3. Definitions and ideas
• Reasonable reflective thinking
focused on deciding what to believe SUPER-STREAMLINED CONCEPTION OF CRITICAL
THINKING
or do
A critical thinker:
• Trying to get as close to the truth as 1. Is open-minded and mindful of alternatives
2. Desires to be, and is, well-informed
possible 3. Judges well the credibility of sources
4. Identifies reasons, assumptions, and conclusions
5. Asks appropriate clarifying questions
6. Judges well the quality of an argument, including its
reasons, assumptions, evidence, and their degree of support
• Find proof for the conclusion
7. Can well develop and defend a reasonable position
regarding a belief or an action, doing justice to challenges
8. Formulates plausible hypotheses
9. Plans and conducts experiments well
• Argue ideas, reason alternatives, 10. Defines terms in a way appropriate for the context
11. Draws conclusions when warranted – but with caution
sort out best solution 12. Integrates all of the above aspects of critical thinking
Although the word 'critical' is sometimes used in a negative
sense, this conception of critical thinking is not negative. Also,
it does not treat critical thought as persuasion, but critical
• Critical thinking is a rich concept thought will, we hope, often be persuasive. The future of
democracy depends on it.
that has been developing
http://www.criticalthinking.net/definition.html
throughout the past 2500 years.
• Socratis
• Buddha
4. To be discussed
• Generating critical thinking
• Building critical thinking
• Assessing critical thinking
14. Ask the right questions?
• Are we ready to start now?
• What do we know by looking at this picture?
• "How would the picture be different if the model weren't
wearing that black tie around her neck?"
(interpret)
15. Ask the right questions?
• "This semester we studied three directors: Fellini,
Hitchcock, and Kurosawa. Imagine that you are a film
critic and write a review of "Little Red Riding Hood" as
directed by one of these individuals." (transfer
knowledge)
• What if Katnis didn’t win the final competition, but her
boyfriend did? How would the story be different? (predict)
• What alternatives were there to MLK actions in the Civil
Rights Movement that might have led to quicker action?
• More?
16. What questions do you ask?
remember understand apply analyze evaluate create
17. Sorting/organizing/patterns
• SSB students smoke
• Girls or boys?
• When does smoking start?
• What patterns of behavior do all smokers share?
• A comparison of three wars
• Sort similarities and differences
• Organize timelines for each
• Search for patterns in the two?
18. T-charts; Y-charts
are are not
Looks like Sounds like
(succesful Good
learning environmental
classroom) habits
cause effect
Teachers Parents
(student should should
behaviors)
Students
should
Whose responsibility
is it?
19. Debate
• Dont just argue . . .
• Prepare ahead of time
• Discipline the debate – specific teams, and student
«officials»
• Ask students to argue the opposite of their opinion
• Self-evaluate
• Peer-evaluate
• Also teaches social skills
TOPIC: Parents should be able to visit
the classroom at any time
20. journal
Reflection Stop, start, continue
• Written
Wow, wonder, Give and • Oral
worry go
• Visual
Video/
photo Clock 4.00
partners 5.00
1.00 6.00
• Individual 2.00 7.00
3.00 8.00
• Group
21. Perspective Lens
Thinking Lenses
White lens – pure, white facts Just the facts, information details,
truths
Purple lens - judgment The down side, what’s wrong, errors
or mistakes
Red lens – just feel it Emotions, get it out there, hunches,
opinions
Green lens – green and growing Where can this go? Groth, creative,
new ideas
Yellow lens – sunshine and brightness Look on the bright side – positive,
constructive, possibilities
Blue lens – cool and control Pulling things together; thinking about
thinking; summaries
Topic: New SSB school structure, 2013-2014
22. Problem solving
Define
problem
Gather
solve
data
Pick best Consider
solution options
24. Coordinate grid
Highly
effective
cheap expensive
TOPIC:
environmentally friendly Not so
behaviors effectiv
e
25. How to assess critical thinking
• Define what you «hope» to see:
A statement of a learning objective contains a verb (an
action) and an object (usually a noun).
• The verb generally refers to [actions associated with] the
intended thinking process.
• The object generally describes the knowledge students
are expected to acquire or construct.
26.
27. Circle has no Square is a Area of a Be able to
corners; quadrilateral; square= compare area
square has 4 right angles length X of a square
four corners width and area of a
circle