To be a critical thinker

To be a critical thinkerThrough rethinking consumerism

Presenter: Crystal Wong

What I am going to talk about…

• The topic• An overall review of my objectives• My target group• 5-days Activities in general

– Point out the specific objectives• Its justification

– Point out the corresponding evaluation methods• its justification

WHY?

Why students need to be a critical thinker?

Why learning it through consumerism?

Why students need to be a critical thinker?

Why learning it through consumerism?

• My own philosophy of education- To question- No taken for granted concept

• Connecticut Curriculum Trace Maps – Consumer Science• something in everyday life

What else?

A quick review of all my objectives•

Lin

gu

istic in

telligen

ce

•M

athem

atical in

telligen

ce

•B

od

ily In

telligen

ce

•S

patial

Intellig

ence

•In

terperso

nal

Intellig

ence

• To Evaluate

• To Synthesis

• To Analysis

• To Apply

• To Understand

• base on CT curr. Trace Map

•notice some of the inequality problems

• parents’ participation•facilitate the dual language policy

•achieve classroom is fun•visualize concepts for student

in preoperational stage•encourage cooperative

learning

WHO?

My Target Classroom

• K-2

• A classroom of 16 – 20 students

• A mix of English speaking and Spanish speaking students

• In which parents have spare time to interact with their children at home

How my classroom is going to be organized?

• Session time: 1pm-2:30pm (1 ½ hours)

• Form 4 heterogeneous groups– 4-5 students per group– with both genders– with different ethnicities– With both English speaking and Spanish speaking students

• No chairs, no tables, students sit on the floor with their own groups, while some space reserves in the front.

Activities time!!

Activities

Day 1 Day 2 Day 3 Day 4 Day 5

That’s all I’ve bought!! -- Learn about Commodities & Consumers

How will you sell this thing?? -- unmask the taken for granted concepts

HW:

Bring some Ads

Fill the worksheet

Let’s make a shade!! – Learn about the society of spectacles

Ad. is all around!! – build a pictogram to show diff. kinds of ad that around us

Discuss our performance & worksheet --Image Consumption

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Vote for the stories that you like!! – explore diff. means to measure happiness and how commodity culture leads to specific work ethics

THIS coffee or THAT tee-shirt? – interview your classmates what to buy, story behind the coffee & tee, revision of pictogram

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Revision -- Review all the concepts we learned so far

Introduction to our Best Advertisement Presentation Ceremony

Students’ preparation time

HW:

Continue to prepare for the Ad

Final Rehearsal

SHOW TIME!!

To buy or not to buy !? – evaluate students’ performance by counting how many students will really use money to buy their product

What we’ve learned? – compare and contrast with the first day performance

Activities

Day 1 Day 2 Day 3 Day 4 Day 5

That’s all I’ve bought!! -- Learn about Commodities & Consumers

How will you sell this thing?? -- unmask the taken for granted concepts

HW:

Fill the worksheet

Bring some Ads

Let’s make a shade!! – Learn about the society of spectacles

Ad. is all around!! – build a pictogram to show diff. kinds of ad that around us

Discuss our performance & worksheet --Image Consumption

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Vote for the stories that you like!! – explore diff. means to measure happiness and how commodity culture leads to specific work ethics

THIS coffee or THAT tee-shirt? – interview your classmates what to buy, story behind the coffee & tee, revision of pictogram

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Revision -- Review all the concepts we learned so far

Introduction to our Best Advertisement Presentation Ceremony

Students’ preparation time

HW:

Continue to prepare for the Ad

Final Rehearsal

SHOW TIME!!

