Transcript Whack Card Ideas • ??? 15 Whack Card Ideas 1. Card Playing Partners Intros: Grab Card that interests you.

Whack Card Ideas
• ???
15 Whack Card Ideas
1. Card Playing Partners Intros: Grab Card that
interests you. Find match. Explain why they are a
match.
2. Card Sharks: Deal 4-5 cards to everyone and each
person must come up with a story of how they will
use their cards to change something in their lives.
They can trade cards with other players for ten
minutes. Then they tell their stories. The best
storyteller is the deemed the card shark.
3. Call to Action: Deal out or grab 1 blue (explorer)
card; 1 orange (artist) card; 1 green (judge) card;
and 1 red (warrior) card. Now what could or
should you do?
15 Whack Card Ideas
4. Sorting Task: Sort cards into 3 piles.
1. Done this month; 2. Done this year;
and 3. Not done. Now determine your
strong suit—Explorer, Artist, Judge,
Warrior?
5. Group Brainwhack: Deal 5 cards to each
person. Person to left of dealer explains a card
to solve a problem and others can add to that
until out of ideas. Then next person.
6. Creative Whackshop: Deal 16 cards and have
group discuss any of those 16 deal to solve a
particular problem.
15 Whack Card Ideas
7. Creative License Cards: Pass out cards for a
session and can use that card anytime for
discussion, reflection, problem solving, etc.
8. 3 Day Agenda: Pick 5 cards that you will use
to monitor or guide your life during the next
3 days. Post them in your living room, car,
door, refrigerator, etc.
9. Create a Story: Hand out everyone 2-5 cards
and have them tell a group story using them.
The one who uses all his or her cards first is
the winner.
15 Whack Card Ideas
10.Debriefing Cards: Use the cards to reflect
on how the class, activity, or day went.
11. Next Step Cards: Have students or small groups
pick a card that represents a next step. Or hand
out 1-3 cards to each person and they have to
creatively think of next steps.
12. Creativity Match Cards: Half the class gets 3-4
Creative Whack Pack cards and the other half
gets 3-4 Innovative Whack Pack cards. They
must find someone with cards from other deck
which match. They must explain why or how
they match.
15 Whack Card Ideas
13. Mentoring Cards: New teachers, trainers, or college
instructors might be mentored by getting 1 card per
week, month, semester, or year which they have to
attempt to incorporate into their lives.
14. Trading Post Cards: Small groups get 4-5 cards to help
with their problem solving process. The remaining
cards are kept at a trading post. Each group can trade
in for new cards up to 3 times.
15. Creativity Card Séance: Nominate people who are dead
who you would like to hear from (e.g., inventors,
creativity researchers, comics, etc.). Read about that
person and bring information about them to class
(perhaps autobiographies). Deal out the cards and
people must explain how that card relates to that
person and then must call for him or her to appear.
Pedagogical Strategies:
B. Critical Thinking
Pedagogical Strategies:
B. Critical Thinking
Pedagogical Strategies:
B. Critical Thinking
1. Graphic Orgs: Venn Diagrams, Flowcharts
2. Voting, Ranking, Nominal Group Process
3. PMI, Pros and Cons, Force Field Analysis
4. Minute/Muddiest Point Papers
5. K-W-L and K-W-H-L
6. Compare/Contrasts, Timelines, Taxonomies
7. Critiques, Replies, Reflections, Rebuttals
8. Case-Based Reasoning*
9. Working Backwards, Pruning the Tree
10. Summing Up, Abstracts, Nutshells
What does one mean
by critical thinking?
Compare to Creative
Thinking in a Venn
Diagram…
Sample of Critical Thinking Skills
•
•
•
•
•
Distinguish relevant from irrelevant
Recognize bias
Evaluate sources
Recognize and evaluate inferences
Uses evidence skillfully and
impartially
• Organizes thoughts and articulates
them concisely and coherently
8 Ways to Fail at Teaching CT
(Robert Sternberg, Yale University)
1.
2.
3.
4.
5.
6.
7.
8.
Teacher is teacher; student is student.
Critical thinking is the students’ job.
Need to find the best program.
Program decisions are either or.
Right answer over rationale.
Discussion a means to an ends.
Mastery learning applies to CT.
Need to “teach” critical thinking.
1. Venn Diagram
• Draw two or more circles with
overlapping parts to represent different
topics, theories, or concepts.
• Name features, components,
principles, or ideas that make each
concept or topic unique and put in
parts that do not overlap.
• Name overlapping features, principles,
or ideas that link each concept or topic
and put in parts that do overlap.
2. Evaluative Questions
• Give students a think sheet or
list of evaluative questions to
pose for their readings,
projects, etc.
• Perhaps have them check off
questions use as they go
through their lists.
3. Cost/Benefit Analysis (CBA)
• In effect, CBA asks how does the
sum of the benefits compare to
the sum of the costs.
• Yet, it often leads to or supports
ROI and other more quantitativelyoriented calculations.
•
Reddy, A. (2002, January). E-learning ROI calculations: Is a cost/benefit
analysis a better approach? e-learning. 3(1), 30-32.
4. Fat and Skinny
Questions
• Have students write down fat (big,
deep, controversial, etc.) and skinny
(factual, surface level, etc.) questions
while completing their readings,
watching a video, completing group
projects.
• Share with partner or class and
discuss.
• Or-give your students the fat or skinny
questions before watch a video and
then share answers (this helps to focus
them).
5. PMI
• After completing a lecture,
unit, video, expert
presentation, etc. ask
students what where the
pluses, minuses, and
interesting aspects of that
activity.
