PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

 

 

I.              COURSE INFORMATION:

Title:  Critical Thinking and Creativity in the Classroom

Number:  EDUC 642.1

                                                                                               

II.            INSTRUCTOR INFORMATION:

Name:  Dr. Bob Cummings 

Office Location: L-101

Phone:  (706) 778-3000 ext. 1265

Email: Fax # (706) 776-9608 for Demorest and (706) 546-8223 for Athens

Office Hours: By appointment, L-101

III.           TIME AND PLACE

Evening:  Tuesdays 1st Session

Time:  5:00pm – 9:20 p.m.

Class Location: S-130

 

 

IV.           TEXT AND SUPPLEMENTARY READINGS:

Required

Costa, Arthur L., (2001). Developing Minds: A Resource Book for Teaching Thinking (3rd Edition).
Alexandria , VA: Association for Supervision and Curriculum Development.

 

Starko, A.J. (2001). Creativity in the Classroom, Schools of curious delight. Mahwah, New Jersey, Lawrence Erlbaum Associates.

 

American Psychological Association. (2001).  Publication manual of the American Psychological

 

Association (5th ed.).  Washington, D. C.: Author.

 

 

Supplemental readings may be required as needed throughout the course.  These readings will include research and professional documents and personal reading.  Also, copying some materials to share with the class may be required.

 

 

V.            PIEDMONT MISSION:

 

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

 

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs.  Instructional opportunities are also provided at distant locations to meet student needs.

 

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.”  The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences.  These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

 

Specific ideals under-gird our conceptual framework.  We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

 

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings.  Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback). 

 

Graduate MA and MAT Program Goals: 

The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students.  Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:

¨       provide the candidate  with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;

¨       use and facilitate critical thinking skills;

¨       enhance candidates’ content knowledge, integrating it with instructional technology;

¨       enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to

¨       provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.

 

MAT Program Goals 

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:

¨       build the candidate’s knowledge base and understanding of P-5 students’ characteristics, knowledge, skills, experience, interest, approaches to learning, special needs, and cultural heritage;

¨       prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;

¨       build the candidate’s knowledge and understanding of content, pedagogy, record keeping and a wide variety of diagnostic and assessment techniques and strategies;

¨       develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨       build candidate’s ability to create classroom environments that include: respect, rapport, a culture for learning, effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;

¨       inform candidates of resources available for teachers and students to support and enhance student learning;

¨       develop the candidate’s repertoire of strategies for effective teaching;

¨       enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;

¨       provide candidates with concrete field experiences across grades P-5 that help them link theory and practice through observation and participation;

¨       develop the candidate’s understanding and use of effective interactions with parents or guardians for supporting students learning and well-being;

¨       develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;

¨       help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and lifelong learners who improve the lives of children.

 

MA Program Goals 

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:

¨       enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;

¨       broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;

¨       expand the candidate’s repertoire of strategies for effective teaching and communication with parents;

¨       enhance and expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;

¨       expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨       diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;

¨       develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;

¨       develop the candidate’s ability to assume roles as leaders and mentors in the profession;

¨       establish procedures that candidates can use to continually keep up-to-date on changes in the field;

¨       help candidates become more independent in their professional development as scholarly, reflective, practitioners and lifelong learners who improve the lives of children;

¨       encourage candidates’ involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.

 

VI.           COURSE DESCRIPTION AND PURPOSE:

The field of critical/creative thinking encompasses the knowledge, skills, and attitudes needed for improved higher order thinking which enables candidates to become more proactive, scholarly, and reflective educators. Practicing critical/ creative thinking and metacognition allows candidates to understand their theoretical underpinnings, and to practice higher order thinking skills/strategies in order to improve classroom teaching practices and life-long learning skills.

 

VII.         SCHOOL OF EDUCATION OUTCOMES

                Core Candidate Learning Outcomes :

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.

