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Hari Pertama di Sekolah - Good School and Good Society

by Zainal Abidin Mustofa on Thursday, 14 July 2011 at 10:41 Membangun Lembaga Pendidikan yang Sehat:
Karakter itu adalah ciri khas atau watak seseorang. Ciri khas itulah yang membuat orang itu ketahuan bohong atau jujur. Guru yang berkarakter sangat diperlukan saat ini. Tuliskan pendapat Anda tentang skala prioritas (mana yang lebih penting). Skala prioritas ini telah diteliti di 12 negara maju di bidang pendidikan. Ada 10 pernyataan untuk dituliskan, dari 10 pilihan itu dengan memberi nilai 10 (sepuluh) untuk yang paling penting, dan seterusnya. Hal yang paling tidak penting (atau yang dianggap paling rendah kepentingannya diberi nilai 1 (satu). Kesepuluh pernyataan itu adalah sbb: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Setia dan perhatian kepada persoalan pribadi sesama kawan .......... Disiplin yang sehat .......... Perhatian pimpinan terhadap masa depan karyawan dan guru .......... Menjamin kelangsungan saya bekerja .......... Kemajuan tempat bekerja .......... Kondisi/Fasilitas dari tempat bekerja .......... Gaji/pendapatan baik dan cukup untuk keperluan sehari-hari dan masa depan keluarga .......... Partisipasi seluruh karyawan dan guru dalam perkembangan tempat saya bekerja .......... Penghargaan atas prestasi kerja .......... Pekerjaan yang menarik dan menyenangkan ..........

Bila kita tipe manajer, maka kita akan memilih kemajuan tempat bekerja (nomor 5) sebagai pilihan tertinggi (nilai 10). Sedangkan mereka yang bertipe Supervisor akan memilih penghargaan atas prestasi kerja sebagai pilihan tertingggi (nilai 10), dan bagi mereka yang memiliki tipe pekerja akan memilih gaji (nomor 7) sebagai pilihan tertinggi (nilai 10).

Dari skala prioritas itu, akan diketahui di mana posisi seseorang. Di posisi Manajer, Supervisor, atau Pekerja. Dan, dari skala priooritas kitu akan diketahui bagaimana caranya agar kita mulai beralih dari posisi pekerja ke supervisor dan dari supervisor ke manajer. Dengan posisi itu maka akan bisa membangun lembaga pendidikan yang sehat. 8 (delapan) faktor dari 13 (tiga belas) faktor yang membantu kesuksesan seseorang, yaitu:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Prestasi Integritas Kecerdasan Fleksibilitas Konsisten Toleransi kepada ketidaksempurnaan Kedudukan Rasa tanggung jawab Kebersamaan Keadilan Kemauan belajar Kemampuan memperbaiki diri Ketangguhan keyakinan

Faktor-faktor yang tidak memuaskan, seperti:

1. 2. 3. 4. 5. 6. 7.

Kebijakan (policy) Supervisi (supervision) Kondisi (condisition) Hubungan (relation) Gaji (salary) Status (status) Jaminan (facilities)

8.

Kehidupan pribadi (personal-life)

Faktor-faktor yang memuaskan untuk membangun lembaga pendidikan yang sehat yaitu:

Prestasi pengakuan Pekerjaan Tanggungjawab Pengembangan Kemajuan

Oleh karena itu ada watak yang perlu dikembangkan untuk membangun lembaga pendidikan yang sehat yaitu:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Fleksibel Keterbukaan Ketegasan Berencana Percaya diri/mandiri Toleransi Disiplin Berani ambil resiko Orientasi kepada masa depan dan penyelesaian tugas Bertaqwa.

Arah produk profesional masyarakat kerja yang sehat adalah:

1. 2. 3. 4. 5. 6. 7. 8. 9.

Kemajuan Kemandirian Kesejahteraan/kemakmuran Keadilan Kebijaksanaan Religius/kental keagamaan Kemerdekaan yang bertanggungjawab Keteraturan cara berfikir dan bekerja produktif dalam berkarya Memberdayakan diri secara optimal

Dari hal di atas, dapat ditarik makna bahwa tak ada manusia yang tidak saling membutuhkan (interdipendensi). Oleh karenanya, manusia dituntut untuk mampu bekerjasama dan berkolaborasi agar mampu menjadi masyarakat madani.

