Active Engagement In
Lecture
Person A states his/her
understanding of what has
been said, then elaborates.
Person B agrees or disagrees
with the interpretation, or adds
to the interpretation, then gives
an example of it, relating the
idea to something in life.
Active Engagement In
Lecture (cont.)
Person B states his/her understanding
of what has been said, then elaborates.
Person A agrees or disagrees with the
interpretation, or adds to the
interpretation, then gives an example of
it, relating the idea to something in life.
Critical Reading
Person B reads aloud one sentence, then states in his/her
own words what has been read. In other words, person B
interprets the sentence.
Person A then either agrees with the interpretation or offers
a different interpretation, adds to the interpretation, etc.
Participants should not in any way critique what they are
reading, merely interpret.
Person B then reads the second sentence, and the same
process occurs.
Person A then takes the next two sentences, one sentence
at a time, reading, interpreting, getting feedback from
person B, using the same method.
Participants take turns reading and interpreting using this
method, each person reading and interpreting two
sentences, then switching roles, until the entire page is
read.
Follow up activity
Close mini-guides, and individually
complete the following statements
(in writing):
The main ideas on page 1 of this
mini-guide are…
In other words…
To give an example
Intro to Elements and Standards
Get into pairs. Concepts and Tools miniguide.
Person A studies pp. 2-4.
Person B studies pp. 7-9.
Study your pages for 7 minutes in order to
teach the content on the pages to your
partners.
When you begin to teach, you will be able to
use any notes you have written, but not the
guide itself (in other words, you cannot read
from the guide).
Elements of Reasoning
Pairs. Persons A, B. Person A will study
pp. 2-3. Person B, pp. 4-5.
Study for approx. 5 minutes in order to
teach your pages to one another.
When teaching, notes can be used to
teach, but not the guide (unless you want
to point out a diagram).
Teaching Elements
Join groups together to form groups of 4.
Persons A, B, C, D. The goal in this activity is
for you to learn the elements of reasoning more
deeply. You will study, in order to teach, the
following pages (Analytic Guide):
Person A will focus on Purpose, (pp. 10, 37), and
Assumptions (pp. 14, 41)
Person B will focus on Question, (pp. 11, 38),
and Concepts, (pp. 15, 42)
Person C will focus on Information (pp. 12, 39),
and Point of View, (pp. 16, 43)
Person D will focus on Inference, (pp. 13, 40),
and Implications, (pp. 17, 44)
You will have 12 minutes to study all
pages in order to teach your concepts to
your group. After six minutes, I will
signal you to move to your second
concept in preparing, if you haven’t
already.
Check for
Understanding
In the next phase of this activity, before you
begin to teach, you will join together with the
people who studied the same concepts you
studied. This is an important part of the study
process. It will help correct for mistakes in
understanding as well as deepen your
understanding of the concepts you will be
teaching. Persons A join together in one
group, Persons B, Persons C, and Persons D
in other groups. If you have more than 5
people per group, split into additional groups,
so you may have several “Person A” groups,
etc.
Teach to Your group
Now participants go back to your original
groups of 4 for the teaching process.
Each person will have 3 minutes to teach
each of your elements to their group.
If you run out of things to say in your 3 minutes, see if
you can answer any questions from your group.
Person A will begin with Purpose. At the end of 3
minutes, you will hear the tone. Stop immediately,
even if in mid- sentence, and Person B then teaches
Question for three minutes. Keep going around the
table in this way moving through all of the eight
elements in this order. Move to the next person, and
therefore the next concept every time you hear the
tone.
Teach in this order:
Purpose
Questions
Information
Inference
Assumptions
Concepts
Point of View
Implications
Analyzing the Logic of a
Problem
Analyze the logic of a problem in your life
or in your discipline by using the
template and referring to the example
on pp. 22-23 of the Analytic Thinking
Guide.
Analyzing the Logic of
An Article
Using the template on pp. 24-25 of the
Analytic Guide, work through the logic of
the brief article on p. 26 – then compare
your answers to those on p. 27. Cover up
p. 27 while writing out the logic of the
article so you won’t be tempted to look at
our sample.
I teach _____________.
Therefore I teach my students to think like
a _______________.
(I teach botany. Therefore I teach my
students to think like a botanist.)
(I teach nursing. Therefore I teach my
students to think like a good nurse).
Figure Out the Logic of
a Subject or Discipline
Write out the logic of one subject
you teach using the questions on
p. 30 of the Analytic Guide (the top
half of the page). First review the
sample logics on pp. 31-36.
Inferences and
Assumptions
In pairs, read pp. 45-46 in the
Analytic Guide, and come up with
examples of your own to show that
you understand the difference
between inferences and
assumptions.
Think for Yourself (10-3):
The Concept of Education
As educators, it is important that we
distinguish between a few important related,
but different, concepts. It is important that we
clearly distinguish between education,
indoctrination, socialization, and training.
These concepts are often confused. Using a
good dictionary as your reference, complete
the following statements (you may want to
look these words up in more than one
dictionary for a more comprehensive
understanding of these terms).
Referring to a good dictionary, complete these statements:
1) according to the dictionary, the meaning of the word
indoctrination that contrasts with the meaning of education
is…
2) according to the dictionary, the meaning of the word
socialization, that contrasts with the meaning of education
is…
3) according to the dictionary, the meaning of the word
training, that contrasts with the meaning of education is…
4) according to the dictionary, the most fundamental meaning
of the word education that contrasts with the meaning of
indoctrination is…
The main difference between these four concepts, therefore,
is…
Complete these statements:
1) The meaning of the word indoctrination that
contrasts with the meaning of education is…
2) The meaning of the word socialization, that
contrasts with the meaning of education is…
3) The meaning of the word training, that contrasts
with the meaning of education is…
4) The most fundamental meaning of the word
education that contrasts with the meaning of
indoctrination is…
The main difference between these four concepts,
therefore, is…