1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration.  The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.  CO:

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.  CO:

3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO:

4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO:

5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CO: 

6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO: 

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO:

8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals. CO: 

9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy. CO: 

10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being. CO:

 

Early Childhood Graduate Candidate Learning Outcomes:  

11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices.  CO:

12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional.  CO:

13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work.  CO:

14) Action Research: The scholarly, reflective, proactive teacher participates in action research.  CO:

 

Secondary Education Masters-level Candidate Learning Outcomes: 

¨       For both Initial and Advanced Certification Programs

15) Research:  The teacher refines instructional practices informed by critical consideration of relevant research and by the application of action research as an ongoing aspect of practice.  CO:

16) Democratic Classroom: The teacher guides students toward involvement in activities that provide skills and dispositions to fulfill the roles of a citizen engaged in pursuing the ideals of democracy.  CO:

17) Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings.  CO:

18) Integrity:  The teacher pursues her/his professional practices with a strong sense of mission beyond keeping a job, and with a keen sense of ethical integrity.  CO:

19) Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by conceptual refinements, which are in turn refined by assessing the results of implementations over time.  CO:

 

 

¨       For Advanced Certification Programs

20) Modeling and Mentoring: The teacher both models best practices and accepts responsibility to mentor new and veteran teachers. CO:

21) Professional Discourse: The teacher participates actively in the professional discourses related to the field of certification--at the school and in regional and national venues. CO:

22) Proactive Involvement: The teacher takes advantage of opportunities to influence the school toward curricula, instructional practices, policies and professional climate which result in students acquiring more durable knowledge and skills and in-depth understanding, as well as positive dispositions toward learning. CO:

 

Dispositions for All Candidates:

In addition to the common core learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals.  Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:

Scholarly:  Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.

Reflective:  Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.

Proactive:  Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.

Democratic:  Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.

Responsible:  Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so. 

 

VIII.        COURSE OUTCOMES (CO):

 

What are critical thinking skills and why are they necessary for effective teaching?  What is creativity and how can it be nurtured in the classroom?  Since the early 1980’s, educators have been criticized for perpetuating a “riding tide of mediocrity” by requiring of students primarily rote memorization of disassociated facts and details.  Today, most educators agree that the focus of learning should be on how to use information for creative problem solving, analysis, evaluation, and other higher order tasks.  At the conclusion of the course, students should be able to:

 

1)                   (CLO 2,) Describe a theory of knowledge.  What is knowledge and how do we acquire it?  (To be reflected upon and revised throughout the course.)

2)                   (CLO 2,) Generate a definition of critical thinking drawn from critical examination of others’ views and of one’s own life experiences.  (To be reflected upon and revised throughout the course.)

3)                   (CLO 2,) Generate a definition of creativity drawn from others’ views and from one’s own experiences.  (To be reflected upon and revised throughout the course.)

4)                   (CLO 1, 2, 4, 9,) Describe/interpret the theoretical bases of the thinking skills movement, including characteristics of the learner that very much affect critical thinking—e.g., attitudes/beliefs, learning style, motivation, metacognitive knowledge, etc.

5)                   (CLO 2, 3, 5,) Describe/apply the research – based evidence on factors that stimulate creative problem solving in the classroom and describe how to use those factors at the elementary level.

6)                   (CLO 2,) Exhibit improved critical/creative thinking skills in the areas of application, analysis, synthesis, evaluation, and problem solving/decision making.

7)                   (CLO 1, 2, 3, 9,) Exhibit knowledge of models for teaching higher order thinking skills, including teaching metacognitive strategies.

8)                   (CLO 2, 3, 6,) Evaluate higher order thinking skills of elementary students.

9)                   (CLO 2, 4, 7, 10,) Teach the class about one critical or creative thinking program or strategy that is designed to accomplish its goals effectively.

