Developing critical thinking
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Presentation during in-service day, January 25, 2013.
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Developing critical thinking
- 2. ideas/definitions If someone is a critical • Critical thinking thinker they can: means:
- 3. Definitions and ideas • Reasonable reflective thinking focused on deciding what to believe SUPER-STREAMLINED CONCEPTION OF CRITICAL THINKING or do A critical thinker: • Trying to get as close to the truth as 1. Is open-minded and mindful of alternatives 2. Desires to be, and is, well-informed possible 3. Judges well the credibility of sources 4. Identifies reasons, assumptions, and conclusions 5. Asks appropriate clarifying questions 6. Judges well the quality of an argument, including its reasons, assumptions, evidence, and their degree of support • Find proof for the conclusion 7. Can well develop and defend a reasonable position regarding a belief or an action, doing justice to challenges 8. Formulates plausible hypotheses 9. Plans and conducts experiments well • Argue ideas, reason alternatives, 10. Defines terms in a way appropriate for the context 11. Draws conclusions when warranted – but with caution sort out best solution 12. Integrates all of the above aspects of critical thinking Although the word 'critical' is sometimes used in a negative sense, this conception of critical thinking is not negative. Also, it does not treat critical thought as persuasion, but critical • Critical thinking is a rich concept thought will, we hope, often be persuasive. The future of democracy depends on it. that has been developing http://www.criticalthinking.net/definition.html throughout the past 2500 years. • Socratis • Buddha
- 4. To be discussed • Generating critical thinking • Building critical thinking • Assessing critical thinking
- 14. Ask the right questions? • Are we ready to start now? • What do we know by looking at this picture? • "How would the picture be different if the model weren't wearing that black tie around her neck?" (interpret)
- 15. Ask the right questions? • "This semester we studied three directors: Fellini, Hitchcock, and Kurosawa. Imagine that you are a film critic and write a review of "Little Red Riding Hood" as directed by one of these individuals." (transfer knowledge) • What if Katnis didn’t win the final competition, but her boyfriend did? How would the story be different? (predict) • What alternatives were there to MLK actions in the Civil Rights Movement that might have led to quicker action? • More?
- 16. What questions do you ask? remember understand apply analyze evaluate create
- 17. Sorting/organizing/patterns • SSB students smoke • Girls or boys? • When does smoking start? • What patterns of behavior do all smokers share? • A comparison of three wars • Sort similarities and differences • Organize timelines for each • Search for patterns in the two?
- 18. T-charts; Y-charts are are not Looks like Sounds like (succesful Good learning environmental classroom) habits cause effect Teachers Parents (student should should behaviors) Students should Whose responsibility is it?
- 19. Debate • Dont just argue . . . • Prepare ahead of time • Discipline the debate – specific teams, and student «officials» • Ask students to argue the opposite of their opinion • Self-evaluate • Peer-evaluate • Also teaches social skills TOPIC: Parents should be able to visit the classroom at any time
- 20. journal Reflection Stop, start, continue • Written Wow, wonder, Give and • Oral worry go • Visual Video/ photo Clock 4.00 partners 5.00 1.00 6.00 • Individual 2.00 7.00 3.00 8.00 • Group
- 21. Perspective Lens Thinking Lenses White lens – pure, white facts Just the facts, information details, truths Purple lens - judgment The down side, what’s wrong, errors or mistakes Red lens – just feel it Emotions, get it out there, hunches, opinions Green lens – green and growing Where can this go? Groth, creative, new ideas Yellow lens – sunshine and brightness Look on the bright side – positive, constructive, possibilities Blue lens – cool and control Pulling things together; thinking about thinking; summaries Topic: New SSB school structure, 2013-2014
- 22. Problem solving Define problem Gather solve data Pick best Consider solution options
- 23. Analogies • Boat • Waves • Sun • Sail • Deadly fish • Land TOPIC: popularity of classical music
- 24. Coordinate grid Highly effective cheap expensive TOPIC: environmentally friendly Not so behaviors effectiv e
- 25. How to assess critical thinking • Define what you «hope» to see: A statement of a learning objective contains a verb (an action) and an object (usually a noun). • The verb generally refers to [actions associated with] the intended thinking process. • The object generally describes the knowledge students are expected to acquire or construct.
- 27. Circle has no Square is a Area of a Be able to corners; quadrilateral; square= compare area square has 4 right angles length X of a square four corners width and area of a circle
- 29. Now you try . . . Write three learning objectives that state what you expect in critical thinking ability related to your subject
- 34. resources • http://edorigami.wikispaces.com • http://www.celt.iastate.edu/teaching/RevisedBlooms1.html • http://larryferlazzo.edublogs.org/about/my-best-of-series/ • http://www.nsrfharmony.org/protocol/search.html