Workshop Goals and Objectives – Day Two
• EVALUATING
• Faculty Learning Communities
• Culture Change
• USING
• COMMUNICATING
• RECOGNIZING
• Curriculum Mapping
What comes to mind when you hear the
phrase “evaluating information”?
What comes to mind when you hear the
phrase “evaluating information”?
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•
•
•
•
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Comprehension
Reliability
Author Authority
Analyzing Bias
Identifying and Analyzing Assumptions
Identifying Questions Raised by
Information
Students apply critical thinking
skills in evaluating sources,
information, and search
processes.
Write the evaluating learning
outcome in discipline specific
language.
(Worksheet, Page One)
Put a check list by the items that
best describe how you hope your
majors will excel in evaluating
information.
(Worksheet, p. 3)
Write other items that are
especially relevant to your majors’
ability to evaluate information.
(Worksheet, p. 3)
CRAAP TEST
• Currency
• Relevance
• Authority
• Accuracy
• Purpose
Comic Evaluation
1. What argument or idea is the cartoon
presenting?
2. What evidence can you give that support your
identification of this argument/idea?
3. What arguments or ideas does the cartoon
ignore?
4. Who is the intended audience for the cartoon?
Comic Evaluation
Comic Evaluation
Comic Evaluation
Comic Evaluation
Comic Evaluation
Comic Evaluation
Comic Evaluation
Comic Evaluation
Comic Evaluation
Comic Evaluation
• What challenges would you have
implementing this idea in your own courses?
• What would be the benefit of using this
activity in your classes?
Describe a teaching idea you heard
or thought about today that you
want to use to teach your students
evaluating skills. When and where
do you plan to try this idea?
(Worksheet, p. 5)
Faculty Learning
Communities
Faculty Learning Communities
• Meet Every 3 Weeks
• Placement in the learning communities
determined by a survey (forthcoming)
• Cross-Disciplinary
• Won’t replace program level meetings
Faculty Learning Communities
• Topics:
– INtopFORM Implementation Template
– Annotated Bibliography Scaffolding
– Helping Students Come to Class Prepared
– Sternberg’s “triarchic” view of thinking
– Bloom’s taxonomy for the cognitive domain
– Program-level CCTST results
– Socratic Questioning Activity
– Carol Dweck’s Mindsets
Ground Rules
Instructional Development Center
Workshop Goals and Objectives – Day Three
• INtopFORM Assessment Plan
• Conference Assessment and
Closing
Workshop Goals and Objectives – Day Three
• INtopFORM Assessment Plan
• Conference Assessment and
Closing
INtopFORM Learning Outcomes
QUESTIONING
Students ask questions that facilitate the solution of
problems and the pursuit of opportunities.
SEEKING
Students identify information sources appropriate to
questions of interest.
EVALUATING
Students apply critical thinking skills in evaluating
information, information sources, and their own search
processes.
USING
Students accumulate, synthesize and/or create information
to address questions of interest.
COMMUNICATING
Students communicate information effectively
RECOGNIZING
Students recognize the responsibilities and consequences
related to information ethics and intellectual property.
First Year Blueprint – Faculty Fellows
• INtopFORM Assessment Plan
• Conference Assessment and
Closing
Workshop Goals and Objectives – Day Three
• INtopFORM Assessment Plan
• Conference Assessment and
Closing