To buy or not to buy !? – evaluate students’ performance by counting how many students will really use money to buy their product

What we’ve learned? – compare and contrast with the first day performance

Fill out a worksheet

Bring some ads

Activities

Day 1 Day 2 Day 3 Day 4 Day 5

That’s all I’ve bought!! -- Learn about Commodities & Consumers

How will you sell this thing?? -- unmask the taken for granted concepts

HW:

Fill the worksheet

Bring some Ads

Let’s make a shade!! – Learn about the society of spectacles

Ad. is all around!! – build a pictogram to show diff. kinds of ad that around us

Discuss our performance & worksheet --Image Consumption

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Vote for the stories that you like!! – explore diff. means to measure happiness and how commodity culture leads to specific work ethics

THIS coffee or THAT tee-shirt? – interview your classmates what to buy, story behind the coffee & tee, revision of pictogram

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Revision -- Review all the concepts we learned so far

Introduction to our Best Advertisement Presentation Ceremony

Students’ preparation time

HW:

Continue to prepare for the Ad

Final Rehearsal

SHOW TIME!!

To buy or not to buy !? – evaluate students’ performance by counting how many students will really use money to buy their product

What we’ve learned? – compare and contrast with the first day performance

Online Shopping

Emails

Emails 2

Pop Ups

Pictogram

Consuming Images???

Time to be a teacher

Activities

Day 1 Day 2 Day 3 Day 4 Day 5

That’s all I’ve bought!! -- Learn about Commodities & Consumers

How will you sell this thing?? -- unmask the taken for granted concepts

HW:

Fill the worksheet

Bring some Ads

Let’s make a shade!! – Learn about the society of spectacles

Ad. is all around!! – build a pictogram to show diff. kinds of ad that around us

Discuss our performance & worksheet --Image Consumption

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Vote for the stories that you like!! – explore diff. means to measure happiness and how commodity culture leads to specific work ethics

THIS coffee or THAT tee-shirt? – interview your classmates what to buy, story behind the coffee & tee, revision of pictogram

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Revision -- Review all the concepts we learned so far

Introduction to our Best Advertisement Presentation Ceremony

Students’ preparation time

HW:

Continue to prepare for the Ad

Final Rehearsal

SHOW TIME!!

To buy or not to buy !? – evaluate students’ performance by counting how many students will really use money to buy their product

What we’ve learned? – compare and contrast with the first day performance

Time to be a teacher

Activities

Day 1 Day 2 Day 3 Day 4 Day 5

That’s all I’ve bought!! -- Learn about Commodities & Consumers

How will you sell this thing?? -- unmask the taken for granted concepts

HW:

Fill the worksheet

Bring some Ads

Let’s make a shade!! – Learn about the society of spectacles

Ad. is all around!! – build a pictogram to show diff. kinds of ad that around us

Discuss our performance & worksheet --Image Consumption

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Vote for the stories that you like!! – explore diff. means to measure happiness and how commodity culture leads to specific work ethics

THIS coffee or THAT tee-shirt? – interview your classmates what to buy, story behind the coffee & tee, revision of pictogram

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Revision -- Review all the concepts we learned so far

Introduction to our Best Advertisement Presentation Ceremony

Students’ preparation time

HW:

Continue to prepare for the Ad

Final Rehearsal

SHOW TIME!!

To buy or not to buy !? – evaluate students’ performance by counting how many students will really use money to buy their product

What we’ve learned? – compare and contrast with the first day performance

Activities

Day 1 Day 2 Day 3 Day 4 Day 5

That’s all I’ve bought!! -- Learn about Commodities & Consumers

How will you sell this thing?? -- unmask the taken for granted concepts

HW:

Fill the worksheet

Bring some Ads

Let’s make a shade!! – Learn about the society of spectacles

Ad. is all around!! – build a pictogram to show diff. kinds of ad that around us

Discuss our performance & worksheet --Image Consumption

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Vote for the stories that you like!! – explore diff. means to measure happiness and how commodity culture leads to specific work ethics

THIS coffee or THAT tee-shirt? – interview your classmates what to buy, story behind the coffee & tee, revision of pictogram

HW:

To be a teacher to teach your parents and ask them to do worksheets.

Revision -- Review all the concepts we learned so far

Introduction to our Best Advertisement Presentation Ceremony

Students’ preparation time

HW:

Continue to prepare for the Ad

Final Rehearsal

SHOW TIME!!

