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# Finding ways to teach critical thinking in business and professional communication

Simple: You teach. That’s different from giving a speech in a companywide meeting or giving orders to a subordinate. That’s not teaching; that’s dictating. Telling people what to do doesn’t guarantee that they will learn enough to think for themselves in the future. Instead, it may mean that they’ll depend on you or their superiors even more and that they will stop taking chances, stop innovating, stop learning.

My Dictionary says "Percentage" is the "result obtained by multiplying a quantity by a percent". So 10 percent of 50 apples is 5 apples: the 5 apples is the percentage .

Teaching Main Idea and Supporting Details with Hands on ... new and creative ways to teach a standard we have ... Teaching Main Idea and Supporting Details ...

2. Have students identify the most important thing about the “who” or “what” the passage or story is about. Once they have done this, they have found the main idea.

Fractions taught as a part-whole concept, in the manner indicated in this article, can ensure that children have a sound foundation for conceptualising other concepts in fractions. However, it must be noted that despite the wealth of possible examples, an approach to fractions based solely on "part-whole" is too restricted - yielding proper fractions only. Therefore other concepts of fractions need to be explored if children are to have a fuller and better understanding of rational numbers.

Pupils can work out doubling in a context of purchasing. How much do two pieces of fruit cost? Which coins would you use to pay for them?

Sometimes the big idea is explicitly stated, while other times it is inferred. Inferencing is a higher-order skill that must be explicitly taught.  So what do we do about it?

New knowledge is built on existing knowledge. Thus, when you are planning a class it is important to determine what your students are likely to know coming into your course and (later in the planning process) how well they know it.

As they read, have your students pause at each paragraph. Then ask, them to use a web graphic organizer backwards .

2. Fun: Averages for Ducks – this was my first post over 15 months ago (Funny to look back at it now). It’s a similar idea to the one above, tell the students that you were followed to school by a flock of birds and they keep flying in and out of the room. Duck under the desk and tell the class to get down because you can hear them coming. Flash a sheet with 15-25 ducks on it and ask for class estimates for how many ducks there were on the sheet. Lead again into discussion on mean, median and mode (here’s a quick  sheet I made for it).

Each time students read, they’re entering into a conversation with the author about what matters, says Jeffrey Wilhelm, distinguished professor at Boise State University and author of Fresh Takes on Teaching Literary Elements . At the core of that conversation, however, is comprehension. To fully explore theme, students must understand what they read and then extract ideas from the text. “You can’t think with ideas unless you understand them,” says Wilhelm.

It's equally important to expose students to information literacy skill sets. As databases grow and information continues to evolve into paperless formats, it is essential to teach students how to question effectively and efficiently. In a world flooded with information to read, libraries have never been more important. Along with digital and information literacy skill sets, it's still vital that we promote and encourage a love of reading across all formats -- along with a facility for questioning, analyzing, discerning and synthesizing with other media.

Before students look for text evidence, make sure they’ve read once for comprehension. “With nonfiction,” says Laura Robb, teacher and education author, “you need to read the text first to get the gist and build some background knowledge. Then, go back and reread so that you can start thinking about it.” The more students work with the text, the better they’ll be at digging into the meaning of each sentence.

Scales are nice to do when possible, but they're not possible all that often. It's rare that words are encountered all together like this. More common - in pairs (known word + new word)

In this follow-up activity, students use rubber bands on geoboards to create shapes with different perimeters that I have written on the board. For example, I’ll ask them to make a square with a perimeter of 16, a triangle with a perimeter of 12, etc. To wrap up this activity, I ask students to create four different polygons and record the perimeter of each on their small dry erase boards. As I walk around, it is easy to see who has grasped the idea and who needs more time and practice.

This is important ongoing work to ensure our graduates will be better-prepared for college and careers. And it is no small undertaking.

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Anymore ideas for teaching averages? | Teaching Mathematics

Teaching Main Idea and Supporting Details with Hands on.

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finding ways to teach critical thinking in business and professional communication
finding ways to teach critical thinking in business and professional communication