Joe Halter

Critical Thinking Concepts for Monetary Policy part of Starting Point: Teaching and Learning Economics:Economics in Two-Year Colleges:Activities
The Critical Thinking Concepts for Monetary Policy is a highly interactive activity where the students take responsibility for their learning and others by internalizing key concepts for the topic chosen. Students will select one concept from a list created by the instructor for clarity and critical thinking. A key concept is an idea that is relevant and significant for understanding of the competencies in the learning plan. A key concept may be an idea, model, formula, institution, etc. 1. State the Key Concept selected. 2. State the definition of the concept from the textbook/course material or research for clarity and accuracy. Cite the source(s). 3. Paraphrase; write in your own words, what the concept means to you. (State in your own words what the concepts means.) 4. Draw or provide an illustration from an outside source how you see this idea is visualized. Illustrate the concept by a drawing a picture or inserting a picture. Explain the illustration. Cite source if selected from an outside source. 5. Apply the concept to a real example in your personal and/or professional life. How can you use this idea? The example can be a past, present or future example. 6. Explain how you would teach the concept to a friend or co-worker. Think of a setting, technology, situation, etc. Please state the teaching method. The teaching method may be an example, illustration, demonstration, role modeling, etc. 7. Review at least one other student's concept and critique it by using one or more of the standards for critical thinking and provide qualitative feedback to their presentation/discussion. The Standards for quality are: clarity, accuracy, precision, relevance, depth, breath, logic, significance and fairness. Review and provide feedback to another student by using the standards for critical thinking.