 

 

 

IX.           COURSE POLICIES & PROCEDURES:

1.  Class Attendance/Participation:

Attendance, timeliness, and participation are required and part of your grade.  The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  The allotted number of excused absences for this course is one.  Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade.  Only those absences due to emergencies, illness, or extenuating circumstances will be excused.  Please contact me prior to absence when possible.  Work missed due to an excused absence may be made up.  It is your responsibility to inform me in writing how you make up the work.  Your writing should be professional and include: the date you were absent; a statement about why you were absent; a detailed quality description of the process you undertook to make up the work; and a comprehensive summary of the content that was covered in class.  Be sure to include a cover page.  If work is not made up satisfactorily, the highest grade a candidate can receive for the course is a B.  Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester.  However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.  Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.

 

INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean.  An incomplete is not granted just to extend time to complete work that should have been done in a timely manner.  (See the Piedmont College catalog for additional information regarding an incomplete).

 

If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal.  If the Registrar approves the request, a candidate may receive a “W” for the course.

 

INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive.  Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home.  Candidates who miss class should consult their instructors for assignments and make-up work.  Dismissed or cancelled classes must be made up during semester breaks, the first available Saturday, or an agreed upon make-up by class members and the professor.  When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.

 

PARTICIPATION - Active participation means:

Ø       prepare for classes by reading the text and/or other assigned readings;

Ø       attend all classes for duration of allotted class time;

Ø       take active part and contribute significantly during class discussions and activities;

Ø       be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

Ø       submit all assignments on time.

 

2.  Written Work:

Use APA style (5th ed.).  All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).  Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.

 

Quality is important!  Work submitted should reflect your professionalism and graduate level work.  Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey.

 

Be sure to keep a duplicate copy of all submitted work for your own records.

3.  Academic Integrity:

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception.  This class will be conducted in strict observance of the policy.  Refer to your Piedmont College Student Handbook for details.

 

All work submitted must be your original work created in and for this course.  It should be referenced properly using APA (including information from the internet).  Double dipping (to be discussed in class) is not permitted.

 

4.  Special Considerations: Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs.  Reasonable and appropriate accommodations are coordinated through the Academic Support Office.  Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations.  Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the professor/instructor during the first class session.

 

X.            STUDENT EXPECTATIONS AND COURSE OUTLINE:

                1.  Instructional Methods

This class will operate as a democratic classroom.  Candidates will engage in shared decision- making and in taking responsibility for making the classroom the best it can be.  Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected.  Various approaches will be utilized by the candidates and professor including:  lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

 

2.  Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate or could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

 

 

In-class Problem Solving Exercises: These exercises will be collected on a variable schedule throughout the semester and will be worth up to 10% of the total grade.  In-class exercises are formative evaluations and are also designed to assess class participation.  They are like pop quizzes; students must be present that day in order to earn points.  There are no make-up exercises.  STUDENTS ARE EXPECTED TO HAVE READ THE ASSIGNED MATERIAL BEFORE COMING TO CLASS.

 

Students will select an authentic problem and devise a creative way to solve it.  Students should submit a paper including the following:  a definition of the problem, research regarding what is known about the problem, the solution selected and the rationale for its selection, and suggested ways to evaluate the effectiveness of the proposed solution.  At lease three different references and an APA-style format are required.  Students will present problems and creative solutions to the class in a 10-15 minute lesson presentation.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

3.   Description of Assignments  

TBA

 

4.  Field Experiences (Initial and Advanced Certification Tasks): 

Each candidate is responsible for arranging and documenting his/her field experiences at

an appropriate grade level.  Keep in mind that Early Childhood Majors are required to work in

grades P-K, 1-3, and 4-5.  When selecting field experiences, be sure that you are getting a good

representation from each of the grade level areas for documentation of field experiences.  Initial

certification candidates must document a minimum of five hours for this course.  Advanced

certification candidates must document a minimum  of two hours for this course.  Candidates adding

a new field must document a minimum of three hours. 

