Critical Thinking In Education
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Critical Thinking In Education



Presentation for a professional development workshop on integrating critical thinking in classroom instruction

Presentation for a professional development workshop on integrating critical thinking in classroom instruction



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Critical Thinking In Education Critical Thinking In Education Presentation Transcript

  • Critical Thinking in Education Integrating Critical Thinking Into Learning Activities Across the Curriculum Eric Rusten & Susan Schuman – USAID/PAEM & MoE
  • Critical Thinking Activities
    • Critical Thinking in Language Learning
    • Critical Thinking in Math – Topology
    • Critical Thinking in Science – How do planes, birds and insects fly?
  • Perspectives of Critical Thinking
    • Critical Thinking Survey:
  • Defining Critical Thinking Asking pertinent questions Evaluates statements & arguments Admits a lack of knowledge & understanding Curiosity Seeks new solutions Actively shares new knowledge Willing to examine beliefs, assumptions & opinions
    • Some Attributes of a Critical Thinker:
    Distinguishes between facts and opinion Sees critical thinking as a life-long process of self-assessment Seeks evidence to support assumptions and beliefs Open to changing ones mind Reflective Seeks proof Seeks clarity and exactness Accepts others beliefs and opinions Waits till all facts before making judgments Actively enjoys learning Problem solver Careful and active observer Humility
  • Critical Thinking Model
  • Defining Critical Thinking & Describing Critical Thinkers
    • “ Critical thinking is the disciplined mental activity of evaluating arguments [ information ] or propositions and making judgments that can guide the development of beliefs and taking action.” Ennis (1992)
    • Critical thinking is both a frame of mind and a set of mental capabilities.
    • “ Critical thinkers: distinguish between fact and opinion; ask questions; make detailed observations; uncover assumptions and define their terms; and make assertions based on sound logic and solid evidence. Ellis, D. Becoming a Master Student, 1997
  • Perspectives on Critical Thinking
    • Critical thinking is based on concepts and principles, not on hard and fast, or step-by-step, procedures.
    • Critical thinking does not assure that one will reach either the truth or correct conclusions.
    • Circuital thinking is a continuous process and often doesn’t lead to a final conclusion.
    • Critical thinking is hard intellectual work
    • Critical thinking is an intellectual skill that can (must) be learned and improved
  • Data >> Wisdom Chain
    • Data > Information > Knowledge > Wisdom
  • Perspectives on Learning
    • All reasoning/thinking/learning:
    • starts and progresses with questions and a need to understand;
    • occurs within points of view and frames of reference;
    • proceeds from some goals and objectives, has an informational base;
    • uses data/information that must be interpreted and this interpretation involves concepts, values, assumptions, past knowledge, inferences, biases, etc.
  • Critical Thinking, Creative Thinking, Problem Solving, Scientific Thinking,….
    • Critical Thinking
    • Creative Thinking
    • Scientific Thinking & Process
    • Problem Solving
    • Decision Making
  • Map of Thinking Domains
    • Scientific Thinking
    • Understanding/theory
    • Hypothesis
    • Experiment(s)
    • Observations
    • Conclusion(s)
    • Creative Thinking
    • Original Product
    • Create Possibilities
    • Create Metaphors
    • Testing
    • Refining
    • Critical Thinking
    • Critical judgment
    • Assessing information
    • Inference-using evidence
    • Deduction-if…then
    • New or refined perspective
    • Decision Making
    • Well-founded decision
    • Consider options
    • Predict consequences
    • Select best option
    • Problem Solving
    • Best solution
    • Consider options
    • Evaluate consequences
    • Choose best solution
  • Creative Thinking ● ● ● ● ● ● ● ● ●
  • Problem Solving
      • What is the problem? (Parse into sub-problems)
      • What do you know?
      • What resources do you have and what can I do with them?
      • What constraints do you face?
      • What are some possible solutions? (brain storming)
      • Evaluating possible solutions.
      • Selecting best bets.
      • Testing best-bet solutions.
      • Assessing results.
      • Refining solutions.
      • Proposing final solution.
    • Suspend a 500 franc coin over water in a glass using a 1000 Franc note.
  • Why is Critical Thinking Important?
    • To learn is to think.
    • To think poorly is to learn poorly.
    • To think well is to learn well.
    • All content, to be learned, must be intellectually constructed.
    • Memorizing IS NOT learning.
  • Why Critical Thinking is Important
    • Underlies reading, writing, speaking, and listening . . . the basic elements of communication, learning and education
    • Plays an important role in social change
    • Helps us uncover bias and prejudice
    • Is a path to freedom form half-truths, prejudice and deceptions
    • Creates the willingness to change one point of view as we continue to examine and re-examine ideas that may seem obvious.
    • Takes time and the willingness to say three essential words: I don't know .
    • Enables us to distinguish between fact and opinion, ask good questions, make detailed observations, uncover assumptions and define their terms, and make assertions based on sound logic and solid evidence
  • Why Critical Thinking is Important “ The future now belongs to societies that organize themselves for learning... nations that want high incomes and full employment must develop policies that emphasize the acquisition of knowledge and [thinking] skills by everyone, not just a select few.” Ray Marshall & Marc Tucker, Thinking For A Living: Education And The Wealth of Nations , Basic Books. New York. 1992.
