fahion activities

8/7/2019 Fahion Activities

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CRITICAL THINKING

RESOURCE PACKAGE

FASHION ACTIVITIES


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An Introduction to Critical Thinking

Critical thinking is, among other things, thinking

that analyzes itself, evaluates itself, and improvesitself as a result (The Critical Thinking Consortium 2010).

Critical thinking is centrally concerned withdeveloping sound judgment (Nembhard & Comfort October 22, 2010).

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-correctivethinking (Foundation for Critical Thought 2009).

A person is thinking critically only if she is

attempting to assess or judge the merits of

possible options in light of relevant factors orCriteria (Gini-Newman).


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Comparing Methods

In a traditionalapproach ...we teach the answer

students try toremember it

In a critical thinkingapproach . . .students figure out a

reasonable answerwe help them develop thetools to do this

(Garfield Gini-Newman)


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Why Teach Critical Thinking

Studies have demonstrated that criticalthinking is not presently being effectively taughtat the high school, college and university level(Foundation for Critical Thought ,2009).

89% of faculty view critical thinking as aprimary educational objective, yet only 19%could clearly explain its meaning (Gini-Newman).

There is nothing more practical than soundthinking (Foundation for Critical Thought ,2009)

Critical thinking can be done in endlesscontexts (Gini-Newman).


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General Strategies: What can

you do as a teacher?1) Speak less so that they think more

2) Dont be a mother bird, chewing up theinformation for the students and putting it intotheir beaks

3) Think aloud in front of your students. Let themhear you thinking your way through problems

(Foundation for Critical Thought ,2009)


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General Strategies: Student Activities

1) Comparing & contrasting

2) Determining and analysing cause and effect

3) Determining credibility of sources

4) Distinguishing fact from opinion5) Drawing appropriate inferences from data

6) Testing ones own line of reasoning

7) Identifying ambiguity

8) Identifying variables9) Formulating questions

10) Defining issue or problems(Kenedy)


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Critical Thinking Guiding Questions

1. What data is presented?2. What conclusions are presented, and how are they

organized?

3. Are theseviews the individual opinions of

the authors, or are they supported by a larger body ofresearch?

4. What are the research findings? Are they adequatelydocumented?

5. Is the information consistentwith information that youalready possess? If not, can the inconsistencies be

explained?6. Are the conclusions (hypotheses) testable?

Howmight one go about testing thevarious

hypotheses that are presented?


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Critical Thinking Guiding Questions

7. If presentation of new research findings is at odds withprevious hypotheses (or theories),must thesehypotheses nowbemodified (or completely rejected)?

8. What were/are thebiases of the timewhen theresearch was conducted?

9. Are these likely to affect what was/is studied and howit was/is interpreted?

10. How do your own personal views bias you ininterpreting the results?

11. Once you have identified your own biases, are you

able to set them aside so as to evaluate theinformation objectively?

12. Are you able to discuss both the pros and cons of ascientific topic in an even-handed manner?

(Kenedy)


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Critical ThinkingCulminating Activity


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Scaffolding Activities

Use lesson plans/activities from the Common Threadsdocument

Globalization, Sweatshops, and the Clothes We Wear:

http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=8569,7735,7733,546,541,442,365,Documents&MediaID=2398&Filename=classroom-resource.pdf&l=English

This unit will help students understand globalization,

sweatshops and the economics of clothing production.


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Scaffolding Activities

Also, ensure your students are ready for the culminatingactivity by providing them opportunities to improve skillsthat promote critical thinking such as:

Ensuring the validity of sourcesAnalysing, evaluating and judgingDistinguishing between fact and opinionComparing and contrasting skills

Appropriately drawing inferences from independentresearch


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Culminating Activity: Plan a

Sweatshop Fashion Show

Steps to prepare for your fashion show:

1) Companies and Brands Research clothing companies

Research some companies you know and wear and someunfamiliar companies

compare and contrast these companies

from your research choose one good company that issocially responsible and one bad company who is

known to use sweat shops or poor working conditions remember to distinguish between fact and opinion and

take into account the validity of your source

present your research to back up your analysis of eachcompany


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2) Announcers name two announcers who will speak during the fashion

show the announcers may be celebrities, people who are

involved in social

issues such as sweatshops, or people you knowpersonally

describe why you chose these particular individuals

you will need to do research and prepare a justification ofwhy they are appropriate for this fashion show

3) Music Chose 3 songs to play during the show

name the title, artists and provide lyrics

Include a justification to explain why these songs areappropriate for this fashion show


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4) Models

name three individuals who would model theclothing

your models may be professional models, celebrities

or people you know

prepare a justification as to why these individuals

are appropriate for this fashion show

Present this information on an

environmentally friendly PowerPointpresentation and email me the finishedproduct.


