Critical Thinking – Learning NOW in Barrington 220 – Ep 7

MATT: I’m Matt Fuller. CHANDLER: I’m Chandler Ding. MANUEL: I’m Manuel Sarmiento. RILEY: I’m Riley Wilford. JOE: I’m Joe Robinson and this is Learning NOW in Barrington 220. MATT: Welcome to Learning NOW in Barrington 220. In this series we highlight learning from the student perspective and we get to hear from
students in the elementary school, in the middle school, and at the high school on
the same topic. In this episode we're going to be talking about critical
thinking. There are a lot of different definitions of critical thinking out
there, but what we're talking about is when a student either does research or
collects data to learn something brand new, and then be able to apply it
to something in real life. So to begin can you, can anyone, give us an example
about something that they were able to learn for the first time using one of
their devices and then apply it to a lesson or something that you did in your life? RILEY: For critical thinking, I often think of it more as you see a problem and you work your way through it, starting with, like, the research and then you figure out, like, which parts to tackle first, basically. So it's very important to think of it as a problem and then breaking it down into steps. MANUEL: In the beginning of this year that we went to at school, we're supposed to do a project on an animal that we were supposed to choose. So of course it was once again, Google Slides, because I love Slides – it's very handy – so I didn't know what, like, a lot, a few things like "adaptations" or, like, "metabolism" really meant, so I had to search it up and, like, Google, and see, like, for example, examples and, like, images, like, oh, it's they're eating something. So you can see it's kind of, say, like ,oh, it's kind of like eating. I then applied that to Google Slides which got me a good grade. CHANDLER: Sometime in the year, we did this environmental research project and my topic was garbage. So then we got some, so I had to get some garbage books from the library, and there was some stuff in this book that I didn't understand so I looked it up online. And then there were lots of sites that had Wikipedia, but I don't trust Wikipedia, so then I tried to find this site that wasn't Wikipedia. And I used that and I got a lot of information.
JOE: Can you share an example where you used technology to gather some data that helped you make a decision? RILEY: Since I'm a senior this year that means I had to apply to college and to make sure that I was applying to the colleges that were
the right choice for me. I made a little spreadsheet that I could be able to put
in different variables, like how far away from home is it, if they were a "reach" school, how much is it annually to go there. And I was able to edit it and take out the colleges that, after I visited, I didn't like. And I'm also able to, like, color code it to see if I got in, or if I got in with a scholarship, or if I was deferred, or rejected, and all that type of stuff. MANUEL: I needed to gather data of, like, that can help me in this essay so the claim of my essay was that homework over the holidays is unfair so I used certain data that I got from articles. I interpreted that into my essay and, like, I used it as a good source to base my essay off of. MATT: As our students describe so well there are many, many opportunities for critical thinking here across the district in Barrington 220. [Ask, Examine, & Conclude: Critical Thinking in Science] BRAEDEN: My name is Braeden Cullen and in my experiment I basically tested learning capabilities of human intelligence against artificial intelligence. So my hypothesis was that artificial intelligence (AI) will overtake human intelligence over time. GAURI: My name is Gauri Chugh and my hypotheses were, blood pressure and heart rate would increase more in a surprise test rather
than a pre-announced test. BRAEDEN: For my test I had the Pong game set up with the same, like, the same settings and the same difficulty of the player they were playing against. And then the AI was playing the Pong game, and I reported its points per minute every four minutes. And then also the same for the humans, and then I saw the learning curve on both of them and I figured out that the artificial intelligence was significantly better at learning Pong than humans. GAURI: Blood pressure and heart rate increased more in a surprise test. And from our control variable testing, both tests had an increase, but surprise tests had a significantly higher increase. BRAEDEN: I knew Pong was basic game and I've played it before. So, I was like, it will be perfect because basic games are not too hard, so I was thinking that Pong might be the best one to showcase the AI's learning ability. GAURI: A lot of my classmates are really stressed before math tests, or, like, standardized tests, or any testing in general. And I wanted to see if it really was true that people were being stressed and if there's something you could do about it. JOE: What a great example of critical thinking, all while using technology. Thank you to our students today, Chandler, Manuel, and Riley. Please be sure to follow us on social media, and at the end of this video, please click the link to take the survey that is now live for you
to give your feedback as a community on how we can improve the One to World program here in Barrington 220.

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