In a previous post, I explained the thought process behind seven of my choices of standards for evaluating thinking. They are mostly unsurprising items like clarity, precision, and logic, unpacked into student-friendly language (I hope). The remaining one is not like the others. When we are evaluating reasoning, I ask my students to find and evaluate the connections to their own experience and intuition.
I don’t do this because I want them to reject ideas that contradict their expectations. I also don’t do it because it’s a warm-and-fuzzy way of making things seem “personal” or because it’s a mnemonic that anchors things in your brain. Finally, I don’t do it (anymore) as a way to elicit and stamp out their ideas. I do it because a bunch of previously disconnected thoughts I’ve had about teaching are converging here. I’m trying to document the convergence.
The more I ask students…
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