Dave Sobecki, Miami Univ, OH, presentation on "Critical Thinking: Does It Mean What You Think" at 28th Annual Conf of CA Mathematics Council of Community Colleges South on Feb 22-23, 2013
The document outlines a matrix for grading at Ramon Magsaysay High School for the 2014-2015 school year. It divides assessments into six categories based on Bloom's Taxonomy: knowledge, understanding, application, analysis, evaluation, and creation. For each category it provides example verbs, questioning prompts, and examples of measurable student outcomes that could be used for assessments. The categories are assigned different weightings, with knowledge being 15% of the grade and process/performance skills being 25%.
The document discusses teaching critical thinking skills to students. It defines critical thinking as teaching students how to think about and evaluate subject matter, not just teaching content. It provides several approaches to teaching critical thinking, such as modeling critical thinking processes, creating a culture of inquiry, and engaging students in thinking. Several teaching ideas are also presented, such as using questions to analyze engineering cases and articles. Methods for assessing critical thinking like rubrics and peer evaluations are also outlined.
This document discusses critical thinking and the attributes and characteristics of a critical thinker, specifically an educator. It defines critical thinking as the ability to analyze facts, generate ideas, defend opinions, make comparisons, draw inferences, evaluate arguments, and solve problems. It lists several attributes of a critical thinker including self-awareness/control, judgment, objectivity, open-mindedness, credibility, and concern for others. It provides examples of how teachers think critically, such as analyzing their own strengths and weaknesses before making decisions and gathering all facts before drawing conclusions. Finally, it outlines some strategies for developing critical thinking in learners, such as including factual data before reaching conclusions and negotiating diverse opinions to find common understanding.
This document provides guidance and strategies for developing higher-level questioning practices to challenge gifted and highly able students. It discusses effective questioning techniques, Bloom's Taxonomy of higher-order thinking skills (analysis, synthesis, evaluation), and models for problem-solving and inquiry-based learning, including prompting questions aligned with each stage. Sample questioning activities and games are proposed to engage students in questioning and develop their critical thinking abilities.
This document discusses how feedback and differentiation are connected in supporting student self-directedness. It provides five forms of feedback: judgmental, personal, inferential, data-based, and mediative questioning. Descriptive feedback acknowledges student success, identifies strengths and areas for growth, and asks questions to guide future learning. Mediative questioning uses invitational, engaging, and cognitive language to explore student thinking regarding goals, values, beliefs and assumptions. Effective feedback and differentiation support individual student needs and action plans.
Bloom's Taxonomy Analysis separates concepts into their component parts to understand their organizational structure. It distinguishes between facts and inferences. Some useful verbs for analysis include analyze, distinguish, examine, compare, contrast, investigate, categorize, and identify. Sample questions ask how events may have occurred differently, how things are similar or different, what other outcomes may have been possible, and what problems exist. Potential analysis activities include designing questionnaires, making flow charts, constructing graphs, and writing reports.
This document provides an overview of using Web 2.0 tools to engage students at each level of Bloom's Taxonomy. It discusses how Bloom's Taxonomy has been updated to include higher order thinking skills like creating. Various free Web 2.0 tools are presented that can facilitate remembering, understanding, applying, analyzing, evaluating, and creating for students. The presentation aims to demonstrate how digital tools can help apply Bloom's Taxonomy to learning in a technology-enhanced way.
The document outlines a matrix for grading at Ramon Magsaysay High School for the 2014-2015 school year. It divides assessments into six categories based on Bloom's Taxonomy: knowledge, understanding, application, analysis, evaluation, and creation. For each category it provides example verbs, questioning prompts, and examples of measurable student outcomes that could be used for assessments. The categories are assigned different weightings, with knowledge being 15% of the grade and process/performance skills being 25%.
The document discusses teaching critical thinking skills to students. It defines critical thinking as teaching students how to think about and evaluate subject matter, not just teaching content. It provides several approaches to teaching critical thinking, such as modeling critical thinking processes, creating a culture of inquiry, and engaging students in thinking. Several teaching ideas are also presented, such as using questions to analyze engineering cases and articles. Methods for assessing critical thinking like rubrics and peer evaluations are also outlined.
