CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Empowering students through language & critical thinking: The bard college language & thinking program
Tác giả
Peoples P.
Năm xuất bản
2015
Source title
Voprosy Obrazovaniya / Educational Studies Moscow
Số trích dẫn
6
DOI
10.17323/1814-9545-2015-4-116-131
Liên kết
Tóm tắt
In many parts of the world, and particularly in Eastern Europe and Asia, educators and institutions are turning to liberal arts education because they are recognizing the limitations of old didactic teaching methods-pedagogies based primarily in lecture, rote memory, and disciplinary rigidity. At the heart of the liberal arts classroom is a student-centered pedagogy, but aside from hearing about the values of a "student-centered" pedagogy by visiting scholars, few educators seeking change at the classroom level get to experience what a "student-centered" classroom actually is-teaching practices and methodologies that foster active inquiry, autonomous expression and agency among students who have traditionally been passive recipients of information. This paper presents one liberal arts college's strategy for promoting a liberal arts pedagogy: the Bard College Language & Thinking Program developed to introduce educators and students alike to a classroom in which learning is interactive and where students are encouraged to raise questions, challenge assumptions, and to actively engage in intellectual inquiry and collaborative work through writingto- learn practices. In the Language & Thinking Program, the teacher does not have a monopoly on knowledge, but instead guides students through a variety of reading and writing strategies used to actively empower students through language and critical thinking.
Từ khóa
Active inquiry; Active listening; Collaborative learning; Critical thinking; Engaged learning; Focused free writes; Interactive learning; Liberal arts pedagogy; Metacognition; Process writing; Reading and writing strategies; Reflection; Student- centered learning; Writing-to-learn; Writing-to-read
Tài liệu tham khảo
Abrami P.C., Et al., Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage I Meta-Analysis, Review of Educational Research, 78, 4, pp. 1102-1134, (2008); Bazerman C., Et al., Reference Guide to Writing across the Curriculum, (2005); Bazerman C., Writing, Cognition and Affect from the Perspectives Sociocultural and Historical Studies of Writing, Past, Present and Future Contribu-tions of Cognitive Writing Research to Cognitive Psychology, pp. 63-78, (2011); Becker J., What a Liberal Arts and Science Education is and is Not, (2014); Bruffee K.A., Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge, (1999); Dewey J., How We Think, (1910); Elbow P., Writing with Power, (1981); Emig J., Writing as a Mode of Learning, College Composition and Communication, 28, 2, pp. 122-128, (1977); Farrington C.A., Et al., Teaching Adolescents to Become Learners, The Role of Non-Cognitive Factors in Shaping School Performance: A CriticalLiterature Review, (2012); Fitzgerald J., Shanahan T., Reading and Writing Relations and Their Development, Educational Psychologist, 35, 1, pp. 39-50, (2000); Fulwiler T., Young A., Language Connections, (1982); Why Does Writing Make Us Smarter?, (2011); Graham S., Hebert M.A., Writing to Read: Evidence for How Writing can Improve Reading, (2010); Nagin C., Because Writing Matters: Improving Student Writing in Our Schools, (2003); Symposium (transl, (1993); Sample M., On Reading Aloud in the Classroom, (2001); Sperling M., Freedman S.W., Research on Writing, Handbook of Research on Teaching, pp. 370-389, (2001); Vilardi T., Chang M., Writing-Based Teaching: Essential Practices and Enduring Questions, (2009)
Nơi xuất bản
National Research University, Higher School of Econoimics
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access
Nguồn
Scopus