Critical thinking narrative
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Critical thinking is an important skill that helps students be better prepared for the real world and workforce. It involves actively conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach conclusions. The document discusses how teaching critical thinking develops skills like comprehending relationships among data, applying concepts to new situations, breaking down information into parts, combining ideas, and making judgments. It also provides examples of how technology like podcasts, YouTube, Photoshop, QR code scavenger hunts and WebQuests can promote critical thinking by engaging students in analysis, research, and persuading peers. The presentation discussed defining and applying the six degrees of critical thinking, then concluded by emphasizing that critical thinking helps with different perspectives, creative
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Critical thinking is self-directed thinking that involves analyzing and assessing arguments and information to improve one's thinking. It involves skills like raising vital questions, gathering and assessing relevant information, and coming to well-reasoned conclusions. Critical thinking is important for problem solving, decision making, understanding complex systems, and identifying different perspectives. It plays a key role in the 21st century by helping people question assumptions, think flexibly, make good decisions, and address problems through in-depth analysis. The document emphasizes that critical thinking skills are essential for lifelong learning and success.
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1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
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Teaching Formats:
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Learning Objectives: Students will learn:
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-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
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-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
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1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
Critical Thinking in Emergency Services Education slide share
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
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The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
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Critical thinking activities for children outlines methods for developing critical thinking skills in children. These include encouraging children to ask questions, ensuring they understand asking questions is normal, and preparing to answer their questions. Promoting open-ended questions and hypothetical questions, as well as exposing children to challenging activities like puzzles and games, can also help develop critical thinking. The goal is to teach children how to think by applying knowledge, making decisions, clearing doubts, and listening carefully.
Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
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Here are some suggestions for what to do if those situations occur:
- If there is no response, give students more time to think and don't call on anyone right away. You can also rephrase the question.
- If the same people keep raising their hands, call on others randomly using names or have students discuss in groups first before opening it up.
- If answers are called out, remind students to wait until everyone has had time to think and not call out answers.
- If answers take too long, have student groups discuss first to generate ideas before bringing it back to the whole class.
- For wrong answers, thank the student for sharing and have other students explain the right answer respectfully without
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- The document discusses different types of thinking and ways to improve thinking skills.
- It introduces the "Six Thinking Hats" method for separating types of thinking - white for information, red for emotions, black for criticism, yellow for benefits, green for creativity, and blue for process control.
- Each hat represents a role and allows the thinker to focus on one type of thinking at a time rather than trying to do too many things simultaneously. This helps avoid confusion and makes thinking more effective.
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The document discusses key skills and abilities that students should develop, and ways to assess them, including:
1. Explain, interpret, apply concepts and have perspective and empathy, which can be assessed through oral exams, performance tasks, and demonstrating understanding of other views.
2. Have self-knowledge, which can be assessed through self-assessment and checking understanding over time.
3. When designing assessments, teachers should think about sufficient evidence of understanding, engaging activities, anchoring performance tasks, criteria for distinguishing understanding, and checking for misunderstandings.
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The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
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The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
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The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
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Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
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Questioning Techniques.
Questioning techniques are important for developing children's critical thinking skills, understanding of content, and social skills. The document provides tips for implementing questioning techniques at home, including asking open-ended questions to assess children's thinking, modeling the thinking process to address silence, and encouraging children to listen to each other by restating what others have said. Word games can also help develop listening skills.
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This presentation is designed to turn our students into better question askers rather than just preparing them to answer ours.
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The document outlines a three stage process for designing curriculum and instruction called backward design. Stage 1 involves identifying desired learning outcomes and establishing goals. Stage 2 determines how student understanding will be assessed through evidence. Stage 3 plans learning experiences and instruction necessary to achieve the goals and demonstrate the desired evidence of understanding.
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Critical thinking activities for children outlines methods for developing critical thinking skills in children. These include encouraging children to ask questions, ensuring they understand asking questions is normal, and preparing to answer their questions. Promoting open-ended questions and hypothetical questions, as well as exposing children to challenging activities like puzzles and games, can also help develop critical thinking. The goal is to teach children how to think by applying knowledge, making decisions, clearing doubts, and listening carefully.
Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Writing great clicker questions
Here are some suggestions for what to do if those situations occur:
- If there is no response, give students more time to think and don't call on anyone right away. You can also rephrase the question.
- If the same people keep raising their hands, call on others randomly using names or have students discuss in groups first before opening it up.
- If answers are called out, remind students to wait until everyone has had time to think and not call out answers.
- If answers take too long, have student groups discuss first to generate ideas before bringing it back to the whole class.
- For wrong answers, thank the student for sharing and have other students explain the right answer respectfully without
Teach your child how to think
- The document discusses different types of thinking and ways to improve thinking skills.
- It introduces the "Six Thinking Hats" method for separating types of thinking - white for information, red for emotions, black for criticism, yellow for benefits, green for creativity, and blue for process control.
- Each hat represents a role and allows the thinker to focus on one type of thinking at a time rather than trying to do too many things simultaneously. This helps avoid confusion and makes thinking more effective.
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The document discusses key skills and abilities that students should develop, and ways to assess them, including:
1. Explain, interpret, apply concepts and have perspective and empathy, which can be assessed through oral exams, performance tasks, and demonstrating understanding of other views.
2. Have self-knowledge, which can be assessed through self-assessment and checking understanding over time.
3. When designing assessments, teachers should think about sufficient evidence of understanding, engaging activities, anchoring performance tasks, criteria for distinguishing understanding, and checking for misunderstandings.
Critical thinking skills by K. Yesmambetova, Kyzylorda
This document provides information about critical thinking skills in English language teaching. It begins by defining critical thinking and listing its main components as theory, practice, and attitudes. It then outlines the key steps of critical thinking as remembering, understanding, applying, analyzing, evaluating, and creating. The document notes some challenges to implementing critical thinking in Kazakhstan's EFL classrooms, such as a focus on linguistic factors over higher-level thinking and teaching to exams rather than learning. It proposes possible solutions like ensuring teachers and students understand language is not used in a vacuum, using critical thinking strategies to stimulate higher-level thinking, and making textbooks and exams more aligned with critical thinking.
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This lesson plan outlines how to teach 4th grade students about identifying prime numbers using the SlideShare presentation tool. The teacher will ask introductory questions to engage students, then divide them into groups to discuss what prime numbers are and how to identify them. Groups will report their answers, then work on sample problems. The objectives are for students to define, identify, recognize, and discuss prime numbers, and to work on related problems. Throughout, the teacher will help students understand the concept of prime numbers.
Philosophy 4 Children: creating a community of enquiry
Philosophy 4 Children (P4C) is a way of teaching which aims to encourage young people to think more critically, caringly, creatively and collaboratively.
Bentech
This document outlines the three stages of the Understanding by Design (UBD) framework for developing technology curriculum. Stage 1 is identifying desired results including enduring understandings, essential questions, and potential student misunderstandings. Stage 2 focuses on assessment evidence including performance tasks and how students will reflect. Stage 3 involves planning the learning including an engaging hook, equipping students, experiences to explore the content, and opportunities to rethink and revise understanding.
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Tuesday assure
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Friday assure
This lesson plan aims to teach 3rd grade students about the Olympics. The teacher will use a YouTube video they created, GoNoodle activities, and a Pinterest board to engage a diverse class of 22 students, some with IEPs, in learning about health, fitness, and Olympic sports. Students will keep health journals tracking their activity and diet for a week. They will also post videos of themselves doing an activity from the Pinterest board on the class Facebook page. The teacher will evaluate students through class discussions, monitoring participation in activities, watching Facebook videos, and reviewing health journals.