                     

 

XI.           RESOURCES:

 

1.   Relevant Web Sites: 

Piedmont College’s Web Page: www.piedmont.edu

§         Library: http://library.piedmont.edu

§         Galileo: http://www.galileo.usg.edu/

§         Bookstore: http://www.piedmont.bkstr.com/

§         Georgia Professional Standards Commission: www.gapsc.com

§         Georgia Department of Education: http://www.doe.k12.ga.us/

§         QCC objectives/GPS: http://www.glc.k12.ga.us

                US Department of Education: http://www.ed.gov/

                Education World: http://www.education-world.com/

                Internet Public Library: http://www.ipl.org/

                Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm

Educational Software Institute: http://www.edsoft.com/

National Council of Teachers of English: http://www.ncte.org

Center for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu

Center on English Learning and Achievement (CELA): http://cela.albany.edu

Better Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com

 

2.    Praxis Information:

All students seeking initial certification in the state of Georgia must pass Praxis I in order to be admitted to student teaching.  Students may exempt this requirement by providing either SAT, ACT, GRE, CBEST, CLAST, or FTCE scores which meet the following criteria:

SAT:      minimum required score – 1000 (w/ no minimum verbal score or math score required)  The composite score is obtained by adding the verbal and the math scores.  Candidates must take both the verbal and the math sections of the test.

                ACT:      minimum score – 43 (w/ no minimum English score or math score required)

The composite score is obtained by adding the verbal and quantitative scores.  Candidates must take both the English and the math sections of the test.

                GRE:      1030 minimum score (w/ no minimum verbal score or quantitative score required)

The composite score is obtained by adding the verbal and quantitative scores.  Candidates must take both the verbal and quantitative sections of the test.

CBEST:  Passing Scores indicated on score report – Used in California and Oregon

                http://www.ctc.ca.gov/profserv/examinfo/cbest.html

CLAST:  Passing Scores indicated on report – Used in Florida

                http://www.firn.edu/doe/sas/clast/clstpscr.htm

FTCE:  General Knowledge – Passing Scores indicated on score report – Used in Florida

                http://www.cefe.usf.edu/TestDescGK.aspx

 

                Teacher candidates who are seeking initial certification must also pass Praxis II in the appropriate

                content area in order to be recommended for certification.  Candidates who are currently certified

                and are adding a new field must also pass the appropriate content exam.  Information on Praxis I &

                II may be found at www.ets.org/teachingandlearning/index.html

 

XII.         ASSESSMENT AND EVALUATION

Grading Scale:

 

Grade A-Superior (90-100)

1.                    Scholarship-Strong, exceeding requirements of instructor.

2.                    Initiative-Contributions exceeding the assignment, showing independent resourcefulness.

3.                    Attitude-Positive benefit to class.

4.                    Cooperation-Forwarding all group activities, constant and spontaneous.

5.                    Individual Improvement-Marked and Growing.

 

Grade B-Good-Above Average (80-89)

1.                    Scholarship-Accurate and complete, meeting all requirements of instructor.

2.                    Initiative-Good when stimulated by some desirable achievement.

3.                    Attitude-Proper and beneficial to group.

4.                    Cooperation-Good in group work.

5.                    Individual Improvement-Showing marks of progress and responding to stimulation.

 

Grade C-Average (70-79)

1.                    Scholarship-Barely meeting assignments and showing evidence of need of encouragement.

2.                    Initiative-Uncertain and apparent only at times.

3.                    Attitude-Generally neutral but not objectionable.

4.                    Cooperation-Not positive nor very effective and irregular.

5.                    Individual Improvement-Very ordinary, definite marks lacking.

 

Grade D-Below Average, Yet Passing (65-69)

1.                    Scholarship-Not meeting all assignments and requirements of instructor.

2.                    Initiative-Lacking.

3.                    Attitude-Indifferent.

4.                    Cooperation-Just fair at times and lacking at other times.

5.                    Individual Improvement-Not noticeable.

 

Grade F-Failing (0-64)

Work unsatisfactory and is a failing grade and hence not defined.

 

 

XIII.       TENTATIVE SCHEDULE

 

Date & Day

Topic  

Assignment

Assessment

Week 1

What Are Higher Order Thinking (HOT) Skills/How Can They Be Taught?

Costa, Selected readings

Starko Chapter 1

Class participation