This document discusses critical thinking skills and their importance for students. It defines critical thinking as an active cognitive process used to identify assumptions, explore alternatives, and make decisions. The document outlines Bloom's taxonomy of cognitive domains - knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides examples of how to develop these skills through activities that encourage logical thinking, reasoning, creative thinking, analysis, synthesis, and evaluation. The document emphasizes developing these skills is important for students to become independent thinkers who can make evidence-based decisions.

1. CRITICAL
THINKING SKILLS
TODAY’S STUDENTS’
DEMANDS

2. Critical Thinking

3. Who is he?

4. HOW DID THEY APPEAR?
 Benjamin Bloom (1956) developed a classification
of levels of intellectual behavior in learning.
 This taxonomy contained three overlapping
domains: the cognitive, psychomotor, and
affective.
 Within the cognitive domain: six levels:
knowledge, comprehension, application, analysis,
synthesis, and evaluation.
 These domains and levels are still useful today as
you develop the critical thinking skills of your
students.

7. The Three Types of Learning
What IS Critical Thinking?

8. What IS Critical Thinking?
 Critical thinking can be defined several
ways. One definition is “an active,
organized, cognitive process”.
 Another definition is “a process for
identifying underlying assumptions and
variables in order to draw conclusions
and make decisions”.
 You could even use the definition “a
process used to explore alternatives to
determine what is important”.

9. brainteaser
When I was going to St. Ives
I met a man with seven wives
Every wife had seven sacks
Every sack had seven cats
Every cat had seven kittens;
Kittens, cats, sacks and wives
How many were going to St. Ives?

10. What IS Critical Thinking?
 Exploring encourages you to identify all
the variables within a situation.
 Analyzing is the process of studying each
variable to understand its meaning and its
relationship to the other variables.
 Prioritizing requires you to weigh the
relative importance of each variable to
the others, at a given point in time.

11. What IS Critical Thinking?
 Explaining the variables involves the
exercise of amplifying each variable to
understand its meaning in the situation
and to the involved parties.
 Deciding means to choose a specific
course of action.
 Evaluating requires the thinker to assess
how correct the thinking process was,
and if further action is needed.

12. cognitive
DVD-ROM feature: writing

13. Activities to develop
psychomotor skills.
psychomotor

14. affective

17. WHICH ONES ARE THEY?
 Critical thinking involves logical thinking and
reasoning: skills such as comparison, classification,
sequencing, cause/effect, patterning, webbing,
analogies, deductive and inductive reasoning,
forecasting, planning, hypothesizing, and critiquing.
 Creative thinking involves creating something new or
original.
 It involves the skills of flexibility, originality, fluency,
elaboration, brainstorming, modification, imagery,
associative thinking, attribute listing, metaphorical
thinking, forced relationships. The aim of creative
thinking is to stimulate curiosity and promote
divergence.

18. ANALYSIS
analyze arrange connect divide infer separate
classify compare contrast explain select order
breakdown correlate diagram discriminate focus illustrate
points
infer outline prioritize subdivide prioritize
out
Examples: recognize and explain patterns and
meaning, see parts and wholes

19. SYNTHESIS
combine compose generalize modify invent plan substitute
speculat
create formulate integrate rearrange design rewrite
e
adapt anticipate collaborate compile devise express facilitate
reinforce structure substitute intervene negotiate reorganize validate
Examples: discuss "what if" situations, create new ideas,
predict and draw conclusions

20. EVALUATION
assess compare decide discriminate measure rank test
convince conclude explain grade judge summarize support
appraise criticize defend persuade justify reframe
Examples: make recommendations, assess
value and make choices, critique ideas

21. AFFECTIVE DOMAIN
accepts attempts challenges defends disputes joins judges
contributes praises questions shares supports volunteers
Domain Attributes: interpersonal relations,
emotions, attitudes, appreciations, and values

22. HOW TO DEVELOP THEM
 Setting activities in which the student is the
centre of the learning activity
 Students are asked to classify objects
according to their own judgement: by
colours, size, use, topics,etc. : Learning
centres.
 They discriminate words according to their
ending, beginning, or middle sounds and are
asked to join them so as to create a chant, a
poem or rhymes.

23. Other ways of practicing grammar
Make sentences, use have and don't have

24. Characteristics of
Critical Thinkers
 CT’ers look at self honestly/aware of
prejudices
 CT’ers know their attitudes/values
influence
 CT’ers are fair/respectful
 CT’ers are willing to change thinking
 CT’ers are not easily manipulated
 CT’ers are question askers
 CT’ers are independent thinkers
 CT’ers look for connections
 CT’ers based decisions on evidence

25. WHAT ABOUT GAMES?
 Word games: create associations,
relationships among different elements (
listing words )
 Visual thinking games: develop
visualization through shapes and forms,
abstract images to discuss whta they see.
 Drawing games: Includes both
visualization and word games , drawing
squiggles and ask them what they see.

26. 5 Ways To Help Kids Think
1. Provide a thoughtful classroom
environment
2. Make the invisible – visible
3. Scaffold and cue (use tools)
4. Provide continuing direct
instruction
5. Integrate thinking instruction
with content …move it around

27. WEBLIOGRAPHY
www.livestrong.com
www.accessexcellence.org
www.criticalthinking.org
www.buzzle.com ( exercises for children )
www.vforteachers.com ( exercises &
experiments for children )

29. THANK YOU
VERY MUCH!
Ms. Jeanne Luz Ortiz
jortiz@macmillan.com.pe