Ppt Your Life and Cct

7/29/2019 Ppt Your Life and Cct

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EMERGENCY MANAGEMENT

Thinking-Career-Life

Active Learning Through

Critical and Creative Thinking


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EKU ARE YOU READY TO THINK

CRITICALLY AND CREATIVELY


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http://www.youtube.com/watch?v=iG

sYd0-oSKk
http://www.youtube.com/watch?v=iGsYd0-oSKkhttp://www.youtube.com/watch?v=iGsYd0-oSKkhttp://www.youtube.com/watch?v=iGsYd0-oSKkhttp://www.youtube.com/watch?v=iGsYd0-oSKkhttp://www.youtube.com/watch?v=iGsYd0-oSKkhttp://www.youtube.com/watch?v=iGsYd0-oSKk


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You Are About To Study Emergency

Management as an Active Learner

In this course you will apply principles of

critical thinking to course content.

During this semester the student will read,

write, listen to, and speak about content.

The student will learn to analyze content.

Course content will come to the student in theform of readings, lectures, videos

documentaries, and other course materials.


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PASSIVE LEARNING VS ACTIVE

LEARNING

Passive Learning

Instructor lectures while

student listens and takes

notes Student reads and takes

notes

Student writes and is

graded on writing

Active Learning

Instructor directs

activities wherein

student learns Students learn mostly

through participating in

learning activities

Students interact withinstructor to learn

Students interact with

each other to learn


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Our Text

Author

Federal Emergency

Management Agency


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Reasoning is Self Directed

Reasoning has a purpose

Reasoning is an attemptto figure something out

Reasoning is based on

assumptions Reasoning is done from

some point of view

Reasoning is based ondata, information andevidence

Reasoning is expressedthrough concepts andtheories

Reasoning contains

inferences orinterpretations by whichwe draw conclusions andgive meaning to data

Reasoning leads

somewhere or hasimplications andconsequences


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THINKING AND REASONING

Not all thinking is

reasoning but all

reasoning is thinking.

Explain


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Other Thinking

Day Dreaming

Random Association

Idle thought

Unfocused thinking

Lazy thinking


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Other Thinking = Thinking

Without purpose

No attempt to figure

something out

Based on randomassumptions

From no point of view

No or little data,information and

evidence

Without concepts and

theories

No or little inferences or

interpretations nomeaning to data

Leads nowhere or has

no or few implications

and consequences


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Thinking and Questions

Thinking is driven byquestions

Thinking is not driven

by answers All learning happens

through questions

Students need to

question to turn ontheir intellectualengines


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Thought Stimulation

Questions about

content

Questions about

purpose Questions about

information

Questions about ideas,concepts, theories,

models.


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Thought Stimulation

Questions aboutassumptions

Questions about

interpretation andconclusions

Questions aboutimplications and

consequent Questions about point

of view


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Inactive Mind

If no questions when

asked then say:

I am notthinking well

enough today

to have a

question.


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Analysis

analysis

1. the separating of any material or abstract entity intoits constituent elements ( opposed to synthesis).

2. this process as a method of studying the nature of

something or of determining its essential features andtheir relations: the grammatical analysis of a sentence.

3. a presentation, usually in writing, of the results ofthis process: The paper published an analysis of thepolitical situation.

4. a philosophical method of exhibiting complexconcepts or propositions as compounds or functions ofmore basic ones.
http://dictionary.reference.com/browse/synthesishttp://dictionary.reference.com/browse/synthesishttp://dictionary.reference.com/browse/synthesis


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Analyze Content

Separate Content Into Component Parts

What Are The Component Parts?


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Synthesize Analytical Components

Assemble the Intellectual Whole

What is the intellectual whole?


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Summarize Content

Summarize in the

foreground

What is most important?

Why is it mostimportant?

When is it most

important?

How is it applied? Utilize SEE-I


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Dealing With Content

Analyze in background

Aware of the 8 elements,standards, and traits

Aware of See-I

Synthesize andsummarize in theforeground

What is important?

Why is it important? When is it important?

How is it applied?

Utilize SEE-I


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CONTENT FOOD FOR THOUGHT

You are how you think.

Dining on content


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FOOD FOR THOUGHT


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Serving up Some Content


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Dissecting Content

What Does Content Mean?


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Dissecting Tools

Fundamental and

Powerful Concepts

Elements

Standards Traits

Questioning

High Order Thinking

High Order

Communication


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MOVIE THE WIZARD OF OZ

Scare Crows Quest:

What was he lacking and what was he seeking?


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Frontal Lobe

Cognition and memory. Prefrontal area: The ability to

concentrate and attend,elaboration of thought. The"Gatekeeper"; (judgment,inhibition). Personality andemotional traits.

Movement:

Motor Cortex (Brodman's):voluntary motor activity.

Premotor Cortex: storage of

motor patterns and voluntaryactivities.

