work is a good indication of a credible source.
• Is it dated?  A date allows the reader to decide if the information if the information is recent enough for their purposes.
• Does it have sources?  Credible websites will cite the source of presented information.
• What type of domain is it?  Domains such as .com, .org, and .net are can be used by anyone. Colleges and universities are usually .edu and government websites are .gov.
• How it the site designed?  A well designed site can be an indicator of reliable information.
• What is the writing style?  The writing should be grammatically correct with no spelling errors.  (Hartness Library CCV/Vermont Tech, n.d.)

Barbara Felman echoes the criteria above and adds the following:

• Look for an edition number.
• Use your instincts
• Check the sources against other available information.
• Visit the public library as they have ways to verify information.
• Check with a college professor on the topic.(Feldman, 2008)

https://youtu.be/AFEwwG7rq0E

Safety

Kidsmart.org is a valuable tool that teaches internet safety.  It is geared for educators of elementary children. The site is broken down into 2 stages. Stage one is ages 3-7 and Stage two is ages 8-11. It provides videos, lesson plans, and other activities to help teach children about internet safety.

Internet Safety for Teachers

It also have a parents section, that provides parents with information on how to keep their kids safe on various types of mobile devices. This website also provides instructions on how to use parental controls on Apple and Blackberry devices.

Internet Safety for Parents

I also found the following guide that is all inclusive four page guide that helps parents teach their children safe internet searching.

http://www.kidsmart.org.uk/

These are just a few simple tips that can help us verify the validity and credibility of sources we find on the internet. There are also many ideas on how to keep kids safe when searching on the internet.  The internet puts the world at our fingertips but we must know how control and verify the information in order to put the information we obtain to use. 

References

Feldman, B. (2008, July 5). Evaluating Online Information's Validity » Tech Tips » Surfnetkids. Retrieved from http://www.surfnetkids.com/tech/1402/evaluating-online-informations-validity/

Hartness Library CCV/Vermont Tech. (n.d.). Credible Websites? [Video file]. Retrieved from https://www.youtube.com/watch?v=AFEwwG7rq0E

Kidsmart: Welcome. (2009). Retrieved from http://www.kidsmart.org.uk/

University of Wisconsin Green Bay. (n.d.). How can I tell if a website is credible? Retrieved from https://uknowit.uwgb.edu/page.php?id=30276

Responding to Adult Learning in the Digital Age

The Connected Adult

Just how are we linking with others, whether across the hall or across the globe?  Computer-mediated communication (CMC) refers to the many technologies and options for connecting virtually.  “CMC illustrates communication taking place through a technology-enhanced medium that has the ability to span time and space; two or more people are sending and receiving messages” (Joosten, 2012).  Increasingly technology is our link to family, friends, community, and the world. 

With the Internet, a wide range of educational opportunities exists from synchronous, instruction that is in real time with learners meeting online to engage in discussion, lecture, or activities, to asynchronous, instruction that is not bound by time and can be accessed at learners’ leisure, 24/7 (Merriam & Bierema, 2014).

Adult Learners Online

For online lifelong learning to be most effective, learners should have technical skill and open attitudes toward online learning; be prepared for and interested in learning; and belong to online communities that encourage participation within appositive, sociable community.  Being prepared for lifelong online learning may be frustrating to many adult learners as the technology continues to advance (Merriam & Bierema, 2014). 

The course, EDU 630 Adult Education, has given real time learning opportunities.  We have engaged in various online projects and online discussions.  I agree that an adult have to be prepared for the experience of online learning.  The opportunity offers valuable skill sets and learning opportunities. 

Information Literacy

I must add to this blog and ad to Tamara’s blog of the importance of information literacy.  It could be easy and without thought to answer homework question by only what the Internet has to offer, but where is the integrity of that?  I hope that learners of all ages will have proper training and awareness of how important information literacy is.   

What is information literacy?

                                      https://www.youtube.com/watch?v=7sHvQa0vR_M 

References

Joosten, T., 2012.  Social media for educators: Strategies and best practices.  San Francisco, CA:  Jossey-Bass.

Merriam, S.B. & Bierema, L.L. (2014). Adult learning:  Linking theory and practice.  San Francisco, CA:  Jossey-Bass.

The Digital Age and the Importance of Information Literacy

The Digital Age
Our society is driven and dependent upon technology.  We no longer have to acquire information by going to the public library, bookstore, or field expert.  All we have to do is "Google" it.  Right?  The internet has flattened our world by allowing us to attain information almost instantaneously, connect with other learners, and extend education opportunities to learners who cannot attend face to face. Technology links us together and has changed how we gather and process information.  The rapid influx of information delivered through technology has made us consumers of information and changed the learning process.  As a result, we are often times overloaded with information. So how do we navigate all the information we receive and determine if it is credible information?  As stated by Merriam and Bierema (2014), it is imperative for learners to critically determine if the information is valid and relevant.  Remember this State Farm commercial?

https://www.youtube.com/watch?v=bufTna0WArc

 

Information Literacy

So how do we as educators help students become information savvy?  According to Merriam and Bierema (2014), we can teach our students how to evaluate new information for credibility, relevance, and accuracy (p.201).  Wright and Grabowsky (2014) recommend that learners critique new information by asking the who, what, where, when, and how. 

My community college sees Information Literacy as an imperative skill for success in life and continued learning in a globally changing world.  Therefore, it became our Quality Enhancement Plan.  According to Forsyth Tech (2015), Information Literacy means being able to access critical information using the tools of today, knowing the amount and quality of information that fits the task at hand, and being able to evaluate and analyze it appropriately to solve a problem.  We are using the C.A.R.E acronym to emphasize the essential skills necessary to critically evaluate information.  C is communication, A is access, R is research, and E is evaluate.   

 

The Importance of Information Literacy

As a health care provider and educator, I am aware that many of our patients are choosing to self-educate themselves about their condition and the Nuclear Medicine procedures we are providing.  The self-education process occurs through the internet in which much information exists.  Additionally, many patients form social networks to gain support for what they are experiencing.  While there are advantages to self-educating, if one is not equipped with the necessary skills to critically evaluate the information they are receiving then misinformation and/or misconceptions occur.  This is evidenced by Rosenthal's (2006) article which addresses patient misconceptions about Radioiodine scanning and therapy.  Much of the inaccuracies were obtained through the internet.  In order to eliminate misinformation, appropriate education is essential.  First of all, field experts need to properly educate learners.  For example, Nuclear Medicine Technologists, doctors, etc. need to properly educate patients about their condition and provide them with reputable sources.  Lastly, learners need to use information literacy skills to critically evaluate the information they attain. Maybe if the woman in the State Farm commercial would have been information literate then should could have gone on a date with a "real French model".

 

References:

Forsyth Tech., (2015). Information literacy:  Because we C.A.R.E. Retrieved from https://www.forsythtech.edu/qep/

 

Merriam, S.B., & Bierema, L.L. (2014). Adult learning:  Linking theory and practice. San Francisco, CA:  Jossey-Bass.

Rosenthal, S.M., (2006). Patient misconceptions and ethical challenges in radioactive iodine scanning and therapy. JNMT September 2006 (34): 143-150.