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Sweatshop Fashion Show Assessment

Category Level 1 Level 2 Level 3 Level 4

Knowledge and

Understanding

-demonstrates

limited

knowledge of

sweatshops

-presents little

factual informationabout the

companies and

chosen individuals

-demonstrates

some

knowledge of

sweatshops

-presents some

factual informationabout the

companies and

chosen individuals

-demonstrates

considerable

knowledge of

sweatshops

-presents

considerablefactual

information about

the companies and

the chosen

individuals

-demonstrates

thorough

knowledge of

sweatshops

-presents thorough

and insightfulinformation

about the

companies the

chosen individuals


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Thinking and

Inquiry

-demonstrates

limited relevance,

insight and

thought

uses critical

thinking

skills (analyse,

evaluate and

judge) with limited

effectiveness

applies few of

the

skills involved in a

research/inquiry

Process

-demonstrates

some relevance,

insight and

thought

uses critical

thinking

skills (analyse,

evaluate and

judge) with

developing

effectiveness

applies some of

the skills involved

in a

research/inquiry

Process

-demonstrates

limited relevance,

insight and

thought

uses critical

thinking

skills (analyse,

evaluate and

judge) with

considerable

effectiveness

good application

of the skills

involved in a

research/inquiry

Process

-demonstrates

limited relevance,

insight and

thought

uses critical

thinking

skills (analyse,

evaluate and

judge) with

thorough

effectiveness

exceptional

application of the

skills involved in a

research/inquiry

Process


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Communication communicates

justification andinformation

with limited

clarity

uses language

and visuals with

limited accuracy

and

effectiveness

communicates

with a limited

sense of audience

and purpose

communicates


with some

clarity

uses language

and visuals with

some accuracy

and

effectiveness

communicates

with a developing

sense of audience

and purpose

communicates


with considerable

clarity

uses language

and visuals with

considerable

accuracy and

effectiveness

communicates

with a

considerable

sense of audience

and purpose

communicates


with thorough

clarity

uses language

and visuals with

thorough accuracy

and effectiveness

communicates

with an

exceptional sense

of audience

and purpose


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Application transfers of

skills (verifying

validity,

distinguishing

between fact and

option, inferring

from research)

to new contextswith

limited

effectiveness

transfers of

skills (verifying

validity,

distinguishing

between fact and

option, inferring

from research)

to new contextswith

developing

effectiveness

transfers of

skills (verifying

validity,

distinguishing

between fact and

option, inferring

from research)

to new contextswith effectiveness

transfers of

skills (verifying

validity,

distinguishing

between fact and

option, inferring

from research)

to new contextswith

a high degree of

effectiveness


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Works Cited

Foundation for Critical Thought (2009). The CriticalThinking Community. Retrieved on October 25, 2010 from

http://www.criticalthinking.org/resources/k12/TRK12-tactical-structural-recommendations.cfm

Gini-Newman, G. (n.d.)Thinking AboutThinking: Infused CriticalThinking in OurTeaching [PowerPoint Slides]. The Critical Thinking

Consortium.

Kenedy,R. (n.d.) Successful CriticalThinking Strategies [PowerPoint Slides] YorkUniversity. Retrieved from

http://www.yorku.ca/yulearn/universityskills/Presentation_CriticalThinking2.pdf

Nembhard, D. & Comfort, J (October 22, 2010). CriticalThinking in the Home Economics Classroom. Retrieved on November 1, 2010

from http://www.bestlibrary.org/criticalhome/

Ontario Secondary School Teacher Federation (2003). Globalization, Sweatshops, and the Clothes We Wear. Retrieved on October

23, 2010, from

http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=8569,7735,7733,546,541,442,365,Documents&MediaID=2398&Filen

ame=classroom-resource.pdf&l=English

Ontario Teachers Federation (n.d.). CriticalThinking: Developing Curriculum to Nurture CriticallyThoughtful Learners. Retrieved on

October 20, 2010 from http://www.otffeo.on.ca/english/pro/resource_package.pdf

The Critical Thinking Consortium (2010). About CriticalThinking. Retrieved on November 5, 2010 from

http://www.tc2.ca/wp/consortium/aboutcriticalthinking/