This document discusses critical thinking and the attributes and characteristics of a critical thinker, specifically an educator. It defines critical thinking as the ability to analyze facts, generate ideas, defend opinions, make comparisons, draw inferences, evaluate arguments, and solve problems. It lists several attributes of a critical thinker including self-awareness/control, judgment, objectivity, open-mindedness, credibility, and concern for others. It provides examples of how teachers think critically, such as analyzing their own strengths and weaknesses before making decisions and gathering all facts before drawing conclusions. Finally, it outlines some strategies for developing critical thinking in learners, such as including factual data before reaching conclusions and negotiating diverse opinions to find common understanding.
This document provides guidance and strategies for developing higher-level questioning practices to challenge gifted and highly able students. It discusses effective questioning techniques, Bloom's Taxonomy of higher-order thinking skills (analysis, synthesis, evaluation), and models for problem-solving and inquiry-based learning, including prompting questions aligned with each stage. Sample questioning activities and games are proposed to engage students in questioning and develop their critical thinking abilities.
This document discusses how feedback and differentiation are connected in supporting student self-directedness. It provides five forms of feedback: judgmental, personal, inferential, data-based, and mediative questioning. Descriptive feedback acknowledges student success, identifies strengths and areas for growth, and asks questions to guide future learning. Mediative questioning uses invitational, engaging, and cognitive language to explore student thinking regarding goals, values, beliefs and assumptions. Effective feedback and differentiation support individual student needs and action plans.
Bloom's Taxonomy Analysis separates concepts into their component parts to understand their organizational structure. It distinguishes between facts and inferences. Some useful verbs for analysis include analyze, distinguish, examine, compare, contrast, investigate, categorize, and identify. Sample questions ask how events may have occurred differently, how things are similar or different, what other outcomes may have been possible, and what problems exist. Potential analysis activities include designing questionnaires, making flow charts, constructing graphs, and writing reports.
This document provides an overview of using Web 2.0 tools to engage students at each level of Bloom's Taxonomy. It discusses how Bloom's Taxonomy has been updated to include higher order thinking skills like creating. Various free Web 2.0 tools are presented that can facilitate remembering, understanding, applying, analyzing, evaluating, and creating for students. The presentation aims to demonstrate how digital tools can help apply Bloom's Taxonomy to learning in a technology-enhanced way.
The document discusses Bloom's Taxonomy, which is a classification system used to categorize educational goals and objectives into six cognitive levels of complexity - from lower order thinking skills to higher order thinking skills. It emphasizes that higher order thinking questions are important for all students, not just older students, as they help stimulate learning and brain development. The document provides examples of question stems teachers can use to ask students questions targeting each of the six cognitive levels in Bloom's Taxonomy.
The document defines higher order thinking skills (HOTS) as skills based on Bloom's Taxonomy that involve more cognitive processing than lower order thinking skills (LOTS). HOTS include skills like analyzing, evaluating, and creating, while LOTS involve remembering, understanding, and applying. The focus of HOTS is on problem solving, critical thinking, and generating new ideas rather than drill and repetition. HOTS are more difficult to learn but provide more generalized benefits and ability to solve novel problems. Bloom's Taxonomy categorizes different levels of thinking from lower to higher order. HOTS are needed to progress, discover new fields, and solve complex problems facing the world.
This document discusses adopting a problem-solving approach to teaching mathematics at the secondary level. It explores the features of problems and establishing a framework for developing problem-solving skills in students. Some key points made include:
- Thinking-based curriculum addresses issues like students performing algorithms without understanding and inability to apply concepts to new problems.
- True problems have no memorized solutions and multiple approaches rather than contextualized algorithms.
- Benefits of problem-solving include developing higher-order thinking, expressing understanding, and creating a multidimensional classroom.
- Lessons should expose students to problems and develop habits of mind like simplifying problems, systematically organizing information, looking for patterns, and finding general rules.