  • Questions & Critical Thinking
    • What do you mean by_______________?
    • How did you come to that conclusion?
    • What was said in the text?
    • What is the source of your information?
    • What is the source of information in the document?
    • What assumption led you to that conclusion?
    • Suppose you are wrong. What are the implications?
    • Why did you make that inference? Is another one more consistent with the data?
    • Why is this issue significant?
    • How do I know that what you are saying is true?
    • What is an alternate explanation for this phenomenon?
  • Enabling Learners to Become Quality Critical Thinkers
    • CATS (Classroom Assessment Techniques) : use of ongoing classroom assessment and reflection to monitor and facilitate students' critical thinking.
      • Ask students to write a "Minute Paper" responding to specific questions such as:
      • What was the most important thing you learned in today's class?
      • What one question related to this lesson remains uppermost in your mind?
      • How is what you learned today relevant to other classes or life outside of school?
  • Enabling Learners to Become Quality Critical Thinkers
    • Cooperative Learning: putting students in structured group learning situations (2 or more learners) is an excellent way to foster critical thinking.
      • In cooperative learning environments, learners engage in active, critical thinking with continuous support and feedback from peers and the learning facilitator
  • Enabling Learners to Become Quality Critical Thinkers
    • Use Questions: Learning to formulate a series of quality questions is key to critical thinking and becoming a good critical thinker:
      • R eciprocal Peer Questioning: Following a lesson, present a list of question stems to guide students in writing responses in small groups. Then, the whole class discusses some of the questions from some or all of the small groups.
      • Reader's Questions: Require learners to write questions on assigned reading and turn them in at the beginning of class. Select a few of the questions as the impetus for class discussion.
      • Blue Sky Questions:
      • Extended Learning Questions:
      • Learners’ exam questions:
      • Blooms taxonomy questions:
  • Enabling Learners to Become Quality Critical Thinkers
    • Writing Assignments : writing for others demands that learners think clearly to communicate clearly.
      • can be based on questions
      • can be done in small groups or individually
      • can use different structures: compare & contrast, cause & effect, explanation, argument, persuasion, etc.
      • Letter to the editors (teams of learners become editors at different news papers and readers)
      • Lab / experimental reports
  • Enabling Learners to Become Quality Critical Thinkers
    • Dialogues/Debates: stimulates useful discussions in the classroom:
      • Written dialogues: Small groups of learners analyze written dialogues (plays, news paper articles, etc.) and identify different viewpoints in the dialogue, look for biases, presence or exclusion of important evidence, alternative interpretations, misstatement of facts, and errors in reasoning. Each group decides which view is the most reasonable and must defend this position. After coming to a conclusion, each group acts out their dialogue and explains their analysis of it.
      • Spontaneous Group Dialogue/Debate: S tudents in one group are assigned roles (often what they don’t believe in) to play in a discussion (such as leader, information giver, opinion seeker, and disagreer). Observer groups must determine what roles are being played by whom, identifying biases and errors in thinking, evaluating reasoning skills, and examining ethical implications of the content.
  • Enabling Learners to Become Quality Critical Thinkers
    • Experiments and Collecting Data (critical thinking in science & math)
      • Discovering relationships in math and science – pie ∏; prime numbers; area and volume calculations; geometry; temperature and color; height, arm span and head size; genetics; flight and air pressure; etc.
      • Statistics and presenting information
  • Enabling Learners to Become Quality Critical Thinkers
    • Ambiguity: Rather than provide all the information as fact, produce as much ambiguity in the classroom as possible.
      • Don't give students clear cut material.
      • Give them conflicting information that they must think their way through.
      • Present content as a detective story that they must solve by answering a set of questions.
  • Enabling Learners to Become Quality Critical Thinkers
    • IDEALS -- Six Steps to Effective Thinking
    • I dentify the problem. — “What’s the real question we’re facing here?”
    • D efine the context. — “What are the facts and circumstances that frame this problem?”
    • E numerate choices. — “What are our most plausible three or four options?”
    • A nalyze options. — “What is our best course of action, all things considered?”
    • L ist reasons explicitly. — “Let’s be clear: Why we are making this particular choice?”
    • S elf-correct. — “Okay, let’s look at it again. What did we miss?”
  • Critical Thinking In The Curriculum
    • Earth & Life Sciences
    • Physics/Chemistry
    • Math
    • Geography/History
      • How does rainfall influence agriculture, history, settlements, economics, education, politics
    • French (grammar & literature)
    • Second languages
  • Participant Activities:
    • Teams of two
    • Prepare a 20 min. micro-learning activity that integrates elements of critical thinking
  • Suggested Planning Template
    • Activity title and summary statement
    • Discipline/subject(s); Grade level(s)
    • Goals, objectives & learning outcomes
    • Methods and Materials
      • Resource needs (including time)
      • Thinking skills emphasized
      • Learning strategies
      • Critical questions
    • Activity/Lesson
    • Assessing learners (teacher, peer & self)
    • Extending activity beyond the classroom
    A thinking activity plan would include :