fahion activities
TRANSCRIPT
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CRITICAL THINKING
RESOURCE PACKAGE
FASHION ACTIVITIES
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An Introduction to Critical Thinking
Critical thinking is, among other things, thinking
that analyzes itself, evaluates itself, and improvesitself as a result (The Critical Thinking Consortium 2010).
Critical thinking is centrally concerned withdeveloping sound judgment (Nembhard & Comfort October 22, 2010).
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-correctivethinking (Foundation for Critical Thought 2009).
A person is thinking critically only if she is
attempting to assess or judge the merits of
possible options in light of relevant factors orCriteria (Gini-Newman).
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Comparing Methods
In a traditionalapproach ...we teach the answer
students try toremember it
In a critical thinkingapproach . . .students figure out a
reasonable answerwe help them develop thetools to do this
(Garfield Gini-Newman)
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Why Teach Critical Thinking
Studies have demonstrated that criticalthinking is not presently being effectively taughtat the high school, college and university level(Foundation for Critical Thought ,2009).
89% of faculty view critical thinking as aprimary educational objective, yet only 19%could clearly explain its meaning (Gini-Newman).
There is nothing more practical than soundthinking (Foundation for Critical Thought ,2009)
Critical thinking can be done in endlesscontexts (Gini-Newman).
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General Strategies: What can
you do as a teacher?1) Speak less so that they think more
2) Dont be a mother bird, chewing up theinformation for the students and putting it intotheir beaks
3) Think aloud in front of your students. Let themhear you thinking your way through problems
(Foundation for Critical Thought ,2009)
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General Strategies: Student Activities
1) Comparing & contrasting
2) Determining and analysing cause and effect
3) Determining credibility of sources
4) Distinguishing fact from opinion5) Drawing appropriate inferences from data
6) Testing ones own line of reasoning
7) Identifying ambiguity
8) Identifying variables9) Formulating questions
10) Defining issue or problems(Kenedy)
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Critical Thinking Guiding Questions
1. What data is presented?2. What conclusions are presented, and how are they
organized?
3. Are theseviews the individual opinions of
the authors, or are they supported by a larger body ofresearch?
4. What are the research findings? Are they adequatelydocumented?
5. Is the information consistentwith information that youalready possess? If not, can the inconsistencies be
explained?6. Are the conclusions (hypotheses) testable?
Howmight one go about testing thevarious
hypotheses that are presented?
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Critical Thinking Guiding Questions
7. If presentation of new research findings is at odds withprevious hypotheses (or theories),must thesehypotheses nowbemodified (or completely rejected)?
8. What were/are thebiases of the timewhen theresearch was conducted?
9. Are these likely to affect what was/is studied and howit was/is interpreted?
10. How do your own personal views bias you ininterpreting the results?
11. Once you have identified your own biases, are you
able to set them aside so as to evaluate theinformation objectively?
12. Are you able to discuss both the pros and cons of ascientific topic in an even-handed manner?
(Kenedy)
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Critical ThinkingCulminating Activity
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Scaffolding Activities
Use lesson plans/activities from the Common Threadsdocument
Globalization, Sweatshops, and the Clothes We Wear:
http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=8569,7735,7733,546,541,442,365,Documents&MediaID=2398&Filename=classroom-resource.pdf&l=English
This unit will help students understand globalization,
sweatshops and the economics of clothing production.
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Scaffolding Activities
Also, ensure your students are ready for the culminatingactivity by providing them opportunities to improve skillsthat promote critical thinking such as:
Ensuring the validity of sourcesAnalysing, evaluating and judgingDistinguishing between fact and opinionComparing and contrasting skills
Appropriately drawing inferences from independentresearch
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Culminating Activity: Plan a
Sweatshop Fashion Show
Steps to prepare for your fashion show:
1) Companies and Brands Research clothing companies
Research some companies you know and wear and someunfamiliar companies
compare and contrast these companies
from your research choose one good company that issocially responsible and one bad company who is
known to use sweat shops or poor working conditions remember to distinguish between fact and opinion and
take into account the validity of your source
present your research to back up your analysis of eachcompany
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2) Announcers name two announcers who will speak during the fashion
show the announcers may be celebrities, people who are
involved in social
issues such as sweatshops, or people you knowpersonally
describe why you chose these particular individuals
you will need to do research and prepare a justification ofwhy they are appropriate for this fashion show
3) Music Chose 3 songs to play during the show
name the title, artists and provide lyrics
Include a justification to explain why these songs areappropriate for this fashion show
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4) Models
name three individuals who would model theclothing
your models may be professional models, celebrities
or people you know
prepare a justification as to why these individuals
are appropriate for this fashion show
Present this information on an
environmentally friendly PowerPointpresentation and email me the finishedproduct.
