Instructional Strategies for Developing Critical Thinking Skills presentation

1.  Names:
Jefferson F. Rodriguez
Saul Salazar
 Class:
7th “A”

4. Summarize
or restate
what teacher
said with his
own words
Elaborate a
response
including
reasoning,
evidence,
support,
examples
Relate
course
content to
their own
knowledge
and
experience.
Make
connections
between
related
concepts.
Describe
how their
point of view
compares to
the point of
view of
the
instructor.
Generate
questions
related to
the topic.

5. Formulating
questions
(Scaffold #1)
Comparing
and
contrasting
(Scaffold #2)
Extracting
themes and
patterns
(Scaffold #3)
Analyzing
perspectives
(Scaffold #4)

6.  Design assignment and test questions that require various critical thinking skills.
Scaffold #5 outlines assignment questions that facilitate development from less
complex critical thinking skills to more complex ones (Wolcott and Lynch, 2003).

7. Critical Thinking Questions
Have students brainstorm
to generate 10-15
questions about a topic or
issue.
Design teacher-directed
questions that facilitate
movement from lower to
higher
levels of thinking.

8. Annotating Text
 Ask students to annotate a text from a variety of perspectives – A
Supporter, A Skeptic, A Devil’s Advocate. Use Scaffold #6 to support
students in annotating text.

9.  Have students work through authentic problems and cases using a
problem-solving framework. Use Scaffold #8 to provide students with
support and direction.

10.  They are popular
strategies for getting
students thinking and
interacting with course
ideas and content.

11.  Students write for one
(or two) minutes
responding to critical
thinking questions in
concise, well-planned
sentences.

12.  The “Muddiest Point” is a
classroom assessment
technique (CAT) developed by
Prof. Mosteller of Harvard in
1989.
 • The teacher asks students, at
the end of the teaching session,
to write down (on a card/online)
the answer to the question
“What was the muddiest
point/most confusing point
addressed today?” or any
similar question (Angelo and
Cross, 1993).

14.  Have students to write possible
test questions and model
answers for specified topics, in
a format consistent with course
exams. This will give students
the opportunity to evaluate the
course topics, reflect on what
they understand, as well as
what are good test items.