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Critical Thinking for Better Learning

New Insights from Cognitive Science
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Critical Thinking for Better Learning shifts the focus from teaching to learning and from presenting information to creating challenges that teach students how to think in your discipline. The shift derives from three new insights from cognitive science: that we think by analogy, that we learn best when we process clear, focused sources and develop our own theories about our findings, and that there are key threshold concepts that define the discipline and make it attractive to young practitioners. This book explains each of these insights in direct, clear language, with examples of how to implement them in your own classroom.
Preface Acknowledgments Introduction Section I:How Students Learn Best Chapter 1: We Learn through Analogies Section II:Why Much of Our Teaching is Ineffective Chapter 2: How We Should (and Should Not) Teach Section III: Teaching to the Student's Natural Learning Style Chapter 3: Where to Focus: Identify Threshold Concepts Chapter 4:What to Teach: Choose Topics and Texts that Exemplify Threshold Concepts Chapter 5:How to Teach: Design Lessons that Compel Students to Confront their Misconceptions Chapter 6:How to Assess: Design Ways to Gauge Students' Critical Thinking Conclusion Appendix A: How People Learn Appendix B: Analogy as the Core of Cognition Appendix C: Student Retention with Schemas and Analogies Appendix D: Threshold Concepts Appendix E: Sample Threshold Concepts and Skills Appendix F: Sample Student Challenges Appendix G: How to Assess Critical Thinking Recommended Reading/Viewing References
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