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Sweatshop Fashion Show Assessment
Category Level 1 Level 2 Level 3 Level 4
Knowledge and
Understanding
-demonstrates
limited
knowledge of
sweatshops
-presents little
factual informationabout the
companies and
chosen individuals
-demonstrates
some
knowledge of
sweatshops
-presents some
factual informationabout the
companies and
chosen individuals
-demonstrates
considerable
knowledge of
sweatshops
-presents
considerablefactual
information about
the companies and
the chosen
individuals
-demonstrates
thorough
knowledge of
sweatshops
-presents thorough
and insightfulinformation
about the
companies the
chosen individuals
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Category Level 1 Level 2 Level 3 Level 4
Thinking and
Inquiry
-demonstrates
limited relevance,
insight and
thought
uses critical
thinking
skills (analyse,
evaluate and
judge) with limited
effectiveness
applies few of
the
skills involved in a
research/inquiry
Process
-demonstrates
some relevance,
insight and
thought
uses critical
thinking
skills (analyse,
evaluate and
judge) with
developing
effectiveness
applies some of
the skills involved
in a
research/inquiry
Process
-demonstrates
limited relevance,
insight and
thought
uses critical
thinking
skills (analyse,
evaluate and
judge) with
considerable
effectiveness
good application
of the skills
involved in a
research/inquiry
Process
-demonstrates
limited relevance,
insight and
thought
uses critical
thinking
skills (analyse,
evaluate and
judge) with
thorough
effectiveness
exceptional
application of the
skills involved in a
research/inquiry
Process
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Category Level 1 Level 2 Level 3 Level 4
Communication communicates
justification andinformation
with limited
clarity
uses language
and visuals with
limited accuracy
and
effectiveness
communicates
with a limited
sense of audience
and purpose
communicates
justification andinformation
with some
clarity
uses language
and visuals with
some accuracy
and
effectiveness
communicates
with a developing
sense of audience
and purpose
communicates
justification andinformation
with considerable
clarity
uses language
and visuals with
considerable
accuracy and
effectiveness
communicates
with a
considerable
sense of audience
and purpose
communicates
justification andinformation
with thorough
clarity
uses language
and visuals with
thorough accuracy
and effectiveness
communicates
with an
exceptional sense
of audience
and purpose
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Category Level 1 Level 2 Level 3 Level 4
Application transfers of
skills (verifying
validity,
distinguishing
between fact and
option, inferring
from research)
to new contextswith
limited
effectiveness
transfers of
skills (verifying
validity,
distinguishing
between fact and
option, inferring
from research)
to new contextswith
developing
effectiveness
transfers of
skills (verifying
validity,
distinguishing
between fact and
option, inferring
from research)
to new contextswith effectiveness
transfers of
skills (verifying
validity,
distinguishing
between fact and
option, inferring
from research)
to new contextswith
a high degree of
effectiveness
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Works Cited
Foundation for Critical Thought (2009). The CriticalThinking Community. Retrieved on October 25, 2010 from
http://www.criticalthinking.org/resources/k12/TRK12-tactical-structural-recommendations.cfm
Gini-Newman, G. (n.d.)Thinking AboutThinking: Infused CriticalThinking in OurTeaching [PowerPoint Slides]. The Critical Thinking
Consortium.
Kenedy,R. (n.d.) Successful CriticalThinking Strategies [PowerPoint Slides] YorkUniversity. Retrieved from
http://www.yorku.ca/yulearn/universityskills/Presentation_CriticalThinking2.pdf
Nembhard, D. & Comfort, J (October 22, 2010). CriticalThinking in the Home Economics Classroom. Retrieved on November 1, 2010
from http://www.bestlibrary.org/criticalhome/
Ontario Secondary School Teacher Federation (2003). Globalization, Sweatshops, and the Clothes We Wear. Retrieved on October
23, 2010, from
http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=8569,7735,7733,546,541,442,365,Documents&MediaID=2398&Filen
ame=classroom-resource.pdf&l=English
Ontario Teachers Federation (n.d.). CriticalThinking: Developing Curriculum to Nurture CriticallyThoughtful Learners. Retrieved on
October 20, 2010 from http://www.otffeo.on.ca/english/pro/resource_package.pdf
The Critical Thinking Consortium (2010). About CriticalThinking. Retrieved on November 5, 2010 from
http://www.tc2.ca/wp/consortium/aboutcriticalthinking/