The document outlines Bloom's Taxonomy of higher order thinking skills, including the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Examples are provided for how to apply each level of thinking to common stories using prompting questions. Strategies and phrases are also given to help generate higher order thinking questions for different stories.
This document discusses Robert Sternberg's theories of intelligence, including his triarchic theory of intelligence and theory of successful intelligence. Sternberg's triarchic theory describes three types of intelligence: practical, creative, and analytical. His theory of successful intelligence involves four components: memory skills, analytical skills, creative skills, and practical skills. The document also discusses Sternberg's WICS model of intelligence, which stands for wisdom, intelligence, creativity, and synthesis. The WICS model views intelligence as a set of abilities to learn from experience and adapt. The document provides examples of how to teach each component of Sternberg's theories.
The document provides information about Bloom's Taxonomy, which categorizes different levels of thinking and learning. It presents the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, it gives examples of related cognitive processes and thinking skills as well as sample verbs that could be used to frame learning objectives or assessment questions targeting that level. It also provides examples applying Bloom's Taxonomy to analyze thinking levels required by tasks and questions related to common stories.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
The document discusses the Understanding by Design (UbD) framework for curriculum planning. It emphasizes starting with the desired results or outcomes, such as enduring understandings and essential questions, rather than activities or texts. This "backward design" approach focuses on ensuring students understand key concepts rather than just covering content. The document provides examples of enduring understandings and essential questions and explains how to use them. It also discusses curriculum mapping and using UbD to design units, assessments, and instruction to lead students to deep understanding.
Higher order thinking skills (HOTS) involve non-algorithmic problem solving that can have multiple solutions. HOTS are important as they allow students to transfer skills to new situations, apply knowledge productively, and develop deeper understanding. Strategies for enhancing HOTS include explicitly teaching students about different types of thinking, moving between concrete and abstract concepts, and using question-answer relationships.
The document contains information about assessment and motivation from various researchers and experts. It discusses how intrinsic motivation can be undermined by extrinsic rewards, and that assessment should focus on helping students improve rather than just achieving goals. Formative assessment, when done effectively with feedback, can substantially improve student achievement according to researchers Black and William.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
This document discusses the importance of assessment in the instructional cycle. It defines assessment as a glimpse into students' minds to understand what they know about a specific skill or content area. The instructional cycle includes analyzing contextual factors, pre-assessing students, planning instruction, providing formative assessments during instruction, and post-assessing students after instruction to evaluate learning. The document emphasizes that teachers can only demonstrate they have positively impacted learning if they assess students through various formal and informal methods.
Creative Problem Solving w Emergenetics ReflectionsJohn Yeo
A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.
Critical thinking and questions goldilocksMarinazx
This document discusses how to promote critical thinking in students through effective questioning. It outlines Bloom's Taxonomy of cognitive levels, from lower order questions that require basic recall to higher order questions that require analysis, evaluation and creation. Higher order questions help students learn how to inquire and examine information more deeply. The document provides examples of different types of questions for the story "Goldilocks and the Three Bears" at each cognitive level. It emphasizes using more open-ended questions that have multiple possible answers and sparking students' curiosity through questions rather than simply providing answers.
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.
Problem solving and_critical_thinking_eltecsJamie Hoang
This document discusses the importance of teaching critical thinking and problem solving skills in English language teaching. It outlines the key elements of critical thinking such as observation, facts, inferences, assumptions, opinions, arguments, and critical analysis. It also discusses Bloom's taxonomy of thinking skills. The document notes several benefits of critical thinking skills for students and challenges that teachers may face in teaching these skills. It provides examples of how to develop critical thinking through questioning, analogies, interaction, reflection and real-life problems. Finally, it outlines the steps to problem solving and discusses teachers' roles in developing these important skills in students.
