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The introduction of EdPuzzle, Flocabulary and exploroing Nearpod} to address the challenge of Critical Thinking.

Introduction

Purpose/Intended Outcomes-Critical Thinking; Chosen category and description: Improving students’ ability to investigate complex problems, evaluate different sources of information, and draw conclusions based on evidence and reasoning. Specific Challenge: My mentee would like to see students improve higher level skills-critical thinking. Increase use of technology to improve these skills. After being coached she’d like to see improvement in student success in and out of the classroom.

Tool(s)/Strategies

EdPuzzle, Flocabulary and Nearpod

EdPuzzle and Flocabulary can be embedded into Nearpod to enhance the use of Flocabulary and Edpuzzle. The next few slides will delve deeper into each program/application

Integration of three applications

EdPuzzle is bascally premade video lessons with built in stopping points for "critical thinking" opportunities. See Research Highlights to see why Fables was chosen as a search topic on this demo slide.

Flocabulary has more activities to enhance critical thinking, a language arts skill. See next few slides for the variety of activities available. See Research Highlights to see why Fables was chosen as a search topic on this demo slide.

Critical Thinking.

My round table coaches suggested using Nearpod and embedding Flocabulary and/or EdPuzzle into these lessons. I am not that familiar with Nearpod and haven't had a chance to explore it enough to be an expert. Therefore, I'm including a Nearpod tutorial for you to watch at your convenience.

Accrording to the arcticle: Philosophy for Adolescents: Using Fables to Support Critical Thinking and Advanced Language Skills: "Critical thinking is not a quick and negative dismissal of a particular point of view (Gage, 2006). Rather, it is the willingness to actively analyze a body of spoken or written language that expresses a certain position on a topic or controversy, and to decide what to believe after engaging in a systematic truth-seeking mission, searching for solid reasons and clear evidence. Critical thinking is therefore a metacognitive activity that requires one to evaluate the evidence that supports or refutes an assertion, reflecting on the available information, to determine one’s own beliefs, distinguishing them from the beliefs of others, and to manage one’s own thoughts. This is a complex process that develops gradually during childhood, adolescence, and into adulthood (Kuhn, 1999), one that calls upon numerous cognitive and linguistic competencies.”

“Fables are short narratives, usually about animals or objects, that attempt to convey a lesson or moral message about life, with which the listener or reader is free to agree or disagree (Knopf, 1992). The moral message is often a proverb, a type of figurative expression that states an opinion by commenting on a situation, giving advice, warning of danger, or offering encouragement (Nippold, 2016b). Fables were employed in the Nippold et al. studies to engage adolescents in critical thinking. This occurred, for example, when they were asked if they agreed or disagreed with the moral message and to give reasons and evidence to support their views.Fables are appropriate for working with adolescents for other reasons as well. For example, they are relatively free of cultural and linguistic bias.”

Nippold MA, Marr E. Philosophy for Adolescents: Using Fables to Support Critical Thinking and Advanced Language Skills. Lang Speech Hear Serv Sch. 2022 Jul 6;53(3):786-802. doi: 10.1044/2022_LSHSS-21-00142. Epub 2022 May 12. PMID: 35549336.

Research Highlights

Research Highlights continued

From the article, Socially Aware Design of Games: an early workshop for game designers I learned, “Speech therapists can use games to play and, therefore, stimulate language with children, obtaining means to check their progress (Pollonio and Freire, 2008). Games may encourage speech therapy activities in contexts other than hospitals encouraging active learning (Novak, 2011), for example, by providing children feedback and means to learn about their own speech, and by providing therapist useful data about their patients’ progress.”

Also from the article mentioned above, “Based on an ethnographic study conducted at the hospital (Silva et al., 2019), speech therapy was identified as an opportunity for the development and application of computational solutions. The study revealed that activities are dependent on technology to work properly and effectively, and that doctor-patient interaction goes beyond the hospital environment, entering the home environment through messaging applications (apps) available on smartphones of patients and their families. Among several demands and opportunities, speech therapy professionals from the hospital raised the need for interactive computing solutions (e.g., a game) that could help patients, mostly children, to carry out exercises the professionals oriented during the medical consultation. Speech therapy is a continuous treatment. Sessions inside the hospital are only part of the treatment, also requiring medication and exercises to be performed continuously outside the hospital. When it comes to children, there are additional difficulties performing speech exercises at home, either due to lack of motivation, discipline or even shame, which can compromise children’s evolution with treatment. Games have the potential to engage children in performing speech exercises. In order to be successful, however, the design of a game must start from this very early understanding of its different interested parties’ contexts of life.”

Ferrari, Bernardo & Silva Junior, Deogenes & Moreira Oliveira, Carolina & Ortiz, Júlia & Pereira, Roberto. (2020). Socially Aware Design of Games: an early workshop for game designers. 11. 92-109. 10.5753/jis.2020.757.

Bibliography

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Nippold MA, Marr E. Philosophy for Adolescents: Using Fables to Support Critical Thinking and Advanced Language Skills. Lang Speech Hear Serv Sch. 2022 Jul 6;53(3):786-802. doi: 10.1044/2022_LSHSS-21-00142. Epub 2022 May 12. PMID: 35549336.

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Ferrari, Bernardo & Silva Junior, Deogenes & Moreira Oliveira, Carolina & Ortiz, Júlia & Pereira, Roberto. (2020). Socially Aware Design of Games: an early workshop for game designers. 11. 92-109. 10.5753/jis.2020.757.

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https://www.flocabulary.com/subjects/

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https://edpuzzle.com/search?q=Fables

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https://nearpod.com/library/