Catatan: Materi dari narasumber Prof. Arief Rachman Hakim

Teacher and Teaching Wit and Wisdom The following is a compilation of the wit and wisdom of teachers and teaching. It is by no means complete. Such things are always a work in progress. Some sources used cannot be identified, but I credit the many thousands of teachers who have learned to see themselves in a different light and find both humor and meaning there. There is also a collection of some of the best sayings and thoughts about the meaning and purpose of education. If you would like to add to this page, please send email that describes what you have in mind. Please enjoy this and come back.

Things You'll Never Hear a Teacher Say: "Our principal is sooooooooo smart. No wonder he's in administration." "Thank goodness for these evaluations. They keep me focused." "I'd like to see Red Lobster offer a meal like this!" "Here class, just put all your gym shoes in this box next to my desk." "I bet all the people in our administration really miss teaching!" "Gosh, the bathroom smells so fresh and clean!" "I'm so glad I gave my phone number to my students' parents. It makes keeping in touch so much easier." "I can't believe I get paid for this!" "I think the discipline around here is just a LITTLE too strict!" "It's Friday already????" "Those student teachers this semester really made my job a real joy." "I believe that athletics are not getting enough money." "We'd be able to educate our children if they let us teach through summer too." "Have you noticed that the teachers drive better cars than the students?" "This in-service training has been fabulous." "It must be true; the superintendent said so!" You Might Be in Education If . . . You believe the staff room should be equipped with a Valium salt lick. You find humor in other people's stupidity. You want to slap the next person who says, "Must be nice to work from 8 to 3 and have your summers free!" You believe chocolate is a food group. You can tell it's a full moon without ever looking outside. You believe "shallow gene pool" should have its own box on the report card. You believe that unspeakable evil will befall you if anyone says, "Boy, the kids sure are mellow today." When out in public you feel the urge to talk to strange children and correct their behavior. You have no time for a life from August to June. Marking all As on report cards would make your life SO much simpler. When you mention "vegetables," you're not talking about a food group. You think people should be required to get a government permit before being allowed to reproduce. You wonder how some parents ever MANAGED to reproduce. You laugh uncontrollably when people refer to the staff room as the "lounge." You believe in aerial spraying of Prozac. You encourage an obnoxious parent to check into charter schools or home schooling. You believe no one should be permitted to reproduce without having taught in an elementary setting for at least 5 years. You've ever had you profession slammed by someone who would never DREAM of doing your job. You can't have children because there's no name you could give a child that wouldn't bring on high blood pressure the moment you heard it uttered. You think caffeine should be available to staff in IV form. You know you're in for a MAJOR project when a parent says, "I have a great idea I'd like to discuss. I think it would be such fun! You smile weakly, but want to choke a person when he/she says, "Oh, you must have such FUN every day. It must be like playtime for you." Your personal life comes to a screeching halt at report card time. Meeting a child's parents instantly answers the question, "Why is this kid like this?" How to Tell If You're a REAL Teacher Real teachers grade papers in the car, during commercials, in faculty meetings, in the bathroom, and (at the end of the six weeks) have been seen grading in church. Real teachers cheer when they hear April 1 does not fall on a school day. Real teachers drive older cars owned by credit unions.

