https://padlet.com/galeman/5qpqoxam0goq Made with a quick smile en-us 2018-11-24 16:17:45 UTC 2018-11-24 19:21:05 UTC hello@padlet.com galeman https://padlet.com/galeman/5qpqoxam0goq/wish/307411127 First of all the article is from the "Daily Star" which according to Wikipedia is a tabloid new source, therefore considering the source one could say the statements made within the article are false and cannot be taken as facts.
Therefore from that standpoint, I would do additional research on the topic to ensure the claims can be substantiated by other sources. (I did do additional research and found an article on LiveScience dispelling the claims of the article. (https://www.livescience.com/62253-buzz-aldrin-aliens-a-lie.html)

However, if the statements are considered as true, then the statement, "Aliens are real" would be supported. First of all, the claims being made are by few people who are the only ones who have experienced space. There were four astronauts asserting their beliefs in the existence of extraterrestrials based on what they saw in space. Additionally, according to the article,  the astronauts took lie detector tests and were proven to be telling the truth as to what they believed they saw.
Their experiences cannot b proven or disproven as only they experienced them. But experience does not denote facts.
So based on these reasons, I do not believe aliens are real. ]]> 2018-11-24 16:18:57 UTC https://padlet.com/galeman/5qpqoxam0goq/wish/307411127 galeman https://padlet.com/galeman/5qpqoxam0goq/wish/307417095 According to Hickerson,
“Gifted students need to be involved with analysis, evaluation, and creative synthesis of data and information, asking new questions and generating innovative ideas, solutions, and products because of their advanced cognitive development, preference for complexity, questioning of the status quo, idealism, and need for social action” (2013). This statement emphasizes the reason why as an educator, there needs to be a deep understanding of critical thinking and how to implement and embed critical thinking throughout the delivery of instruction and the level at which students tasks are designed. If we are to meet the educational needs of our g/t students we need to provide them with opportunities in the classroom that enable them to take their learning beyond the knowledge level, to be able to apply their knowledge and take it into the real world.

 I also feel that by teaching with critical thinking and understanding how to implement it within the classroom, it benefits all students, not only the targeted g/t students. Duke TIP states that “...teaching critical thinking is essential for the effective education of children, especially gifted children…[the] traditional classroom may not provide enough opportunities to develop deep critical thought” (Duke TIP Research Staff, 2014). When all students are given the opportunities to receive instruction and show their learning at the higher levels, the bar rises within the classroom. Students are also more engaged because the ideas they are expected to produce require a deeper level of thinking. They are asked to look beyond their experiences and take other things into perspective. Students broaden their perspective, which improves the mastery levels of their learning. This also allows g/t students an opportunity to see different perspectives beyond their own as they work with their classmates.

As educators to truly help our g/t students rise to their potential, we must have a strong understanding of critical thinking and how to integrate it in our lessons and create a classroom where it is the expectation.

]]> 2018-11-24 17:18:06 UTC https://padlet.com/galeman/5qpqoxam0goq/wish/307417095 galeman https://padlet.com/galeman/5qpqoxam0goq/wish/307419870 warm-up questions
The use the Sidney Parnes question stems would allow students to engage with the content that is going to be covered, by activating prior knowledge. An example would to start a unit on natural disasters might be, "How would we create structures in a way that would allow them to withstand earthquakes? (tsunamis, hurricanes, tornados) There is no true response, but it prepares students for the content. Additionally, a warm-up question could include students quickly agreeing or disagreeing with a statement. One example might be, "The best place to live is near a river." This could be an introduction into a unit about how people inhabited the United States.
whole-class discussions
Utilizing critical thinking in whole group discussions could facilitated with presenting questioning through the Socratic Method or Fishbowl Method. Asking questions that require students to provide evidence for their claims or provide evidence to disprove the claims of a different person. Additionally, I could pose the question, "How might we solve this problem?" This Allows students to apply their learning in a real-world situation and opens up thinking so there is not one answer, rather multiple answers. Listening to different perspectives allows students to take the best aspects of all the ideas shared and create a better idea.

extension learning opportunities 
Opening critical thinking by use of quotes or making generalizations could extend learning because it would require students to seek additional resources that come from real-world professionals and ties their knowledge into what happens beyond their classrooms. Also, presenting students with a problem to solve, will require students to apply knowledge in a way that will provide a solutions to a real world problem. Another idea for extending learning through critical thinking is providing students opportunities to create ways to teach others the information they have learned. They would have to determine 
the most important ideas, understand their audience to best prepare their presentation, and then create the delivery of their own instruction.

end-of-class (exit) questions
The use of the question prompt, "How is___ like ___?" Answering this question allows students to apply the knowledge they gained in a different way, that requires them to think deeply as to the characteristics of the thing or idea mentioned and how that related to something unrelated. Again there is a lot of analyzing and synthesizing occurring in this answer. Also, using an exit ticket to promote critical thinking could be allowing students to create additional open ended questions that can be used to ask others to think about the content or subject area in a deeper level.]]> 2018-11-24 17:49:18 UTC https://padlet.com/galeman/5qpqoxam0goq/wish/307419870