Language: motor speech


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Parietal Lobe

Processing of sensory

input, sensory

discrimination.

Body orientation. Primary/ secondary

somatic area.


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Occipital Lobe

Primary visual reception

area.

Primary visual

association area: Allowsfor visual interpretation.


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Temporal Lobe

Auditory receptive area

and association areas.

Expressed behavior.

Language: Receptivespeech.

Memory: Information

retrieval.


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Will EKU Be Different From High


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Will EKU Be Different From High

School?


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What is Your Purpose?


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What Are Your Questions?


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What Concepts Theories and Models


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What Concepts, Theories and Models

Will You Apply?


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Classroom Hours

120 sh = @ 40+ courses

Course work hours = 40 hours per week

40 / 5 = 8 hours per week per course

480 minutes per week per course

150 minutes in classroom

330 minutes outside of classroom

5.5 hours of work outside of classroom


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Teacher Student Partnership

Teacher presents or oversees a body of coursecontent that will enable the student to

understand a knowledge block essential to

success in life in general or toward a career inspecific.

Student learns a body of course content that

will enable him/her to be successful in life ingeneral and/or toward a career in specific.


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Teacher Responsibility

Teacher provides: Content for the course

Learning activities: active learning, lectures, PowerPoints,Videos/DVDs, handouts, and other learning materials

Critical and creative thinking principles Syllabus that outlines course requirements and guidelines

Course work to assist student in mastery of course content

Assessments to measure students mastery of content

A mid-term grade A Final Grade (Measures student mastery of course

content)


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Grades and GPA

90-100% = A 80-89% = B

70-79% = C

60-69% = D < 60% = F

These generally hold

true for assignment,quiz and exam scores,plus Final Frade

4.0 = A 3.0 - 3.9 = B

2.0 - 2.9 = C

1.0 - 1.9 = D 0.0 - 0.9 = F


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Who Cares About Grades?

Future employers Other universities

Graduate Schools

Military Scholarship Committees

Financial Aid Offices

Registrar Offices for >18 sh Etc.


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Success Cycles


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h h ?


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Which is You?


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First I Would Like to Introduce You to


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First I Would Like to Introduce You to

a Real Person

Is this the person? Or - Is this the person?


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H i D ib Thi


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Hearing Describe This

http://www.youtube.com/watch?v=ASB6hFUat4g


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It H H ?


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It Happens Here?

Whats In Here and How Did It Get


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Here?

Compare: Weak Sense Thinker Versus


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p

Strong Sense Thinker

S thi Diff t H d H


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Something Different Happened Here

It Begins With Neurons and Neuron


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g

Networks


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Where to Put my Thoughts


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Where to Put my Thoughts

Random storage

Random application

Short term memory

Difficult retrieval

Lots of Wires


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Lots of Wires

Loose wires

Or

Motherboard

Depends on organizedthinking

Critical Thinking


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Critical Thinking

What is metacognition?

What is Thinking?


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What is Thinking?

All reasoning is thinking.

Not all thinking is reasoning.

Fantasy

Imagination

Day Dreaming

Random Asociation

What is Reasoning?


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What is Reasoning?

Systems thinking.

Using elements of critical thinking

Using standards of critical thinking

Using intellectual traits when thinking critically

CRITICAL THINKING


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CRITICAL THINKING

High Order Thinking:

8 elements

9 standards

7 traits

8 elements of critical thinking


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8 elements of critical thinking

9+ standards of critical thinking


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9+ standards of critical thinking

Opposites Low order thinking


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Opposites Low order thinking

Think: Unclearly

Inaccurately

Imprecisely

Irrelevantly

Shallowly

Narrowly

Illogically

Insignificantly

Unfairly Tec.

5 intellectual Traits


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5 intellectual Traits

Positives: Humility

Courage

Empathy

Integrity

Perseverance

Faith in Reason

Fairmindedness

Opposites: Arrogance

Cowardice

Egocentric

Dishonesty

Lack of Follow-Through

Doubt in Reason

Bias

CCT THINGS TO THINK ABOUT


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CCT THINGS TO THINK ABOUT

The active mind

Critical Thinking


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Critical Thinking

What is content?

Critical Thinking


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Critical Thinking

What is the difference between thinking andreasoning?

Critical thinking


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Critical thinking

How does one analyze content?

Things to Think About


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Things to Think About

What is low order thinking?

What is low order communication?

How can I train my brain to think critically?

How can I develop the traits of critical

thinking?

Explain the personality and demeanor of a

critical thinking person.

Can college life change me?

Can College Life Change Me?


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Can College Life Change Me?

My Plans for my Future


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My Plans for my Future

Happy in life Family

Healthy

Financially stable

Progress

Opportunity

Work is fun

Able to build a life

Respected

Friends

Questions?


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Questions?

Date post:	14-Apr-2018
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Ppt Your Life and Cct

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