Real teachers clutch a pencil while thinking and make notes in the margins of books. Real teachers can't walk past a crowd of kids without straightening up the line. Real teachers never sit down without first checking the seat of the chair. Real teachers have disjointed necks from writing on boards without turning their backs on the class. Real teachers are written up in medical journals for size and elasticity of kidneys and bladders. Real teachers have been timed gulping down a full lunch in 2 minutes, 18 seconds. Master teachers can eat faster than that. Real teachers can predict exactly which parents will show up at Open House. Real teachers volunteer for hall duty on days faculty meetings are scheduled. Real teachers never teach the conjugations of lie and lay to eighth graders. Real teachers know it is better to seek forgiveness than to ask permission. Real teachers know the best end of semester lesson plans can come from Blockbuster. Real teachers never take grades after Wednesday of the last week of the six weeks. Real teachers never assign research papers on the last six weeks or essays on final exams. Real teachers know the shortest distance and the length of travel time from their classroom to the office. Real teachers can "sense" gum. Real teachers know the difference among what must be graded, what ought to be graded, and what probably should never again see the light of day. Real teachers are solely responsible for the destruction of the rain forest. Real teachers have their best conferences in the parking lot. Real teachers have never heard an original excuse. Real teachers buy Excedrin and Advil at Sam's. Real teachers will eat anything that is put in the workroom/teacher's lounge. Real teachers never plan discussions for first period or co-operative groups for 7th during an evaluation. Real teachers have the assistant principals' and counselors' home phone numbers. Real teachers know secretaries and custodians run the school. Real teachers know the rules don't really apply to them. Real teachers hear the heartbeats of crisis; always have time to listen; know they teach students, not subjects; and they are absolutely non-expendable. Real teachers keep reminding their students that the police department does have caller I.D. You know you teach middle school if... You empty your pockets at night and find 1. two used hall passes 2. one unused bus pass 3. a pencil stub 4. no money (you spent your change in the faculty room candy stash) 5. a note with a drawing of Satan and two expletives that needed deleting You brag to your spouse about how many parent phone calls you got done today Your relatives refuse to attend one of your parties if "it's going to be mostly teachers" because they all talk shop You keep trying those techniques that were recommended by experts during the latest pendulum swing You walk the halls of your building and unconsciously pick up litter You are irritated by adults who chew gum in public Your spouse surreptitiously reads the paper at dinner while you describe your day You plan your seating chart so that the short kids can't hide behind bigger ones You have seen firsthand what gum wrappers and pennies can do to a floppy disk drive You write your name conspicuously on all personal objects, including your car keys, your masking tape, your textbook, and your chair. You sometimes choose to pretend not to hear comments that were perfectly intelligible to everyone else who was in the room You know what your classroom door sounds like when slammed mightily You have classroom rules about where people may put their feet You know what the ventilation fan in your room sounds like when whirling small objects, usually folded

paper or wrappers Your librarian cringes when you sign up your class You tell subtle jokes in class just to see those few smiles of the ones that catch on Your class gladly acknowledges that they watch Letterman and Rosie O'Donnell and MTV but tell you they haven't time to look at something by PBS during prime time You despise Halloween candy, Christmas candy, and Valentine candy Your students prefer current events stories that deal with rape, murder, electrocution, and demonic possession One of your students writes to Congress (on your nickel) to complain about some cigarette butts thrown into a local lake You still can't believe you allowed yourself to be sucked into an argument regarding whether Beanie Babies should be allowed in class You know at least three ways to remove objectionable doodles from textbooks so the next user will not be offended Your team goes out for dinner to celebrate the news that your biggest headache is moving to another district You clean desks yourself just to keep the place looking nice and to help your own morale A mother calls to chew you out because you have ignored her son's project only to learn from you that it must be the one that has sat on the chalkrail for weeks with the words "Whose? Is this yours?" written above it Your colleagues claim you inspected a blank student agenda in study hall and said, "Let me guess: All your teachers have been absent for the last month and a half." You know you teach little kids when: You think Freddie Kruger is a new kid in school. (This actually happened to me) All of your clothes have matching earrings. You have earrings for all of your social study and science units. Your hands are covered in marker. Your clothes are all dirty or smudged at the waist. You wear stickers proudly. You know more finger plays than current songs on the radio. You have no qualms about going into the boys bathroom unannounced. You can fix zippers, usually with a child in them. You live for the excitement that your students bring into your class. You wear flats or sneakers so you can catch those that escape! At meetings, you are the one coloring or cutting out materials. Your teacher bag comes on rollers. A new box of crayons is the BESTEST present! Maggie McGuire Assistant Professor of EC TAMUCC Education Sayings If a man keeps cherishing his old knowledge, so as to continuingly be acquiring new, he may be a teacher of others. Confucius In teaching children we must seek insensibly to unite knowledge with the carrying out of that knowledge into practice. Immanuel Kant Learning is by nature curiosity. Philo In seeking knowledge, the first step is silence, the second listening, the third remembering, the fourth practicing, and the fifth - teaching others. Solomon Ibn Gabirol

