scholarly journals Impromptu Reflection as a Means for Self-Assessment of Design Thinking Skills

2016 ◽  
Author(s):  
Avneet Hira ◽  
Morgan Hynes
Keyword(s):  
Design Thinking ◽  
Thinking Skills ◽  
Self Assessment

Young children’s design thinking skills in makerspaces

2021 ◽  
Vol 27 ◽  
pp. 100216
Author(s):  
Maria Hatzigianni ◽  
Michael Stevenson ◽  
Garry Falloon ◽  
Matt Bower ◽  
Anne Forbes
Keyword(s):  
Design Thinking ◽  
Thinking Skills

scholarly journals Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Youssef Nadri ◽  
Adil Azhar
Keyword(s):  
Critical Thinking ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Thinking Skills ◽  
Two Dimensions ◽  
Critical Thinking Skills ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Efl Writing

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

scholarly journals A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

2019 ◽  
Vol 4 (6) ◽  
pp. 1465-1472
Author(s):  
Samantha J. Dalessio (Procaccini)
Keyword(s):  
Clinical Teaching ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Teaching Environment ◽  
Higher Order Thinking Skills ◽  
Teaching Context ◽  
Clinical Educators ◽  
Insight Into

Purpose The implementation of strategic questioning within the clinical teaching context has recently gained appeal among clinical educators as a method for stimulating critical thinking and other higher order thinking skills. This article will (a) address evidence for the use of strategic questioning approaches in the clinical teaching environment, (b) examine some of the complexities associated with effectively selecting and implementing questioning types, and (c) discuss the potential significance that supervisory training and self-assessment may have on effective application of strategic questioning. Conclusion Strategic questioning can be a highly valuable teaching methodology within the clinical teaching context. Current available external evidence, albeit limited, provides some insight into the complexities involved with effectively implementing strategic questioning methods. Further research is needed to explore the efficacy and feasibility of specific strategic questioning approaches within the scope of communication sciences and disorders.

Reflecting on Portfolio Development

2013 ◽  
pp. 197-211
Author(s):  
Hea-Jin Lee ◽  
Leah Herner-Patnode
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

Students Using Indigenous Knowledge in Video Game Creation to Develop Design Thinking Skills

2011 ◽  
pp. 806-819 ◽  
Author(s):  
Professor Neil Anderson ◽  
Lyn Courtney
Keyword(s):  
High School Students ◽  
Data Collection ◽  
Indigenous Knowledge ◽  
Video Game ◽  
Design Thinking ◽  
Thinking Skills ◽  
Simulation Game ◽  
School Students ◽  
Indigenous Students ◽  
First Time

This chapter describes an educational intervention to introduce and develop design thinking skills with two groups of Australian Indigenous high school students in Far North Queensland and reports on the first phase of the data collection. The initial data collection involved interviewing key personnel at the two sites to gauge their perceptions about the feasibility of the project. This project represents the first time that Australian Indigenous students have participated in videogame creation with an emphasis on using Indigenous knowledge to develop design thinking skills along with literacy and numeracy skills. During the intervention, Year 10 students will be introduced to design thinking skills in the context of developing computer video games using Australian Indigenous knowledge (e.g., a simulation game involving a fictitious island in the Torres Strait).

Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale

2017 ◽  
Vol 25 (1) ◽  
pp. 156-170 ◽  
Author(s):  
Girija Gopinathan Nair ◽  
Laurie-Ann M. Hellsten ◽  
Lynnette Leeseberg Stamler
Keyword(s):  
Critical Thinking ◽  
Content Validity ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instrument ◽  
Assessment Scale ◽  
Monitoring Methods ◽  
Self Assessment ◽  
Content Relevance

Background/Purpose: Critical thinking skills (CTS) are essential for nurses; assessing students’ acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students’ self-monitoring. Methods: An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts’ content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken’s content validity coefficient (VIk). Results: 115 items were retained (range of I-CVI values = .70 to .94 and range of VIkvalues = .69–.95; significant atp< .05). Conclusion: The CTSAS is the first CTS instrument designed specifically for self-assessment purposes.

Long-term trends accentuate the import of creative and critical thinking skills developed by design thinking and ill-defined questions

2017 ◽  
Vol 35 (2) ◽  
pp. 190-208 ◽  
Author(s):  
Robert A Peters ◽  
Janice Maatman
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Design Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Great Recession ◽  
1960S And 1970S ◽  
The 1960S ◽  
Fiscal Pressure

The economic, financial, and political trends such as stagnating standards of living, fiscal pressure, and an escalating mistrust of government were set in motion during the 1960s and 1970s. Due to the duration of the trends, the magnitude, but not the nature, of the challenges confronting the health care, nonprofit and public sectors has changed. Consequently, with the exception of adding topics relating to strategies for securing voluntary compliance and effectively interacting with constituents who are increasingly angry and opposed to government intervention, the Great Recession and subsequent Age of Austerity do not appreciably affect the Master in Public Administration (MPA) curriculum’s content. However, the intractable nature of the challenges accompanying the trends places a premium on cultivating the students’ critical thinking and creative skills. Meeting this challenge necessitates the adoption of learning strategies that shift to students a greater share of the responsibility for learning. One of the options for achieving the outcome is to provide students with the foundational materials and an ill-defined problem that, in conjunction with design thinking, maximizes the students’ freedom to independently define the problem, identify the requisite information for analysis, and develop solutions. The article provides examples of the learning strategy that has been applied in several courses.

scholarly journals Design Thinking in Medical Education: The Key Features and Practical Application

2020 ◽  
Vol 7 ◽  
pp. 238212052092651
Author(s):  
John Sandars ◽  
Poh-Sun Goh
Keyword(s):  
Design Thinking ◽  
New Product ◽  
Thinking Skills ◽  
World Health ◽  
Complex World ◽  
Practical Application ◽  
Medical Educators ◽  
Key Features ◽  
Thinking Process ◽  
Creativity And Innovation

Design thinking is a process that applies both creativity and innovation to iteratively develop and implement a new product. The design thinking process also enhances design thinking skills that are essential for personal and professional life in a complex world. Health care is increasingly being faced with complex problems, and the education of current and future doctors in design thinking is an important curricular challenge for all medical educators. Medical educators will need to enhance their own design thinking skills to enable them to effectively respond to this challenge.

scholarly journals Exploring the Practice of Cultivating Design Thinking Skills in Visual Communication Major

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Li Bai
Keyword(s):  
Visual Communication ◽  
Design Thinking ◽  
Thinking Skills ◽  
Thinking Ability ◽  
New Type ◽  
Definition Of

The development of diversified industries has promoted the emergence of diversified majors, and visual communication is a new type of profession, and the course is also a new type of course, which requires students to have better design thinking, and how to improve the design thinking of visual communication majors through daily learning. Based on this, this paper proposes a definition of visual communication and the relevance of design thinking. It proposes a strategy to enhance the design thinking ability of visual communication majors.

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