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This lesson plan aims to teach 3rd grade students about the history and changes of the Olympics over time. The teacher will use a variety of methods including a digital poster, YouTube video, blogs, PowerPoint, Facebook, wiki, and SmartBoard activity. Students will work independently and collaboratively to identify similarities and differences between past and present Olympics by creating timelines and commenting on blogs. The teacher will assess students throughout the lesson through observation, questions, and checking their work to ensure they understand the changes in the Olympics and can accurately describe them.
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The document outlines a 5-day lesson plan for a 3rd grade class to learn about the Olympics. Day 1 will cover the history of the Olympics from past to present. Day 2 will focus on Olympic symbols, mottos and traditions. Students will learn about the culture of different host countries on Day 3. Day 4 will explore Olympians. Finally, Day 5 will teach about health and fitness important for athletes and students. A variety of technologies like YouTube, computers, PowerPoint and SMARTBoard will be used to engage students and help them learn. The goal is for students to recognize and apply Olympic concepts with 70% accuracy through videos, books and individual projects.
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Critical thinking narrative
- 1. Critical thinking is a very important pillar in 21st century education. By creating critical thinkers in our youth we are pushing students to be better prepared for the workforce. Critical thinking is “The process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion.” If we allow our kids to utilize critical thinking they are going to be that much more prepared for the real world. Also, by teaching our students to think critically we are providing students with information and they can decide whether it is correct or not, what is important about the topic and more without a teacher guiding them throughout the process. Critical thinkers are those people that think outside the box or can make a decision and rationalize it. In our group we decided to start out our presentation by defining critically thinking using the above definition along with our own. Then we discussed the six degrees of separation in critical thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. The PowerPoint slide just listed these six and then we elaborated by defining each of the six. We said that knowledge is the basic recall of facts and data. This is what most of us are used to in school making it hard to elaborate on what critical thinking is and how it applies to the classroom. Second we said that comprehension is not just knowing the data associated with concepts but also communicating relationships among data. After that we discussed application. Application is taking a concept learned and applying it to another situation. Next, was analysis which is breaking something down into components or parts to look for trends or evidence to generalize. Synthesis the fifth degree of separation is the presentation of items or thoughts in a new way, such as combining ideas to create a theory. Last we discussed evaluation which is arguing or making a judgment about given information or viewpoint.
- 2. After discussing the six degrees of separation we discussed ways that you could promote critical thinking utilizing technology. The first way we discussed is podcast. Having students create podcast to discuss their analysis of a topic is a great way to make the analysis concrete to them. The students can hear their explanations to see if they make sense and share with others in the class about their findings. We thought that this could be especially used in science with explanations of hypothesis proved or disproved in experiments. The second technology tool we thought would be great to implement was YouTube and storytelling because by having the students create and watch such videos they can take someone else’s perspective on subjects. Next was Photoshop which we thought would be great to use as a teaching tool. The teacher could create an image and the students could develop a backstory using the evidence presented in the photo and prior knowledge. After this we discussed QR code scavenger hunts. Using this technology tool along with open ended questions allows the student to think critically about what will come next in the scavenger hunt and why. Lastly we presented the idea of WebQuest because it utilizes open ended questions and most of the time allows the student decide and rationalize about certain topics. After presenting these topics briefly we dove into pillar promotion utilizing technology. We did this by choosing a poem that students would read. After reading they would analyze the poem and decide whether to agree or disagree with the idea presented in the poem about trees. Then they would research an array of topics about trees as evidence. We revised and added these ideas as questions so that readers could visualize the unending questions that could be asked as a critical thinker to rationalize their viewpoints. Once students pick a side and conduct research they will create a Voki that persuades the rest of the class on the side they chose. This Voki must
- 3. contain evidence and use much of the research they conducted. The other students will evaluate or judge their ability to persuade them. We concluded by showing an awesome short video from YouTube and wrapped up with summarizing what critical thinking is. We did this by saying critical thinking is the following: taking different perspectives, thinking outside the box, all about the question, life experience and exploration. Then after receiving feedback on our first PowerPoint we went back and revised the areas of concern to the best of our abilities. In conclusion critical thinking is not only important for the success in 21st century education but also the work force.