To buy or not to buy !? – evaluate students’ performance by counting how many students will really use money to buy their product

What we’ve learned? – compare and contrast with the first day performance

•L

ing

uistic in

tellig

ence

–by selling their product

–B

y telling stories

•M

athem

atical in

telligen

ce–

by making pictogra

m

–B

y counting & doing

addition

–B

y using money to b

uy and

•B

od

ily Intellig

en

ce–

By perfom

ing their advertisem

ent

•S

patial In

tellige

nce

–B

y making the artw

ork…

shades!

•In

terperso

nal I

ntellig

ence

–B

y discussing with o

thers classmate

• To Evaluate

• To Synthesis

• To Analyze

• To Apply

• To Understand

My objectives:

•L

ing

uistic

intellig

ence

–by selling their product

–B

y telling stories

•M

athem

atical in

telligen

ce–

by making

pictogram

–B

y counting & doing

addition

–B

y using money to

buy and

•B

od

ily In

telligen

ce–

By perform

ing their advertisem

ent

•S

patial

Intellig

ence

–B

y making the

artwork…

shades!

•In

terperso

nal

Intellig

ence

–B

y discussing with

others classmate

• To Evaluate

• To Synthesis

• To Analyze

• To Apply

• To Understand

My objectives:

…others classmates’ performance

…their new consumer ethics into their advertisements

…why students/people make specific choice(e.g. buying THIS tee but not THAT tee)

Student will able to teach their parents and find suitable material for next class (e.g. ads)

…the meanings of commodity culture, consumerism, image consumption, society of spectacle

• base on CT curr. Trace Map

•notice some of the inequality problems

• parents’ participation•facilitate the dual language policy

•achieve classroom is fun•visualize concepts for student

in preoperational stage•encourage cooperative

learning

In addition…

• base on CT Curriculum Trace Map (consumer science; math like addition, counting money, pictogram;

create and perform artworks; reading books; use English to communicate in a social setting)

•parents’ participation•notice some of the inequality problems

•facilitate the dual language policy•achieve classroom is fun

•visualize concepts for students in preoperational stage•encourage cooperative learning

Evaluation Methods

• Teacher’s Observation (60%)• Bring back the advertisements? (10%)• Really teach their parents? (10%)• Active in class? (20%) • smooth with classmate? (10%)• How well they can evaluate themselves (10%)

and others?

• Peer Evaluation (40%)– According to how well they do in their performance

• Master the concepts?• Apply in it creatively?

Evaluation Methods

• Teacher’s Observation (60%)• Bring back the advertisements? (10%)• Really teach their parents? (10%)• Active in class? (20%) • smooth with classmate? (10%)• How well they can evaluate themselves (10%)

and others?

• Peer Evaluation (40%)– According to how well they do in their performance

• Master the concepts?• Apply in it creatively?

1. For k-2… difficult to write, so talk>write…

2. Involve Parents’ participation.. Learn better!

3. Notice if parents help too much or not (not every parents have same amount of time to interact with their children, problem of inequality)

Evaluation Methods

• Teacher’s Observation (60%)• Bring back the advertisements? (10%)• Really teach their parents? (10%)• Active in class? (20%) • smooth with classmate? (10%)• How well they can evaluate themselves (10%)

and others?

• Peer Evaluation (40%)– According to how well they do in their performance

• Master the concepts?• Apply in it creatively?

1. more important if they have the ability to evaluate themselves or others… it can prove the can really master the concepts

Evaluation Methods

• Teacher’s Observation (60%)• Bring back the advertisements? (10%)• Really teach their parents? (10%)• Active in class? (20%) • smooth with classmate? (10%)• How well they can evaluate themselves (10%)

and others?

• Peer Evaluation (40%)– According to how well they do in their performance

• Master the concepts?• Apply in it creatively?

1. Another way to rethink, teacher no longer the only one to access, peer can evaluate each other too!! Up to 40%!!

The End, Thanks!