Slideshow transcript
Slide 1: MORE THEN BEING CRITICAL Presented by: Greg Pearson and Mary Zammit Mississauga Secondary School October 17, 2007
Slide 2: Beyond your curriculum, what is the most important thing you can teach or educate your students about?
Slide 3: Working in table groups of 5-6 each group will receive a piece of chart paper and list answers/ideas to the question that follows Groups post their work on the wall for others to see One member in a group will highlight a key item or idea that seems to appear on more than one chart paper
Slide 4: When you think of someone you consider an effective critical thinker, what attributes do you attach to that individual?
Slide 5: One definition is: “the thinking through of a problematic situation about what to believe or how to act where the thinker makes a reasoned judgment that reflects competent use of the intellectual tools for quality thinking.”
Slide 8: A community of thinkers is defined as an active group of students and teachers striving to learn more about a discipline by engaging in critical and imaginative thinking. Adapted from - Explorers of the Universe
Slide 11: Three levels of questions: Literal: \"On the page“ right there, reading for facts and accuracy Inferential: \"Between the lines“ drawing conclusions, reading between the lines Evaluative: \"Off the page“ defending an opinion, synthesizing information, bringing personal observations and insights to the text
Slide 13: A grid used to form questions by selecting framing words (who, what, where, …) from the vertical list and then adding a verb from the horizontal list (is, did, might,…)
Slide 14: Why use it? Can be easily used by students to formulate questions that can range from simple recall to inference Supports reading comprehension Can be used to guide students while reading a text Can be used with pictures or text
Slide 15: As students read a passage, they can use the following coding system to help them organize their thoughts and main ideas I = Important L = Learned something new ! = Big idea surfaced * = Interesting or important fact ? = Unsure/ Find out more = Agree = Disagree ≠
Slide 16: Why use it? Supports reading comprehension Requires students to \"think\" about what they are reading Requires students to make judgments Provides useful discussion starters Can assist students in answering questions related o the text
Slide 17: have no obvious ‘right’ answer raise other important questions, often across subject area boundaries often address the philosophical or conceptual foundations of a discipline naturally recur are framed to provoke and sustain student interest
Slide 18: Does the challenge require reasoned judgment? (i.e., involve assessment among plausible options/possibilities based on criteria) Is the challenge likely to be perceived as meaningful by students? Will significant curricular understanding be uncovered as students respond to the challenge?
Slide 20: “We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t yet been invented, in order to solve problems we don’t even know are problems yet.”



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