EDUC 642 Critical Thinking and Creativity in the ... - Piedmont College

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6/2/2006 from http://www.criticalthinking.org/aboutCT/briefHistoryCT.shtml. Paul, R. & Elder, L. (2005). A guide for educators to critical thinking competency standards. Dillon Beach, CA: Foundation for Critical Thinking. Patrick, J. (1986). Critical Thinking in the Social Studies. Retrieved on 6/6/2006 from http://www.ericdigests.org/pre-924/critical.htm. Piedmont College. (2005a). General education curriculum: Rationale and implementation, rev. 04/06/2005. Demorest, GA: The College. Piedmont College. (2005b). Vision, Mission, Goals & Strategies, 2005-2010, rev. 05/06/2005. Demorest, GA: The College. Pogonowski, L. (1989). Critical thinking and music listening. Music Educators Journal, 76(1), 35-38. Potts, B. (1994). Strategies for Teaching Critical Thinking. Retrieved on 6/6/2006 from http://www.ericdigests.org/1996-1/critical.htm. Provus, M. (1955). History and critical thinking. The School Review, 63(7), 393-396. Ruggiero, V. (1991). The Art of Thinking (3 rd ed.). New York: HarperCollins. Ruggiero, V. (2004). Thinking Critically about Ethical Issues (6 th ed.). Boston : McGraw Hill Higher Education. SACS (Southern Association of Colleges and Schools). (2004). Handbook for Reaffirmation of Accreditation. Atlanta, GA: SACS. Schrag, F. (1988). Thinking in school and society. New York: Routledge. Shermis, S. Samuel (1999). “Reflective Thought, Critical Thinking. Retrieved on 6/6/2006 from http://ericdigests.org/2000-3/thought.htm. Staib, S. (2003). Teaching and measuring critical thinking. Journal of Nursing Education, 42(11), 498-508. Stewart, S., & Dempsey, L. (2005). A longitudinal study of baccalaureate nursing students’ critical thinking dispositions. Journal of Nursing Education, 44 (2), 81-84. Szostak, D & Robertson, J. (1996). Issues in measuring critical thinking: meeting the challenge. Journal of Nursing Education, 42(1), 5-11. Terenzini, P.T., Springer, L., Pascarella, E.T., & Nora, A. (2005). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36(1), 23-39. Tobin, K. (1990). Changing metaphors and beliefs: A master switch for teaching? Theory into Practice, 29(2), 122-127.
Twibell, R., Ryan, M., & Hermiz, M. (2005). Faculty perceptions of critical thinking in student clinical experiences. Journal of Nursing Education, 44(2), 71-79. Wineberg, S. (2002). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University. Yuretich, R. F. (2003). Encouraging critical thinking: Measuring skills in large introductory science classes. Journal of College Science Teaching, 33(3), 40-45. 1. Bibliography: TBA 2. Relevant Web Sites: See School of Education Syllabus A – VIII 3. GACE Information: 4. Admission to Teacher Education (See School of Education Syllabus A – VIII) 5. Application for Certification IX. COURSE ASSESSMENT AND EVALUATION: Grade A-Superior (90-100) 1. Scholarship-Strong, exceeding requirements of instructor. 2. Initiative-Contributions exceeding the assignment, showing independent resourcefulness. 3. Attitude-Positive benefit to class. 4. Cooperation-Forwarding all group activities, constant and spontaneous. 5. Individual Improvement-Marked and Growing. Grade B-Good-Above Average (80-89) 1. Scholarship-Accurate and complete, meeting all requirements of instructor. 2. Initiative-Good when stimulated by some desirable achievement. 3. Attitude-Proper and beneficial to group. 4. Cooperation-Good in group work. 5. Individual Improvement-Showing marks of progress and responding to stimulation. Grade C-Average (70-79) 1. Scholarship-Barely meeting assignments and showing evidence of need of encouragement. 2. Initiative-Uncertain and apparent only at times. 3. Attitude-Generally neutral but not objectionable. 4. Cooperation-Not positive nor very effective and irregular. 5. Individual Improvement-Very ordinary, definite marks lacking. Grade D-Below Average, Yet Passing (65-69) 1. Scholarship-Not meeting all assignments and requirements of instructor. 2. Initiative-Lacking. 3. Attitude-Indifferent. 4. Cooperation-Just fair at times and lacking at other times. 5. Individual Improvement-Not noticeable. Grade F-Failing (0-64) Work unsatisfactory and is a failing grade and hence not defined. XIII. TENTATIVE SCHEDULE Date & Day Topic Assignment Assessment Week 1 What Are Higher Order Thinking (HOT) Skills/How Can They Be Taught? Costa, Selected readings Starko Chapter 1 Class participation
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