Creative Thinking & Critical Problem SolvingBilalSBS
This presentation on "Creative Thinking & Critical Problem Solving" was delivered to middle level managers and ideal for students to differentiate between Creative Thinking & Critical Problem Solving.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
Critical thinking involves clear, logical thinking and the ability to engage in independent analysis. It includes skills like understanding logical connections, evaluating arguments, detecting flaws in reasoning, and solving problems systematically. Someone with strong critical thinking abilities will ask thoughtful questions, assess statements carefully, consider multiple viewpoints, and adjust their views based on new evidence. Writing effective critical thinking questions (CTQs) requires finding a meaningful topic and formulating open-ended questions that get beneath the surface using techniques like Socratic questioning and Bloom's Taxonomy.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
The document discusses Bloom's Taxonomy, which is a classification system used to categorize educational goals and objectives into six cognitive levels of complexity - from lower order thinking skills to higher order thinking skills. It emphasizes that higher order thinking questions are important for all students, not just older students, as they help stimulate learning and brain development. The document provides examples of question stems teachers can use to ask students questions targeting each of the six cognitive levels in Bloom's Taxonomy.
The document defines higher order thinking skills (HOTS) as skills based on Bloom's Taxonomy that involve more cognitive processing than lower order thinking skills (LOTS). HOTS include skills like analyzing, evaluating, and creating, while LOTS involve remembering, understanding, and applying. The focus of HOTS is on problem solving, critical thinking, and generating new ideas rather than drill and repetition. HOTS are more difficult to learn but provide more generalized benefits and ability to solve novel problems. Bloom's Taxonomy categorizes different levels of thinking from lower to higher order. HOTS are needed to progress, discover new fields, and solve complex problems facing the world.
This document discusses adopting a problem-solving approach to teaching mathematics at the secondary level. It explores the features of problems and establishing a framework for developing problem-solving skills in students. Some key points made include:
- Thinking-based curriculum addresses issues like students performing algorithms without understanding and inability to apply concepts to new problems.
- True problems have no memorized solutions and multiple approaches rather than contextualized algorithms.
- Benefits of problem-solving include developing higher-order thinking, expressing understanding, and creating a multidimensional classroom.
- Lessons should expose students to problems and develop habits of mind like simplifying problems, systematically organizing information, looking for patterns, and finding general rules.
The document outlines Bloom's Taxonomy of higher order thinking skills, including the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Examples are provided for how to apply each level of thinking to common stories using prompting questions. Strategies and phrases are also given to help generate higher order thinking questions for different stories.
This document discusses Robert Sternberg's theories of intelligence, including his triarchic theory of intelligence and theory of successful intelligence. Sternberg's triarchic theory describes three types of intelligence: practical, creative, and analytical. His theory of successful intelligence involves four components: memory skills, analytical skills, creative skills, and practical skills. The document also discusses Sternberg's WICS model of intelligence, which stands for wisdom, intelligence, creativity, and synthesis. The WICS model views intelligence as a set of abilities to learn from experience and adapt. The document provides examples of how to teach each component of Sternberg's theories.
The document provides information about Bloom's Taxonomy, which categorizes different levels of thinking and learning. It presents the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, it gives examples of related cognitive processes and thinking skills as well as sample verbs that could be used to frame learning objectives or assessment questions targeting that level. It also provides examples applying Bloom's Taxonomy to analyze thinking levels required by tasks and questions related to common stories.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
The document discusses the Understanding by Design (UbD) framework for curriculum planning. It emphasizes starting with the desired results or outcomes, such as enduring understandings and essential questions, rather than activities or texts. This "backward design" approach focuses on ensuring students understand key concepts rather than just covering content. The document provides examples of enduring understandings and essential questions and explains how to use them. It also discusses curriculum mapping and using UbD to design units, assessments, and instruction to lead students to deep understanding.
Higher order thinking skills (HOTS) involve non-algorithmic problem solving that can have multiple solutions. HOTS are important as they allow students to transfer skills to new situations, apply knowledge productively, and develop deeper understanding. Strategies for enhancing HOTS include explicitly teaching students about different types of thinking, moving between concrete and abstract concepts, and using question-answer relationships.