It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein To live a single day and hear a good teaching is better than to live a hundred years without knowing such teaching. Buddha Any teacher can study books. but books do not necessarily bring wisdom, nor that human insight essential to consummate teaching skills. Bliss Perry A teacher who can arouse a feeling for one single good action, for one single good poem, accomplishes more than he who fills our memory with rows and rows of natural objects, classified with name and form. Johann Wolfgang von Goethe Education is not the filling of a pail, but the lighting of a fire. W.B. Yeats How to tell students what to look for without telling them what to see is the dilemma of teaching. Lascelles Abercrombie Here are some actual excuses parents have written in notes to the teacher or school: Actual Excuses Written by Parents 1. Dear School: Please excuse John from being absent on Jan. 28, 29, 30, 31, 32, and also 33. 2. Please excuse Dianne from being absent yesterday. She was in bed with gramps. 3. Please excuse Johnnie for being. It was his father's fault. 4. Chris will not be in school because he has an acre in his side. 5. John has been absent because he had two teeth taken off his face. 6. Excuse Gloria. She has been under the doctor. 7. Lillie was absent from school yesterday because she had a going over. 8. My son is under the doctor's care and should not take fizical ed. Please execute him. 9. Carlos was absent yesterday because he was playing football. He was hit in the growing part. 10. My daughter was absent yesterday because she was tired. She spent this weekend with the Marines. 11. Please excuse Joyce from P.E. for a few days. Yesterday she fell off a tree and misplaced her hip. 12. Please excuse Ray Friday from school. He has very loose vowels. 13. Maryann was absent Dec. 11-16, because she had a fever, sore throat, headache, and upset stomach. Her sister was also sick, fever and sore throat, her brother had a low-grade fever. There must be the flu going around, her father even got hot last night. 14. Please excuse Blanche from jim today. She is administrating. 15. George was absent yesterday because he had a stomach. 16. Ralph was absent yesterday because he had a sore trout. 17. Please excuse Sara for being absent. She was sick and I had her shot. 18. Please excuse Lupe. She is having problems with her ovals. 19. Please excuse Amanda from school yesterday. She had perfect attendance last nine weeks. Thats really good so I let her stay home for a reward.

http://www.adprima.com/teacherwit.htm

Critical Thinking & Technology I. Definition of Training Piece A. Purpose for Instructor

Henry Smith married 150 women in the course of 10 years. He was never arrested for bigamy although each marriage was witnessed and recorded with the proper authorities. Why? When you ask students to define "critical thinking," they will often refer to this type of puzzle or brainteaser. And although developing critical thinking skills will help students solve this puzzle, critical thinking skills will also help students as they face crucial decisions in education and in life. Students, and all of us, are bombarded with ideas and with people trying to persuade us to accept the ideas they are promoting. You only have to turn on a television talk show to see this in action. At least when watching a talk show, the viewer is given some background information about the speaker's credentials or lack of credentials and is usually aware of the personal bias that the speaker brings to the topic. The advent of the computer information age has presented us with a new challenge: a wealth of information distributed with few restrictions and often limited information about the author of the material. With the increasing use of webbased technology to gather and interpret information, teaching critical thinking skills to students is even more important. By the end of this module, you will be aware of research that verifies that critical thinking can and should be taught and have explored methods for integrating this into your current curriculum. In addition, this module will offer suggestions for both using technology as a tool for teaching critical thinking and ways to assist students to think critically about the technology resources they are using in their academic, professional and personal lives. (If you haven't solved the brainteaser, the answer appears in the resources section) B. Material Covered This content module will introduce you to research supporting the directed teaching of critical thinking and some basic methods for teaching critical thinking. The module will propose three ways to use technology to assist students to develop critical thinking skills:

o o o
II. Foundation

Use web resources to help student research critical thinking to define, understand and value its role in their lives. Use web resources designed to develop and practice critical thinking skills. Evaluate web sites and think critically about the validity of the content.

A.

Definition of Concept & Theory What is critical thinking? There are a variety of answers to that question, but most experts agree that it includes the ability for a person to use his/her intelligence, knowledge and skills to question and carefully explore situations to arrive at thoughtful conclusions based on evidence and reason. A critical thinker is able to get past biases and view situations from different perspectives to ultimately improve his/her understanding of the world. In those two sentences lie a lifetime of work for an individual, work that begins with a formal education in critical thinking skills. A student once told me, "Whatever you teach me, what I believe is true." This is the crux of teaching critical thinking. It cannot be taught as an absolute. There are no formulas to memorize or tests to take. Teaching critical thinking is about helping students discover the answers. That said, there are some basic tools that you can use to begin to teach critical thinking to students. John Chaffee in The Thinker's Guide to College Success defines thinking critically as "carefully examining our thinking (and the thinking of others) in order to clarify and improve our understanding." He suggests providing students with practice and guidance in the five activities listed below:

o o o o

Thinking Actively by using our intelligence, knowledge, and skills to question, explore, and deal effectively with ourselves, others, and life's situations. Carefully Exploring Situations by asking--and trying to answer--relevant questions. Thinking for Ourselves by carefully examining various ideas and arriving at our own thoughtful conclusions. Viewing Situations from Different Perspectives to develop an in-depth, comprehensive understanding.

