Date of publication: 2017-07-09 10:05
Ten words from the vocabulary lists are put on the chalkboard. Derivations and stems are discussed. "Do you recognize any parts of words? Can you figure out what they might mean, or what they have something to do with?" After the etymologies have been discussed and verified in dictionaries, students can discuss contexts for using the words. "When would this word be used? Why? For what purpose?" Students are then assigned to write a logical, flowing paragraph of about two hundred words using the target ten words. Cheating is eliminated. S-6
To help teachers generalize from specific remodeling moves, and so facilitate their grasp of strong sense critical thinking and how it can be taught, we have devised a list of teaching strategies . Each strategy highlights an aspect of critical thought. Each use of it illustrates how that aspect can be encouraged in students.
In small groups first, and then in a report given to the class, students can research news reports, and discuss key questions. "What values beyond immediate self interest call us to recognize our linkage with other nations? Why? What is our action in relation to our trade policy? Why was this done? Is our trade policy consistent? Explain." S-77
Bob searched his mind for a way to move poor, sick Jan. Then, he remembered. He had once made a sledge so that they could ride together over the mountain. They never got around to using it though, because the whole mountain was thickly covered with rocks and trees. He had never found a safe way down, not even once.
Prior to the introduction of these formulas, the students will have been asked to gather information from five different banks/savings & loans. Discussion will then be stimulated by these questions which clarify the policies:
I also love the beauty of art. I enjoy classical art as well as folk art which is painted by untrained artists. To me, the beauty of an artwork is not just in the skills involved. A painting that attracts me is one which evokes an emotional reaction. When I gaze at a painting. I am trying to figure out the artist's point of view. The beauty of art, to me. is that it gives a glimpse into the artist's life or his surroundings.
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At last, bursting from the mountainside, the town came into view. Barely slowing down, they sped through the icy streets, only losing speed as they neared the doctor's house. The sledge, battered through the journey, collapsed in the left ski as it came to a halt, spilling out its occupants. Bob picked up his Jan and made his way into the doctor's house.
Students could trade their papers with other members of their groups. Students can comment on the papers requesting clarification or evidence, pointing out where the relevance of claims is unclear, or facts or assumptions are questionable, and correcting distortions of opposing points of view. Students can use the comments when revising their essays. The teacher could have students write group papers, instead of individual papers giving all sides of the disagreement and clarifying points of disagreement.
"Well," he thought, "looks like I'm going to have to try it anyhow," as he dug out the sledge from the storeroom. "Jan may die unless I get her to the doctor, and life means nothing to me without her." With this thought in mind, Bob gently tucked Jan into the sledge, got in the front, and with a short prayer for safety, pushed off.
Next, on their own, the students would write a personal scenario of their lives ten years from now, briefly describing their lifestyles and incomes. They would explain what criteria they would use in selecting a bank. They would explain what factors in their lives are critical in their personal situation. S-86
This lesson does not explain the difference in the various formulas nor when, why, or how to apply them. Using information pamphlets and ads from banks will also help students practice distinguishing relevant from irrelevant information. When students are setting up and working out equations, students should understand reasons for doing each step.
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