The document contains information about assessment and motivation from various researchers and experts. It discusses how intrinsic motivation can be undermined by extrinsic rewards, and that assessment should focus on helping students improve rather than just achieving goals. Formative assessment, when done effectively with feedback, can substantially improve student achievement according to researchers Black and William.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
This document discusses the importance of assessment in the instructional cycle. It defines assessment as a glimpse into students' minds to understand what they know about a specific skill or content area. The instructional cycle includes analyzing contextual factors, pre-assessing students, planning instruction, providing formative assessments during instruction, and post-assessing students after instruction to evaluate learning. The document emphasizes that teachers can only demonstrate they have positively impacted learning if they assess students through various formal and informal methods.
Creative Problem Solving w Emergenetics ReflectionsJohn Yeo
A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.
Critical thinking and questions goldilocksMarinazx
This document discusses how to promote critical thinking in students through effective questioning. It outlines Bloom's Taxonomy of cognitive levels, from lower order questions that require basic recall to higher order questions that require analysis, evaluation and creation. Higher order questions help students learn how to inquire and examine information more deeply. The document provides examples of different types of questions for the story "Goldilocks and the Three Bears" at each cognitive level. It emphasizes using more open-ended questions that have multiple possible answers and sparking students' curiosity through questions rather than simply providing answers.
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.
Problem solving and_critical_thinking_eltecsJamie Hoang
This document discusses the importance of teaching critical thinking and problem solving skills in English language teaching. It outlines the key elements of critical thinking such as observation, facts, inferences, assumptions, opinions, arguments, and critical analysis. It also discusses Bloom's taxonomy of thinking skills. The document notes several benefits of critical thinking skills for students and challenges that teachers may face in teaching these skills. It provides examples of how to develop critical thinking through questioning, analogies, interaction, reflection and real-life problems. Finally, it outlines the steps to problem solving and discusses teachers' roles in developing these important skills in students.
Creative Thinking & Critical Problem SolvingBilalSBS
This presentation on "Creative Thinking & Critical Problem Solving" was delivered to middle level managers and ideal for students to differentiate between Creative Thinking & Critical Problem Solving.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
Critical thinking involves clear, logical thinking and the ability to engage in independent analysis. It includes skills like understanding logical connections, evaluating arguments, detecting flaws in reasoning, and solving problems systematically. Someone with strong critical thinking abilities will ask thoughtful questions, assess statements carefully, consider multiple viewpoints, and adjust their views based on new evidence. Writing effective critical thinking questions (CTQs) requires finding a meaningful topic and formulating open-ended questions that get beneath the surface using techniques like Socratic questioning and Bloom's Taxonomy.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Critical thinking is defined as the process of actively and skillfully analyzing and evaluating information gathered from various sources in order to guide beliefs and actions. It involves 6 steps: 1) gaining knowledge through identification and description, 2) comprehending by explaining and summarizing, 3) applying knowledge to solve problems, 4) analyzing by breaking down information into parts, 5) synthesizing analyzed parts to form new theories, and 6) evaluating through ranking and appraising.
Critical thinking is reflective reasoning about beliefs and actions used to determine if claims are true. It traces to Socratic questioning in Ancient Greece and involves examining propositions to assess if they correspond to reality. Critical thinking requires skills like observation, interpretation, evaluation, and inference as well as intellectual traits like open-mindedness, integrity, and courage. The purpose is to use reason to improve the quality of thinking on any subject.
"We cannot solve our problems with the same thinking we used when we created them." -Albert Einstein
Train your brain to look at situations and problems differently, open your mind to new ideas, and use scientific reasoning on your problems.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document describes the IMPACCT (Interactive Package for the Assessment of Communication & Critical Thinking), an online assessment tool for measuring students' communication and critical thinking skills. It provides sample assessment items that measure constructs like interpersonal communication competence, computer-mediated communication competence, group/leadership competence, and public speaking competence. The tool also provides personalized profile reports that compare students' self-assessments to peer assessments and population averages, and that track changes over time.
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of thinking skills. It details the original taxonomy developed in 1956 and the revised version from 2001. The revisions updated the taxonomy to better reflect 21st century work. The taxonomy categorizes thinking into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It encourages teachers to scaffold lessons to help students develop higher-order thinking skills. The document provides examples of how to incorporate each level of thinking into classroom lessons and assessments.