6. APC: Alternatives,
Possibilities, & Choices
a. Rush hour traffic problems
in large cities.
b. Packaging of chocolate
bars.
c. Competitor cuts the price of
toilet paper.
d. A young man is seen
pouring beer in his car's gas
tank. What happened?
7. FIP: First Important
Priorities
a. What should the priorities
be in spending money on
faculty development?
b. If you were organizing the
next workshop like this,
what would your priorities
be?
c. How should a career as a
college
instructor
be
chosen?
8. AGO: Aims, Goals,
Objectives
a. What are your objectives
when sign up for a workshop
like this?
b. What are your objectives
when teaching your most
recent classes?
c. If you were close to getting
tenure, what would you be
doing this summer?
9. OPV: Other People's
Views
a. If there was a teaching
strike at this college, how
many points of view are
involved?
b. When you choose speakers
like me, what points of view
are involved?
c. Success of your classes will
come from what points of
view?
10. C&S: Consequence &
Sequel (of an action or decision)
(immediate; ST (1-5 yrs),
medium (5-20 yrs), LT (over
20 yrs) (e.g., this class)
a. A boy is on vacation and his
best
friend
steals
his
girlfriend.
b. The invention of a harmless
happiness pill.
c. All office work can be done
at home via a computer.
11. Force Field Analysis on
Problem
• Driving Forces: list on left side of a
paper, the forces that might help them
solve a problem (the allies!).
• Restraining Forced: list on the right,
the forces that are working against
them. What are the forces operating
against the solution of the problem?
• Perhaps assign some value related to
difficulty or importance and compare
columns and make decisions (e.g., 0
(low) to 5 (high).
12. Exploring Situations with
Questions
• Have students analyze situations according
to all six levels of Bloom’s taxonomy
– Factual
– Interpretive or comprehension
– Analysis
– Synthesis
– Evaluation
– Application
Or assign people to different levels of the
taxonomy.
13. Socratic Questioning
• Select both positive and negative examples to
illustrate a point.
• Vary cases to help focus on facts or issues.
• Employ counter examples.
• Generate hypothetical cases or examples to
encourage what if reasoning.
• Promote identification of alternative
predictions or the nonobvious
• Employ entrapment strategies.
• Encourage the questioning of answers
provided by authorities.
13. Summing
Up/Nutshell/Review
• Have students write for 3-5
minutes what learned for a
class, presentation, or
chapter.
• Optional: Share with a peer
before sharing with instructor
or a class.
14. One minute papers or
muddiest point papers
• Have students write for 3-5
minutes what was the most
difficult concept from a class,
presentation, or chapter. What
could the instructor clarify better.
• Perhaps send to the instructor via
email.
• Optional: Share with a peer before
sharing with instructor or a class.
15. K-W-L or K-W-H-L
At the end of a unit, student
presentation, videotape,
expert presentation, etc.,
have student write down:
• What did you know?
• What do you want to know?
• What did you learn?
• H = How will we learn it?
16. Visual Thinking Exercises:
Graphic Organizers
Have students organize
information in sequences,
chains, cause and effect,
main ideas, similarities
and differences, story
maps, etc.
Organization Charts and Flowcharts
Hierarchy of Ideas
17. Visual Thinking Exercises:
Semantic Feature Analysis
Have students note if an
element or feature is
present or absent.
(evaluate with a + or – or
? on a grid)
Semantic Feature Analysis
18. Visual Thinking Exercises:
Classification Schemes
Have students create
taxonomies, timelines,
comparisons and
contrasts, advance
organizers, epitomies,
etc.
Comparison and Contrast Tables
19. Visual Thinking Exercises:
Mnemonics
Have students create
mnemonics based on
stories, acronyms,
acrostics, links, rhymes,
or bizarre images.
Musical Periods, Composers and Keywords
From: Brigham, F. J. & Brigham, M. M. (1998). Using keyword
mnemonics in general music classes. Cognitive psychology meets
music history. Journal of Research and Development in Education,
31(4), 205-213.
Musical Periods, Composers and Keywords
From: Brigham, F. J. & Brigham, M. M. (1998). Using keyword
mnemonics in general music classes. Cognitive psychology meets
music history. Journal of Research and Development in Education,
31(4), 205-213.
Geology Mnemonics
http://www.fun-withwords.com/mnem_example.html
• Order of geological time periods:
(Cambrian, Ordovician, Silurian,
Devonian, Carboniferous, Permian,
Triassic, Jurassic, Cretaceous,
Paleocene, Eocene, Oligocene,
Miocene, Pliocene, Pleistocene, Recent)
Cows Often Sit Down Carefully.
Perhaps Their Joints Creak?
Persistent Early Oiling Might Prevent
Painful Rheumatism.
20. Nominal Group Process
1. Give statement of the problem.
2. Silent generation of ideas to solve it.
3. Round robin sharing of ideas and
piggy backing of them.
4. Classification & grouping of ideas.
5. Straw vote ranking of ideas. Secret
ballots.
6. Further clarification of ideas and
emerging concepts.
Can change
wording.
7. Final priority weighting. Public vote.
21. SWOT
• Strengths (what group does well)
• Weaknesses (what do not do well)
• Opportunities (situations, events, etc.,
outside the group that provide unique
growth opportunities, change, etc.)
• Threats (changes or competitors who
may adversely impact the group)
– Perhaps give everyone 12 pts or dots and have
them allocate 3 to each category; or perhaps allow
9 points total to allocate as they wish
Which of these critical
thinking techniques might
you use?