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GED 2014: Curriculum for Critical Thinking Across Content

GED 2014: Curriculum for Critical Thinking Across Content. Framing Instructional Planning GAP Analysis August 2013 BBOWEN/ PDCenter. Defining Critical Thinking:.

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GED 2014: Curriculum for Critical Thinking Across Content

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  1. GED 2014:Curriculum for Critical Thinking Across Content Framing Instructional Planning GAP Analysis August 2013 BBOWEN/PDCenter

  2. Defining Critical Thinking: • Using Webb’s Depth of Knowledge Taxonomy, make a checklist of understanding and reasoning skills learners should have/obtain in order to enable them to confront problems • Using the checklist created, and your knowledge and experience working with adult learners, write a definition of critical thinking, then discuss with your group.

  3. RLA: Reasoning Through Language Arts Included in the GED 2014 RLA test is: • Reading Comprehension • Writing • Language Conventions & Usage • 75% informational texts (NF from science, social studies, workplace) • 25% literature (including CCR levels)

  4. Based on the increased need to use longer, more complex informational texts, what topics of interest and relevance may be appropriate to the adult learner? Brainstorm and list topics with your group partners.

  5. TOPIC: Health Care Reform Scenario: Since everyone will be required to have health care within the next year, you have decided that your adult learners need to understand their rights and responsibilities with the new law. You searched the internet and found several articles. Before you read anything in depth, how would you approach lesson/unit/curriculum planning? What are your questions and considerations?

  6. Quick Look at RLA Anchor Standards • Read through the RLA Anchor Standards and note those standards which register with your thoughts, reasoning and plans for creating a unit of study on HCR-Affordable Care Act. • Share your thoughts with partners in your group, and try to agree/compromise on three skills you will want your learners to practice.

  7. Formative Assessments: For every unit of study, it is critical that the instructor as well as the student have a means of evaluating what knowledge and skills have been acquired, and to what extent they can be applied or transferred to other contexts. Using the DOK, the RLA Anchor Standards, and the three skills your group selected, what are some possible assessments that can be employed to facilitate students’ demonstration of learning and critical thinking?

  8. GED 2014 Extended Response The GED 2014 test requires the test-taker to develop an argument in which they use evidence directly drawn from the provided passages to support their claims (RLA, SS/H). These traits will each be evaluated with a rubric: • Trait 1: Analysis of arguments & use of evidence • Trait 2: Development of ideas & structure • Trait 3: Clarity & command of standard English conventions

  9. Changes in Instruction: Students have to quickly build knowledge for all content areas. They must be able to categorize and conceptualize information in order to address questions and problems. Acquiring depth of knowledge is a developmental rigorous process which builds on prior knowledge, experience, contexts, and practice. The CCSS/CCRS require that learners delve deeply into subjects, and draw from those experiences ways to process information. This process requires practice in analyzing and evaluating, synthesizing and summarizing, creating and formulating. The GED 2014 makes the attempt to assess these critical thinking and reasoning skills. How then to teach?

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