Developing critical thinking

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Presentation during in-service day, January 25, 2013.

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Developing critical thinking

  1. 1. DEVELOPING CRITICALTHINKINGHow?
  2. 2. ideas/definitionsIf someone is a critical • Critical thinkingthinker they can: means:
  3. 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. 4. To be discussed• Generating critical thinking• Building critical thinking• Assessing critical thinking
  5. 5. Generating critical thinking
  6. 6. Levels of thinking
  7. 7. remembering and understanding
  8. 8. Applying and analysing
  9. 9. Evaluating and creating
  10. 10. Evaluating and creating
  11. 11. logic• http://www.youtube.com/watch?v=iSZ3BUru59A&list=PL6 D5BD8056C60A58E&index=1
  12. 12. Building critcal thinking
  13. 13. 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 werent wearing that black tie around her neck?"(interpret)
  14. 14. 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?
  15. 15. What questions do you ask?remember understand apply analyze evaluate create
  16. 16. 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?
  17. 17. T-charts; Y-charts are are notLooks like Sounds like(succesful Goodlearning environmentalclassroom) habits cause effect Teachers Parents (student should should behaviors) Students should Whose responsibility is it?
  18. 18. 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
  19. 19. journal Reflection Stop, start, continue • Written Wow, wonder, Give and • Oral worry go • VisualVideo/photo Clock 4.00 partners 5.00 1.00 6.00 • Individual 2.00 7.00 3.00 8.00 • Group
  20. 20. Perspective Lens Thinking LensesWhite lens – pure, white facts Just the facts, information details, truthsPurple lens - judgment The down side, what’s wrong, errors or mistakesRed lens – just feel it Emotions, get it out there, hunches, opinionsGreen lens – green and growing Where can this go? Groth, creative, new ideasYellow lens – sunshine and brightness Look on the bright side – positive, constructive, possibilitiesBlue lens – cool and control Pulling things together; thinking about thinking; summaries Topic: New SSB school structure, 2013-2014
  21. 21. Problem solving Define problem Gather solve data Pick best Consider solution options
  22. 22. Analogies• Boat• Waves• Sun• Sail• Deadly fish• Land TOPIC: popularity of classical music
  23. 23. Coordinate grid Highly effective cheap expensiveTOPIC:environmentally friendly Not sobehaviors effectiv e
  24. 24. How to assess critical thinking• Define what you «hope» to see:A statement of a learning objective contains a verb (anaction) 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.
  25. 25. Circle has no Square is a Area of a Be able tocorners; quadrilateral; square= compare areasquare has 4 right angles length X of a squarefour corners width and area of a circle
  26. 26. http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
  27. 27. Now you try . . . Write three learningobjectives that state what you expectin critical thinking ability related toyour subject
  28. 28. Alternative assessments?
  29. 29. 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

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