bcsherry@gmail.com  @brendasherry brendasherry.com  The StudyAugust 24, 2012
"It is the mark of an educated mind to be able to entertain athought without accepting it."                        Aristot...
"It is the mark of an educated mind to be able to entertain athought without accepting it."                        Aristot...
collaboration21st century    skills      communication                   creativity                problem solving        ...
TPACK.org
Resources• Brenda’s wiki:  http://tech2learn.wikispaces.com• tc2 The Critical Thinking Consortium• The Foundation for Crit...
Goals...• What is critical thinking?• How do we weave critical thinking into  classroom practice?           • Habits of Mi...
Let’s consider:• what is a definition of critical thinking?• use any resources you have at your disposal• think - pair - sh...
Let’s consider:• what is a definition of critical thinking?• use any resources you have at your disposal• think - pair - sh...
Other definitions...John DeweyCritical thinking is "active, persistent, and carefulconsideration of any belief or supposed ...
Nickerson, Perkins and Smith (1985)"The ability to judge the plausibility of specific assertions, toweigh evidence, to ass...
Moore and Parker, Critical ThinkingCritical Thinking is "the careful, deliberatedetermination of whether we should accept,...
Def’n from The Critical Thinking Consortium
Def’n from The Critical Thinking Consortium
Why do we need     critical thinkers?• to discriminate fact and inference• to make tentative judgments or decisions  while...
What do critical thinkers         do?• have inquisitive attitudes/ask questions• use effective thinking strategies• access...
What might we have tochange, adjust or evenunlearn our classroom       practice?
Can we teach/learn ct?
• Embedding the critical thinking process into  content/curriculum• Teaching students about their own thinking  processes•...
Factual     PersonalInformation   Preference
Judging or   Factual     Personal    AssessingInformation   Preference    Possible                            Options
CT and HOTShttp://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
tc2.ca                                 Which animal - the seal or theWhat did the Inuit traditionally                     ...
Habits of Mind“The mind is like a parachute, it works better when open.”                                                 F...
Habits of Mind - tc2.caThinking for one’s self   Thinking with others    inquiring mind             respectful     open-mi...
Examples of prompts - tc2.ca                                                         Decode                               ...
Critical Challenges     http://www.tc2.ca/cmsms/
Brief recap of the lesson       What were its strengths?       What were its challenges?How would you adapt this for your ...
• Primary - Powerful questions   • Junior/Intermediate - How “globalized” are      our lives?   • Secondary - Should it st...
Media LiteracyMedia literacy explores theimpact and influence of massmedia and popular culture byexamining texts such as fil...
Understanding how media texts are constructed and why they areproduced enables students to respond to them intelligently a...
Questions that help with deconstruction...
Questions that help with deconstruction...
Dove - Evolutionhttp://goo.gl/aaFoY
Dove - Evolutionhttp://goo.gl/aaFoY
Chocolate Manhttp://goo.gl/tXS76
Chocolate Manhttp://goo.gl/tXS76
Gatorade Challenge•   how are commercials    made (background    knowledge)•   deconstructing examples    of commercials• ...
Gatorade - Parkourhttp://goo.gl/7iw0P
Gatorade - Parkourhttp://goo.gl/7iw0P
Gaterade - Lock it Up http://goo.gl/Hs8UB
Gaterade - Lock it Up http://goo.gl/Hs8UB
Developing a community of thinkers    Habits of Mind from Deborah Meiers - Mission SchoolsEvidence: How do we know whats t...
bcsherry@gmail.com       @brendasherry      brendasherry.com           Resources:http://tech2learn.wikispaces.com         ...
Critical thinking
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Critical thinking