The document outlines an agenda for a mathematics professional development session focusing on place value. It includes activities for teachers to complete using beans to model place value, reading a case study, discussing insights into how children understand numbers, watching a video interview with a student, and selecting a place value assessment to administer. Teachers are asked to reflect on common misconceptions students have with place value and insights from administering an assessment before the next session.
The document discusses observing systems and how we perceive things. It notes that unconscious thought shapes most of our conscious thought and that categorization is important for survival. The research project aimed to create a school culture where students see a need for algebra to express their ideas through collaboration between teachers and researchers. Over a year, lessons were observed and teachers and students were interviewed to understand how an "algebraic activity community of inquirers" could develop. The findings looked at patterns over time and contingencies between teacher and student behaviors as creativity and complex structures were supported.
Bloom’s Taxonomy Bloom’s Taxonomy provides an important.docxAASTHA76
Bloom’s Taxonomy
Bloom’s Taxonomy provides an important framework for teachers to use to focus on
higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers
in designing performance tasks, crafting questions for conferring with students, and
providing feedback on student work
This resource is divided into different levels each with Keywords that exemplify the level
and questions that focus on that same critical thinking level. Questions for Critical
Thinking can be used in the classroom to develop all levels of thinking within the
cognitive domain. The results will be improved attention to detail, increased
comprehension and expanded problem solving skills. Use the keywords as guides to
structuring questions and tasks. Finish the Questions with content appropriate to the
learner. Assessment can be used to help guide culminating projects. The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• What is…? • Can you select? • Where is…? • When did ____ happen?
• Who were the main…? • Which one…? • Why did…? • How would you describe…?
• When did…? • Can you recall…? • Who was…? • How would you explain…?
• How did ___happen…? • Can you list the three..? • How is…?
• How would you show…?
Assessment:
Match character names with pictures of the characters.
Match statements with the character who said them.
List the main characteristics of one of the main characters in a WANTED poster.
Arrange scrambled story pictures and/or scrambled story sentences in sequential order.
Recall details about the setting by creating a picture of where a part of the story took place.
Blooms Level II: Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…? • How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…? • What is the main idea of ……?
• Which statements support…? • Which is the best answer…?
• What can you say about …? • How would you summarize… ?
• Can you explain what is happening…? • What is meant by…?
Assessment:
Interpret pictures of scenes from the story or art print.
Explain selected ideas or parts from the s ...
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
The document discusses the importance of communication and collaboration in mathematics learning. It notes that learning is a social process, and that students learn best when they can communicate their mathematical thinking and evaluate the strategies of others. Discussing mathematical ideas helps students organize and reflect on their own understanding, and allows them to develop mathematical vocabulary and construct their own meaning. The document advocates establishing classroom norms that promote routine dialogue and debate about mathematical thinking. It suggests that teachers can model thinking out loud and encourage students to use correct terminology through tools like word walls. Overall, it emphasizes that students need opportunities to speak, read and write about mathematical ideas.
The document discusses effective questioning strategies for teachers, noting that most classroom questions are low-level recall questions. It provides tips for crafting higher-order, open-ended questions that engage students more deeply and promote skills like metacognition, vocabulary development, and writing. Sample questioning techniques are demonstrated around topics like note-taking, technology use, and declaring independence from England.
Numeracy & mathematical reasoning assessment photo albumFaythe Allen
This document outlines an assessment plan for teaching numeracy and mathematical reasoning skills to students. It includes pre-assessments like diagnostic tests and parent surveys. Formative assessments involve frequent checks for understanding through activities, labs, quizzes and self-assessments. Summative assessments include performance tasks where students solve multi-step word problems and present solutions, as well as paper-and-pencil tests. Rubrics are provided to evaluate student work. The goal is for assessments to guide student learning and for teachers to adjust instruction based on results.
Numeracy & mathematical reasoning assessment photo albumFaythe Allen
This document outlines an assessment plan for a numeracy and mathematical reasoning course. It includes the learning objectives aligned to common core standards, essential questions that will guide student learning, formative and summative assessments that will be used such as diagnostic tests, surveys, quizzes and performance tasks involving word problems. Rubrics are provided for evaluating performance tasks and examples of multiple choice and constructed response test items are given. The plan aims to help students improve their understanding through ongoing feedback from assessments.
