This document discusses critical thinking and its importance in the classroom. It defines critical thinking as clear and rational thinking about what to do or believe. It explains that critical thinking involves logic of content, logic of reasoning, and logic of the student's mind. The document also discusses how to improve critical thinking skills through activities like observation, comparison, analysis, and questioning. Overall, the document advocates for teaching students critical thinking to enable them to evaluate their own thinking and make reasonable decisions.

1. CriticalThinkingCriticalThinking
Presented by:
Ahmed Mayouf
September 2016September 2016
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2. Critical Thinking in the ClassroomCritical Thinking in the Classroom
What is critical thinking?
What happens when we think?
Logic of Classroom
Importance of Critical Thinking
How to Improve Critical Thinking
Critical Thinking Questions
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3. What is criticalWhat is critical
thinking?thinking?
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4. 4
Critical thinking
is the ability to think clearly
and rationally about what to
do or what to believe.

5. 5
Logic of the student’s mind.
Logic of Reasoning.
Logic of Content.
Logic of the ClassroomLogic of the Classroom

6. Elements of reasoningElements of reasoning
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7. Logic of Content.Logic of Content.
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Almost all content is developed
using the logical reasoning

8. 8
Neural Network
Analog
Adaptive
Associative
Layered
Logic of the student’s mind.Logic of the student’s mind.

9. Selective Perception
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It’s human nature.

10. Two Models for Teaching
 1-Didactic Model - teacher explains the facts,
students memorize the facts.
Students are tested on the facts. Students
become tape recorders. We have to
recognize this fact.
2- Problem Solving Model - Teacher poses
one or two problems for the students to
solve. Teacher helps students analyze,
evaluate, synthesize, identify information to
help the students solve the problem.
Students discover the logic and self-assess
their result against specific criteria.
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11. The Crux of Teaching.
• The key is to find the right
problem to find the problem
to challenge the students to
think.
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12. Bloom’s Taxonomy of LearningBloom’s Taxonomy of Learning
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13. Critical Thinking in ….Critical Thinking in ….
Reading
Listening
Writing
Speaking
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14. The NounThe Noun
Game!Game!
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15. Look at these Questions!
Do they test critical thinking?
1-What do you think about what was said?
2-How did you determine this to be true?
3- Why does that answer make sense to you?
4-What year did the Titanic sink?
5-Is he a good carpenter?
6-Do you like watching TV?
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16. Workshop ActivityWorkshop Activity
Look at this passage, and make
5 critical questions!
“After some days in the small boat, a ship sailed
by and the captain of the ship rescued Crusoe.
The captain was a kind man and his ship took
Crusoe to Brazil, where he became a farmer and
lived happily. After a few years, Crusoe wanted
to be a trader again, and in 1659 he sailed with
some friends to Guinea to sell some goods.”
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17. Critical thinking enables
students to:
think about and evaluate their own thinking and
behaviour on issues related to life.
make reasonable and defensible decisions about
issues related to individual and community.
challenge and take action to address social, cultural,
economic, and political inequalities.
understand the role and significance of the
movement culture and its influence on our daily
lives.
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18. How to improve critical thinking:How to improve critical thinking:
1-Observe and draw conclusions.
2-Making comparisons and contrasting.
3- Analysis.
4-Behaving cooperatively.
5- No ending(Provide stories without
conclusions.)
6-Socratic method.
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19. Questions To Help Students Think
About What They Think:
Reflection & CollaborationReflection & Collaboration
 1. What do you think about what was said?
 2. How would you agree or disagree with this?
 3. Are there any other similar answers you can think of
with alternative routes?
 4. Does anyone in this class want to add something to the
solution?
 5. How might you convince us that your way is
the best way?
 Self-Reflection
 6. How did you determine this to be true?
 7. Why didn’t you consider a different route to the
problem?
 8. Why does that answer make sense to you?
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20. ReasoningReasoning
 11. Why do you think this works? Does it always? why?
 12. How do you think this is true?
 13. Show how you might prove that?
 14. Why assume this?
 15. How might you argue against this?
AnalysisAnalysis
 16. How might you show the differences and
similarities?
 17. What patterns might lead you to an alternative
answer?
 18. How many possibilities can you think of and why?
 19. Predict any number of results?
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.9. (in response to an answer):…what if I said that’s not true?
10. Is there any way to show exactly what you mean by that?

21. ConnectionsConnections
20. How does this relate daily
occurrences?
21. Which ideas make the most sense
and why?
22. Which problems feel familiar? Why?
23. How does this relate to current
events?
24. What kinds of examples make this
problem workable?
25. What other problems fit this style or
example?
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22. Literary Questions.Literary Questions.
26. How did any of the characters or events
remind you of yourself? Why?
27. How did the character’s actions affect you?
Explain.
28. If you were this character, how would the
story change?
29. What surprised or confused you about the
characters or events? Explain.
30. Why do you think the author wrote from
this character’s view?
31. What do you think the author is trying to
accomplish?
32. How is the author thinking about the world?
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23. 33. How would the story change from
another character’s view?
34. Why do you think this story could
actually happen, or not?
35. How can this story teach us
something about our lives?
36. How do you think the characters
resolved the major conflict in the story?
37. How would you have resolved it?
38. How would you change the end of
the story and why?
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24. Science and Social QuestionsScience and Social Questions
39. What’s the purpose for this
experiment or argument?
40. Would you elaborate on the
purpose of this?
41. What issues or problems do you see
here?
42. What evidence or data are given
that help make this worthwhile?
43. What are some of the complexities
we should consider?
44. What concepts help organize this
data, these experiences? 24