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  • Critical thinking

    1. 1. bcsherry@gmail.com @brendasherry brendasherry.com The StudyAugust 24, 2012
    2. 2. "It is the mark of an educated mind to be able to entertain athought without accepting it." Aristotle http://goo.gl/Wvl5Q
    3. 3. "It is the mark of an educated mind to be able to entertain athought without accepting it." Aristotle http://goo.gl/Wvl5Q
    4. 4. collaboration21st century skills communication creativity problem solving critical thinking
    5. 5. TPACK.org
    6. 6. Resources• Brenda’s wiki: http://tech2learn.wikispaces.com• tc2 The Critical Thinking Consortium• The Foundation for Critical Thinking• Howard Rheingold• Deborah Meier
    7. 7. Goals...• What is critical thinking?• How do we weave critical thinking into classroom practice? • Habits of Mind • Critical Challenges • Media Literacy
    8. 8. Let’s consider:• what is a definition of critical thinking?• use any resources you have at your disposal• think - pair - share - square• share out group definitions
    9. 9. Let’s consider:• what is a definition of critical thinking?• use any resources you have at your disposal• think - pair - share - square• share out group definitions•http://goo.gl/QBGvH
    10. 10. Other definitions...John DeweyCritical thinking is "active, persistent, and carefulconsideration of any belief or supposed form ofknowledge in the light of the grounds that support itand the further conclusions to which it tends.” (Dewey1933: 118)."
    11. 11. Nickerson, Perkins and Smith (1985)"The ability to judge the plausibility of specific assertions, toweigh evidence, to assess the logical soundness ofinferences, to construct counter-arguments and alternativehypotheses."
    12. 12. Moore and Parker, Critical ThinkingCritical Thinking is "the careful, deliberatedetermination of whether we should accept, reject,or suspend judgment about a claim, and the degreeof confidence with which we accept or reject it."
    13. 13. Def’n from The Critical Thinking Consortium
    14. 14. Def’n from The Critical Thinking Consortium
    15. 15. Why do we need critical thinkers?• to discriminate fact and inference• to make tentative judgments or decisions while aware of gaps in understanding• to ask good questions in situations where we have little expertise• to be conscious of the limits of one’s knowledge and understanding of an issue
    16. 16. What do critical thinkers do?• have inquisitive attitudes/ask questions• use effective thinking strategies• access background knowledge• understand thinking vocabulary• apply relevant criteria when making thoughtful decisions tc2.ca
    17. 17. What might we have tochange, adjust or evenunlearn our classroom practice?
    18. 18. Can we teach/learn ct?
    19. 19. • Embedding the critical thinking process into content/curriculum• Teaching students about their own thinking processes• Making implicit thought processes explicit• Visualizing the critical thinking process
    20. 20. Factual PersonalInformation Preference
    21. 21. Judging or Factual Personal AssessingInformation Preference Possible Options
    22. 22. CT and HOTShttp://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
    23. 23. tc2.ca Which animal - the seal or theWhat did the Inuit traditionally caribou - contributed more to use to make tools? traditional Inuit life? Assess whether da Vinci, Write a report on a famous Newton, or Einstein had the scientist. greatest scientific mind. Write an historical account using the RAFT format Role Write a summary of an Audience historical event. Format Topic Strong Verb
    24. 24. Habits of Mind“The mind is like a parachute, it works better when open.” Frank Zappa by US Army on Flickr
    25. 25. Habits of Mind - tc2.caThinking for one’s self Thinking with others inquiring mind respectful open-minded inclusive critically minded constructive fair-minded accommodatingindependent-minded consultative persistent circumspect empathetictolerant of ambiguity self-reflective takes initiative humble attentive to detail flexible
    26. 26. Examples of prompts - tc2.ca Decode Perform Judge the the puzzle Design to Rework to specs Critique better or suggest and specs the piece perform or the piece best justify a develop aPrompts rework in light take action assess pros which best proposed product that of new info or that meets and cons meets the solution, meets specified focus/bias specified criteria? explanation or criteria criteria interpretation given the data on the design a find a in Hamlet, who behaviour of create an anti- school wide is the powerful is the more an object in smoking media information metaphor noble earth’s poster using campaign to E.g. on this that justifies character: gravity, four extol the website some aspect Laertes or reconstruct persuasive virtues of credible? of Canadian Hamlet? the results if techniques school music life this object programs was on Mars
    27. 27. Critical Challenges http://www.tc2.ca/cmsms/
    28. 28. Brief recap of the lesson What were its strengths? What were its challenges?How would you adapt this for your class?
    29. 29. • Primary - Powerful questions • Junior/Intermediate - How “globalized” are our lives? • Secondary - Should it stay or go?**NB if you prefer an electronic version go to tech2learn.wikispaces.com
    30. 30. Media LiteracyMedia literacy explores theimpact and influence of massmedia and popular culture byexamining texts such as films,songs, video games, action figures,advertisements, CD covers,clothing, billboards, televisionshows, magazines, newspapers,photographs, and websites. by christinapsych4 on flickr
    31. 31. Understanding how media texts are constructed and why they areproduced enables students to respond to them intelligently andresponsibly.Students must be able to:✓differentiate between fact and opinion✓evaluate the credibility of sources✓recognize bias✓be attuned to discriminatory portrayals of individuals andgroups, including women and minorities✓question depictions of violence and crime.
    32. 32. Questions that help with deconstruction...
    33. 33. Questions that help with deconstruction...
    34. 34. Dove - Evolutionhttp://goo.gl/aaFoY
    35. 35. Dove - Evolutionhttp://goo.gl/aaFoY
    36. 36. Chocolate Manhttp://goo.gl/tXS76
    37. 37. Chocolate Manhttp://goo.gl/tXS76
    38. 38. Gatorade Challenge• how are commercials made (background knowledge)• deconstructing examples of commercials• What makes a good commercial? (building criteria)• authentic task - judging better or best
    39. 39. Gatorade - Parkourhttp://goo.gl/7iw0P
    40. 40. Gatorade - Parkourhttp://goo.gl/7iw0P
    41. 41. Gaterade - Lock it Up http://goo.gl/Hs8UB
    42. 42. Gaterade - Lock it Up http://goo.gl/Hs8UB
    43. 43. Developing a community of thinkers Habits of Mind from Deborah Meiers - Mission SchoolsEvidence: How do we know whats true and false? What evidence counts? How sure canwe be? What makes it credible to us? This includes using the scientific method and more.Viewpoint: How else might this look if we stepped into other shoes? If we were looking atit from a different direction? If we had a different history or expectations? This requires theexercise if informed "empathy" and imagination. It requires flexibility of mind.Connections/Cause and Effect: Is there a pattern? Have we seen something likethis before? What are the possible consequences?Conjecture: Could it have been otherwise? Supposing that? What if ? This habit requiresuse of imagination as well as knowledge of alternative possibilities. It includes the habitsdescribed above.Relevance: Does it matter? Who cares?
    44. 44. bcsherry@gmail.com @brendasherry brendasherry.com Resources:http://tech2learn.wikispaces.com by douglee on Flickr

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