Copy Of Critcial Thinking Ppt Presentation Level Sprg 2008


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  • Copy Of Critcial Thinking Ppt Presentation Level Sprg 2008

    1. 1. A Professional Growth Workshop – Spring, 2007 Facilitating Critical Thinking in the Classroom by Paula Adams
    2. 2. Welcome <ul><li>I’m Paula, your facilitator </li></ul><ul><li>and </li></ul><ul><li>You are….. Introduce yourself. </li></ul>
    3. 3. Introduction <ul><li>Why are we here? </li></ul><ul><ul><li>To become re-acquainted with Critical Thinking. </li></ul></ul><ul><ul><li>To redirect students’ mindset. </li></ul></ul><ul><ul><li>To introduce Critical Thinking into our lesson plans. </li></ul></ul><ul><ul><li>To earn professional growth credit. </li></ul></ul>
    4. 4. What is Critical Thinking? <ul><li>An act that allows: </li></ul><ul><li>For asking pertinent questions </li></ul><ul><li>Opportunity to find new solutions </li></ul><ul><li>One to seek out proof instead of assumptions </li></ul><ul><li>You to look for supporting evidence opposed to assumptions </li></ul><ul><li>??? </li></ul><ul><li>Ferrett, S. Peak Performance (1977). </li></ul>
    5. 5. <ul><li>Critical = careful evaluation, to ponder </li></ul><ul><li>Thinking = to reason, to believe, to suppose </li></ul><ul><li>Or, </li></ul><ul><li>A course or idea that is to be evaluation or to reason about </li></ul>Defining Critical Thinking
    6. 6. The Mind Feelings Thoughts Desires Ideas We need to create a Paradigm Shift
    7. 7. <ul><li>Unreflective thinker - Unaware of need. </li></ul><ul><li>Challenged thinker – Aware of need </li></ul><ul><li>Beginning thinker – Trying to improve </li></ul><ul><li>Practicing Thinker – recognize need for improvement </li></ul><ul><li>Advance thinker - Already there </li></ul><ul><li>Master Thinker – Very skilled </li></ul><ul><li>Ideal Thinker – Your are there! </li></ul>What Type of Thinker are You?
    8. 8. How Can You Become A Better Thinker? <ul><li>W hat have you done to become a better thinker for </li></ul><ul><li>your students? </li></ul><ul><li>Are you reaching your students? </li></ul>
    9. 9. <ul><li>Better use of wasted time </li></ul><ul><li>Internalize Intellectual Standards </li></ul><ul><li>Keep an Intellectual Journal </li></ul><ul><li>Reshape your character </li></ul><ul><li>Deal with your ego </li></ul><ul><li>Redefine the way you see things </li></ul><ul><li>Get in touch with your emotions </li></ul><ul><li>Analyze group influences on your life </li></ul>Strategies to Becoming a Better Thinker
    10. 10. <ul><li>Better use of wasted time </li></ul><ul><li>Deal with your ego </li></ul><ul><li>Redefine the way you see things </li></ul><ul><li>Get in touch with your emotions </li></ul><ul><li>Analyze group influences on your life </li></ul>Strategies Most Critical for Instructors
    11. 11. <ul><li>Recognize how your behavior is shaped </li></ul><ul><li>Understand how you think generates emotions </li></ul><ul><li>Take action </li></ul>The Key to Improvement
    12. 12. <ul><li>Once you understand critical thinking for yourself, </li></ul><ul><li>you can begin to influence your students to think critical. </li></ul>
    13. 13. Educators who think Critically… <ul><li>Want their learning material to take root in the minds of their students </li></ul><ul><li>Want students to think pro-actively </li></ul><ul><li>Want students to create a new mode of thinking </li></ul>
    14. 14. <ul><li>Develop distinguishing lines of questioning </li></ul><ul><ul><li>With one right answer </li></ul></ul><ul><ul><li>With as many answers as there are questions </li></ul></ul><ul><ul><li>With better or worse answers </li></ul></ul><ul><ul><li>Rethink lecture material as a form of critical thinking </li></ul></ul>New Mode of Thinking
    15. 15. <ul><li>Transform their thinking </li></ul>Engage students to think the way you want them to Hold them Responsible for their thinking Model the thinking You want Set the Stage
    16. 16. <ul><li>Summarize thoughts in their own words </li></ul><ul><li>Elaborate on what they have said </li></ul><ul><li>Provide examples </li></ul><ul><li>Make connections between related concepts </li></ul><ul><li>State the question at issue </li></ul><ul><li>Describe how their point of view is different from the teacher’s </li></ul><ul><li>Discuss previous points in a study group conducted by the instructor </li></ul>Encourage Active Learning
    17. 17. How? <ul><li>Discussion Board </li></ul><ul><li>Group Study </li></ul><ul><li>Redesign exams </li></ul><ul><li>??? </li></ul>
    18. 18. New Beginnings <ul><li>What would you change? </li></ul><ul><li>What would you keep? </li></ul><ul><li>Would your students agree or disagree with changes? </li></ul>
    19. 19. Conclusion <ul><li>Six Steps to Effective Thinking and Problem Solving </li></ul><ul><li>Identify the problem- what is the question? </li></ul><ul><li>Define the context – what are the facts of this problem? </li></ul><ul><li>Enumerate choices – what are plausible options? </li></ul><ul><li>Analyze options – what is best course of action? </li></ul><ul><li>List reasons, explicitly – clear and concise </li></ul><ul><li>Self-correct – what did I miss? </li></ul>
    20. 20. Final Thoughts <ul><li>Be prepared for: </li></ul><ul><ul><ul><ul><ul><li>Dissension </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Dislike </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Tradition </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Rebellion </li></ul></ul></ul></ul></ul><ul><li>Part II – “To Sir, With Love. </li></ul>
    21. 21. References <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>American Heritage Dictionary </li></ul>