Supporting Diverse Perspectives with Reason and Evidence to arrive at thoughtful, wellsubstantiated conclusions.

The World Wide Web provides a wealth of materials and is a wonderful tool for teaching critical thinking to students. The Instructor and Student Exercise sections of this module offer many suggestions for teaching critical thinking with technology.

B.

Summary of Relevant Research There was a time when educators believed that content knowledge was enough for students to succeed. For the most part the information that students learned in school was the same information that their parents learned. Today, however, all of that is changing. The increasing power of technology has created a world where information changes quickly, and new ideas can be distributed and adapted almost instantaneously. Today it is important that students learn critical thinking skills, so they can be both the inventors and the critics of the new information. Edward de Bono in de Bono's Thinking Course writes, "Knowledge is not enough. The creative, constructive, design and operating aspects of thinking are just as important as knowledge" (6). Once we acknowledge that critical thinking is an important skill, the question becomes can we teach it? The answer is a resounding "yes." The latest research demonstrates that thinking can be taught and furthermore that it must be taught in a directed manner providing students with practice evaluating ideas. Critical thinking is not a natural byproduct of taking college courses, even courses whose subject matter necessitate critical thinking for success. In Developing Critical Thinkers, Stephen Brookfield emphasizes that "a willingness to risk experimentation in one's teaching is an important aspect of modeling change and promoting critical openness in learners" (81). As teachers, we influence whether a student will learn critical thinking skills in our classes.

III. Benefits

A.

B.

Instructor Teaching students to think critically is incredibly rewarding because what you provide to students is the opportunity for them to understand and take charge of their learning and their lives. Helping students develop critical thinking skills will also have an impact on your classroom. Students will approach the material in a more thoughtful and effective manner, will ask more and better questions and will participate in the learning process. Students will also develop the skills necessary to evaluate the resources that they consult for research purposes. Student The benefits to students are innumerable. Developing critically thinking can change a student's life. Students will develop higher order thinking abilities necessary for academic and job success. But more importantly, students will expand the perspectives from which they view the world. Critical thinking skills will help them navigate the important decisions in learning and in life.

IV. Implementation A. Exploration Exercise for Instructors Exploration: Choose one course that you are currently teaching or will be teaching next semester, and set aside a block of time each week or each class meeting to emphasize and practice critical thinking in your discipline area. Create a name for this time, for example "CT Time" or "Monday's Critical Think," so students begin to recognize and expect it. Acknowledging that critical thinking is the focus of the exercise will help students begin to examine process as well as the content of the discussion. One suggestion for your weekly critical thinking time is to begin the class with a problem or controversy that is relevant to the current course material. Then focus on assisting students to practice the five activities listed in section II: thinking actively, carefully exploring situations, thinking for themselves, viewing situations from different perspectives, and supporting diverse perspectives with reason and evidence. For example, you might find a controversial issue that is addressed from two different perspectives in two web sites. You can show the two web sites at the beginning of class and ask students to determine what questions they would ask the authors of the web sites, so the students can draw their own conclusions. As the instructor, you could role-play the parts of both authors and answer students' questions or bring in a

guest speaker to class to play the part of the second author. Each student can then write about his/her perspective on the issue and support the perspective with reason and evidence. As the semester progresses, you can ask student teams to be responsible for researching and presenting a current problem.

B.

