Learning matrix
Knowledge
Knowledge of critical thinking skills using websites
Knowledge of methods to evaluate critical thinking when you learn from websites
Knowledge of tools to think critically
Skils
Research and identify critical skills that are relevant to use webs and technologies
Profile and assess the critical thinking skills using websites
Identification of tools to develop critical thinking using website
Attitudes
Awareness of the requrement to know critical thinking skills for using websites
Willingness to invest in methods to learn from websites
Appreciation of how to use this web. 2.00 tools of develop critical thinking
Lesson plan
Description of the Learning Activities
Duration
Materials or Equipment Required
Learning Outcomes Addressed and Assessment
Workshop Opening:
- The facilitator opens the workshop by welcoming all learners and presents and introduces them to Toolkit Critical thinking development in the use of web for adults.
- The facilitator will introduce the theme of the Toolkit (Critical thinking development in the use of web for adults) and explain the relevant information and skills of this unit, presented in PowerPoint Presentation: Slides
10 minutes
Training venue with IT equipment.
Flipchart and markers.
Sign-in sheet for the workshop.
Pens and note-taking materials for all participants.
Awareness of the requirement to know critical thinking skills for using websites
Activity 1: Icebreaker
- In this activity, the facilitator will refer to the Activity sheet 1, read the case study, and will ask the group the following questions to facilitate the Icebreaker Group Discussion.
- Question 1.- Question 1 Who ever heard of copyright laws or fair use?
- Question 2 . A common thought from the copyright infringement cases was “If I can get it for free, why I should pay for it?”
- Question 3. Should be awareness programs enforced with the privacy policies combined with password, forms of authentication, and/or biometric techniques for data protection?
- Question 4. Then the concern arises, how do the learners apply their critical thinking skills to make a decision of to download or not to download while facing seemingly free and safe resources on the screen?
- The facilitator can opt to record the answers on a flipchart and wrap up the conclusion
15 minutes
Projector and screen.
Laptop.
Copy of PowerPoint slides (if relevant)
Copy of Activity Sheets (if relevant)
Activity 2: Identification methods to evaluate websites sources: Know What’s Credible on the Web
- The facilitator will present On PowerPoint Presentation , the facilitator will show the group the following YouTube video and begin Activity 2; Critical Thinking: Why, How Examples
- The facilitator will introduce Activity 2 where participants will be asked to complete a handout provided in the activity sheet 2.
- Once participants have completed the handout, ask them (if they feel comfortable) to share with the group. Participants may realise that others have experienced similar situations to them.
- On PowerPoint Presentation, the facilitator will show the group the following microlearning sheet (Infographic regarding some methods).
20 minutes
Training venue with IT equipment, and space to break-out into smaller groups.
Flipchart and markers.
Projector and screen.
Laptop.
Pens and note-taking materials for participants.
Copy of PowerPoint slides (if relevant)
Copy of Activity Sheets (if relevant)
Knowledge of methods to evaluate critical thinking when you learn from websites
Activity 3: Teaching tools can help learners to think critically. WEB 2.0 tools
- The facilitator will present On PowerPoint Presentation , the facilitator will show the Activity 4: Infographic of different tools
- The facilitator will ask the group to test the different tools.
- After all participants will share their experiences with the group, the facilitator can pose the following question to participants: In your opinion, which tool do you think is more useful?
20 minutes
Training venue with IT equipment, and space to break-out into smaller groups.
Flipchart and markers.
Projector and screen.
Laptop.
Pens and note-taking materials for participants.
Copy of PowerPoint slides (if relevant)
Copy of Activity Sheets (if relevant)
Use different kinds of reasoning, such as deductive and inductive, to understand a situation.
Analyze complex systems and understand how their interconnected parts support the systems.
Gather relevant information.
Ask important questions that clarify points of view and help solve problems.
Make decisions by selecting appropriate criteria and identifying alternatives to make reliable choices.
Workshop Close and Feedback
- The facilitator brings the workshop to a close with a short self-assessment activity. The facilitator will ask group participants to break into groups of 2-3 members and answer the following questions.
- This will encourage participants to start a group discussion to conclude the session
- What have you learned today about What have you learned today about the need to use critical thinking skills when you learn from websites?
- Fostering the critical thinking skills. In your opinion, Do people who spontaneously use the relatively and more sophisticated strategies actually learn more from the web?
10 minutes
Training venue with IT equipment, and space to break-out into smaller groups.
Copy of Activity Sheets (if relevant)
Total duration of the module
60 minutes