Bloom's Taxonomy provides a framework for classifying levels of thinking skills, from lower order to higher order. It includes six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level has key verbs to guide question and activity design to develop critical thinking skills and engage students at that cognitive level. Teachers can use Bloom's Taxonomy to help craft effective questions, design performance tasks, and provide feedback to students.
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
Bloom's Taxonomy outlines six levels of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous ones as thinking becomes more complex. The levels progress from basic recall or recognition of facts, concepts and ideas to more complex and abstract mental levels including evaluating, analyzing and creating new ideas or products.
This document discusses differentiated instruction and key education trends and frameworks that inform its use. It begins by outlining external drivers of change in education like technology, demographics, and globalization. It then discusses how schools are improving through school improvement efforts and changing to meet the needs of a changing world. A key part of this is ensuring rigor and relevance for all students through differentiated instruction. The document presents models for applying knowledge at different levels from basic recall to real-world application. It also summarizes findings from a national skills study that showed gaps in students' essential skills. The goals of the Common Core standards and next generation assessments are also outlined as aiming to develop skills like problem-solving and critical thinking. Examples and frameworks are provided
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
Similar to CMC3S Spring 2013 Dave Sobecki Critical Thinking (20)
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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5. So What Exactly IS Critical
Thinking?
(And Can It Really Kill You?)
6. Dave Sobecki
Miami University* Hamilton
* Miami University is not in Florida. When it
was founded, Florida was a Spanish territory
(1809).
7.
8.
9. I shall not today attempt further to define
the kinds of material I understand to be
embraced within that shorthand
description ["hard-core pornography"]; and
perhaps I could never succeed in
intelligibly doing so. But I know it when I
see it, and the motion picture involved in
this case is not that.
—Justice Potter Stewart, concurring
opinion in Jacobellis v. Ohio 378 U.S. 184
(1964), regarding possible obscenity in
The Lovers.
10. Critical Thinking as Defined by the National Council for
Excellence in Critical Thinking, 1987
A statement by Michael Scriven & Richard Paul {presented at the 8th
Annual International Conference on Critical Thinking and Education
Reform, Summer 1987}.
Critical thinking is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated
by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action. In its exemplary
form, it is based on universal intellectual values that transcend subject
matter divisions:
HUH?
clarity, accuracy, precision, consistency, relevance, sound
evidence, good reasons, depth, breadth, and fairness.
11. �
�
“Dude, this class sucks.”
� “Dude, this textbook sucks.”
�
� “Math and science education is at a
critical juncture in the United States.”
12. • Analyze information provided in detail, and in a scholarly
way
• Evaluate a situation and judge what is useful in solving
problems
and drawing conclusions
• A method of exercising one’s thinking ability in a way that
is crucial
to intellectual and personal development
• A transition from childhood thinking to adult thinking
• A process that leads to further intellectual development
and
encourages students to become lifelong learners.
15. The Obvious (and most common) Way:
Critical thinking questions on HW/Tests
But can we expect our students to excel at critical
thinking
questions if we don’t train them to, you know,
THINK CRITICALLY?
The More Important Way:
TEACHING
STYLE
16. What do your students understand?
What can they explain?
ASK THEM!
17. What is a variable?
―It’s a letter, like x.‖
NO IT’S NOT
Able to vary
26. Assessment is important too!
(A) Write a verbal description of the inequality x
> –3, and a verbal description of the inequality x
> 5.
(B) The expression –3 < x > 5 is a combination
of the two inequalities from part (A). Rewrite
your two verbal descriptions from part (A) with
the word ―and‖ in between, then use the result
to describe why the expression
–3 < x > 5 is silly.
28. Assessment is important too!
(A) Find the value of the expression (3 + 8)2.
Don’t forget order of operations!
(B) Find the value of 32 + 82. How does it
compare to your answer from part (A)?
(C) Rework parts (A) and (B) with any two
nonzero numbers you choose.
(D) What can you conclude about ―distributing‖
an exponent?