Peter J. Taylor
Graduate Program in Critical and Creative Thinking
University of Massachusetts Boston

Table of Contents

(Work in progress. Apologies for entries not yet available. Some links take you to material for specific courses and needs to be adapted to fit other contexts.)

0 Action Research cycles and epicycles
2 Annotated bibliography
2a Annotated references (on a course wiki)
3 Assessment system
3 Assignment Checklist
4 Briefing
5 Check-ins, check-outs
5a Class Protocols
5a Class as Support Structure
6 e-Clipping collections
6a Conferences
7 Critical themes or heuristics
8 Critical Incident Questionnaire
9 Developing as a Reflective Practitioner: 10 goals
10 Dialogue around written work
11 Dialogues/conversations
11a Dialogue process
11a Dialogue process (short version)
12 Draft
13 E-clippings list and archive
13b E-etiquette
13aEducational technology: guidelines for educationally justified and sustainable choices of when and how to integrate technologies & case studies from science education
14 Email list(serv)
15 Final Report
16 Focused Conversation
17 Freewriting
18 Gallery Walk
52 Governing question (a.k.a. Controlling question)
19 GOSP (Grab, Orient, Steps to Position)
20 Grading rubric
21 Historical Scan
22 In-tray, Out-tray
23 Initial informants
24 Intersecting Processes Diagrams
25 Interview guide
25a Interviewing tips
26 Journal extracts, see Mini-essays
27 Journalling
27b Key article
27b Manifesto for criticall thinking
28 Mapping, incl. Probing questions
29 Methodological believing
29aMidsemester selfassessment
30 Mini-essays
31 Narrative Outline
32 Notes on research and planning
32aOffice hours on a wiki
32b"Office hours" consultations during an extended workshop
32c Organization of Research Materials
32c Paragraph overview of project
33 Peer commentary
34 Phases of Research and Engagement
35 Positive cases that have inspired students
35 Post-it processing
35a Problem-based learning (PBL)
36 Process Review
37Personal and Professional Development Workbook
37aPractical Vision Charts
38 Propositions, counter-propositions, counter-counter-propositions
38a Pyramid of Questions
38b the Rs of the CCT experience (personal, professional, and intellectual development through the CCT Program)
39 Refreshments
40 Research design
40a Research and Study Competencies
40b Reverse outlining
41 Revising
42 Self-assessment
43 Sense-making response or contextualization
43a Sense of Place Map
44 Simulations and activities
45 Small group roles
46 Stages of development for course project
47 Strategic Personal Planning
47a Substantive Statement
48 Supportive Listening
48a Taking initiative in & through realtionships
49 Taking stock at the end of the semester
50 Teacher-Student-Subject interactions
51 Teaching/Learning dynamics and Related Thought pieces
53 Think-pair-share
54 Thought-pieces, see Mini-essays
54aVirtual office
54b Visual aids
54c Wiki use for Action Research or PBL
54d Wiki use for Annotated References
55 Work-in-progress presentation
56 Workshop Process
57 Writing Preferences

Updated: 17 Dec 08