Student Exercises Exercise One: Assist students to define, understand and value critical thinking. Have students visit web sites about critical thinking. Students can start with a search engine like google (www.google.com) and type in "critical thinking" in the key word search or further define their search given your perimeters by adding "education," "employment" or others. There is a multitude of web sites and the vastness of information can be overwhelming, but it can also assist students to see what an important role critical thinking plays in life. Have each student report on one web site including in her report the definition of critical thinking, reasons given in the site for the importance of developing critical thinking skills and any activities in the web site that assist individuals to build critical thinking skills. If you assign students to work in teams, have them view 3-5 web sites and also rank the web sites from most useful to least useful for students. A variation of this exercise is to send students to specific web sites that you have previously viewed and know contain valuable information on critical thinking. Here is a suggested web site for this exercise: www.sjsu.edu:80/depts/itl/index.html. This web site, designed and maintained by San Jose State University, is called " Mission Critical." It is an interactive instructional site designed to promote and teach critical thinking. It has great information and fun interactive quizzes. Some of the topics covered include arguments, common fallacies and applied critical thinking. Note: like many educational sites, "Mission Critical" asks for your feedback. This can serve as an opportunity for real-life application for your students. Student reports can be prepared for the author of the site and used to help improve the site for future students. Exercise Two: Ask students to think critically about and evaluate web sites. We use web sites to research an array of topics in our personal lives, and students may be asked to use web sites for research in your course or other courses. Assist students to determine the validity of the sites by giving them direct instruction in this area. Ask students to explore and evaluate three web sites that are pertinent to the course material. You will probably want to give students a list of acceptable topics for search purposes. For example, if you teach Child Development, the list might include disciplining children, diagnosing learning difficulties, mainstreaming children, and prenatal development. Have students visit the following web site to obtain a web evaluation checklist or ask student to create criteria for evaluating web sites or modify an the existing web evaluation check list: www.ithaca.edu/library/training/hott.html. (This site also provides a presentation mode. If you have Internet access in your classroom, you can present this material to students and as a group create a classroom web evaluation checklist by modifying the one shown here. The information is presented in a colorful and interactive format and includes a sample exercise comparing two web sites that supply statistical information about AIDS.) There are many web sites that deal with the issue of evaluating web sites. For an interesting twist on this exercise, you can have your students evaluate the validity and usefulness of "web evaluation" web sites. Many of the sites have great suggestions that students can put to immediate use. For suggested web evaluation sites, visit the Helpful Resources section of this module. C. Skill Connections:

1. 2. 3.

Invisible Curriculum: Developing critical thinking skills will assist students to make better decisions about their education and their lives. The Invisible Curriculum module discusses other ways that instructors can help students take responsibility for their learning. Active Learning: Critical thinking can be taught to students. The Active Learning module provides examples of strategies that can be used to teach critical thinking through collaborative and student-centered learning. Paired Courses: One of the most effective ways to teach critical thinking skills is to pair a critical thinking skills course with a discipline course. Students have an entire course devoted to learning critical thinking skills (a crucial need in higher education and life) and have the opportunity to

apply that learning immediately to the content of another course. In addition, the content instructor can provide reinforcement of the critical thinking skills by employing critical thinking activities in his/her classroom. IV. Frequently Asked Questions Q: I have a lot of content material to teach. How can I justify spending time teaching critical thinking? A: Directly teaching critical thinking skills will help students to be successful in your course and help students learn to analyze and apply the course materials creating higher level learning for students. The time spent teaching critical thinking skills may replace time previously spent explaining the importance of concepts and connections that students can now determine for themselves. Q: Can you teach critical thinking without technology resources? A: Absolutely. This module suggests using the World Wide Web as a source of content to teach critical thinking for two reasons. First, web sites provide engaging, current and easily accessible material on a variety of issues and interactive exercises in critical thinking. Secondly, it is important that students, and everyone, employ critical thinking skills when using information that is found on a web site. VI. Helpful Resources Learn more about critical thinking: www.criticalthinking.org. This web site, The Center for Critical Thinking, is sponsored by many educational non-profit organizations including the National Council for Excellence in Critical Thinking. The site provides research and assignment for use by educators from primary to university level. www.thinkersway.com. This is John Chaffee's web site and provides an interactive quiz, "How Effective a Critical Thinker Am I?" It also has a wonderful section on problem solving as well as other activities. www.philosophy.unimelb.edu.au/reason/critical/. This site has an extensive directory of quality on-line resources. Learn more about evaluating web sites: www.slu.edu/departments/english/research/. This is a web search and evaluation guide tutorial. It was designed for first-year writing students, but can easily be used by all students. www.library.ucla.edu/libraries/college/help/critical/index.htm. This site, "Thinking Critically About World Wide Web Resources," also has a page on thinking critically about discipline-based www resources. www.namss.org.uk/evaluate.htm. This is a wonderful site with a multitude of links for sites that deal with everything from web evaluation to plagiarism. Some great interactive sites here too! Learn more about the books mentioned in this module: www.hmco.com. Browse Houghton Mifflin Company's college catalog for more information on John Chaffe's textbook The Thinker's Guide to College Success as well as other critical thinking texts. www.edwdebono.com. This site provides information about de Bono's Thinking Course and Edward de Bono's other books. Learn more about workshops on critical thinking: www.facultytraining.com to attend a workshop on this topic or bring one to your campus, visit this site or call Faculty Development Programs at (800) 856-5727. Learn the answer to the brainteaser: Henry Smith was the officiating clergyman at each of the weddings.

http://college.hmco.com/instructors/ins_teachtech_foundations_module_critthink.html

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