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Prejudice Equations Program Summary This program offers an approach to teaching critical thinking skills, creating supportive cultures, and targeting underlying academic skills in middle and high schools.
Almost all of the terms presented here can be used to analyze issues in history, literature, science, and politics, and many are equally effective in the social realm of adolescents, which can be notoriously difficult to navigate. The ability to make good guesses based on available data and to avoid relying on weak assumptions.
The ability to analyze and evaluate sources of evidence and to generate strong evidence for arguments. Terms include Eight Types of Evidence: Value conflicts which lends itself immediately to conflict negotiationValues as motivating forces, Anti-values ,which we treat as regular values despite the fact that they are predictably disastrous dominance, revenge, ideology, sadism, and exclusivity.
Providing a list of values offers students a quick access to this key vocabulary. I have come to think of it as a periodic table for the humanities. The ability to manipulate emotion both to win arguments and to craft compelling speeches, essays, and creative work.
I like to cover the basics to distinguish rhetoric from reason, to point out logical fallacies rooted in emotional manipulation ad hominem, straw man, etc.
See also this resource list. The anti-values are important here — we are motivated by different values in each quadrant of the grid. The conflict negotiation and values materials are equally important.
Role-playing and scenario-discussions help students see the value of these terms and concepts. Most conflicts can be effectively dealt with, though there are some that are truly difficult. A group of students helped boil them down to three unsolvable problems: Accidental Exclusion, and 3.
Recognizing these can help students avoid at least some of their ego-crushing consequences and may keep them from spurring revenge cycles. Despite the fact or because of the fact that these conversations are at the heart of their lives, they rarely analyze status and status currency from a detached perspective.
The analysis and status and status currency is also a profoundly effective lens of analysis in history and literature. Every status ladder puts elites at the top and outcasts at the bottom.
An effective introduction to these concepts is to ask students to list the status currency of their 1st grade classes and how that currency changed through the years.
Adolescent groups often value appearance, fashion, humor, athletic ability, willingness to take risks, kindness, exclusivity, and material things.
Some status currency, like kindness, is incredibly valuable, while others, like physical aggressiveness is, obviously, incredibly destructive. A useful exercise if for students to list status currency for their grade-level and list an ideal set of status markers kindness usually tops that list.
This can be valuable if students are able to analyze peer pressure in terms of status and recognize that status is fluid, temporary, and a social construction.
It can give many kids hope that there are brighter days ahead. The goal is to analyze these psychological motivations, to demonize destructive norms and anti-values, and to lionize constructive norms and values.
Not to by overly hyperbolic, but this may be the greatest hope for the survival of humanity. This model focuses on five obstacles to achieving a full appreciation of our common dignity: Labels and Categories, 3.
Status and Rank, 4.
Value Lenses, and 5. Teaching study habits and habit formation is time consuming, but the benefits can be long-term and life-altering. Educational Psychology — This has been another major part of the program, with the ultimate goal of instilling an appreciation of the power of effort, the plasticity of ability, and the importance of good habits.
Intelligence — Once students are introduced to deliberate practice, we try to apply it to academics, and ultimately to intelligence, which is a tricky term.
I start with IQ — what it is, how to raise it, — pulled largely from What is Intelligence? A recent American Educator article provides a good summary. I like to emphasize that intelligence is large set of skills, none of which are fixed, and that there are both biological and cultural factors that play key roles.
Basically, when we talk about analytic intelligence we are talking about three discrete measures: Reasoning Ability, and 3. Flynn does a really good job of breaking these down further, but his book is heavy lifting, and I try to simplify things as much as I can while retaining the essential parts.
Building Effective Habits — I spend a lot of time on this, and it tends to be really effective to help a handful of kids and to have shared vocabulary to advise students who are struggling.Apr 20, · of Critical Thinking Skills Critical thinking is a rich concept that has been developing throughout the past years.
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing and evaluating information gathered from observation as a guide to belief and action.
A National Call to Improve Critical Thinking in Science. In the past several years, an increasing number of national reports indicate a growing concern over the effectiveness of higher education teaching practices and the decreased science (and math) performance of U.S.
students relative to other industrialized countries (Project Kaleidoscope, ). Building Critical Thinking Skills with Math Essay by aaron, University, Bachelor's, August download word file, 4 pages download word file, 4 pages 4 votes/5(4). This program offers an approach to teaching critical thinking skills, creating supportive cultures, and targeting underlying academic skills in middle and high schools.
1. CRITICAL THINKING – The goal is to provide students a toolkit to approach any problem (outside of mathematics). Building Thinking Skills® provides highly effective verbal and nonverbal reasoning activities to improve students’ vocabulary, reading, writing, math, logic, and figural spatial skills, as well as their visual and auditory processing.
These questions are open-ended, encourage collaboration and foster the development of critical thinking skills. Questioning "We push students to dig deeper in their learning by asking guiding questions and providing a variety of resources for students to independently find answers.