Instructional Strategies for Developing Critical Thinking Skills
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This document discusses strategies for designing assignments and assessments to promote critical thinking skills in 7th grade students named Jefferson F. Rodriguez and Saul Salazar. It provides scaffolds and frameworks to support generating questions, annotating texts from different perspectives, and working through problems and cases. Popular techniques mentioned are having students write responses to critical thinking questions and identifying muddy points after instruction.
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Assessment Intro 3 19 10 B
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
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The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
Assessment intro 3 19 10 b
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
Essay Type Test
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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- 1. Names: Jefferson F. Rodriguez Saul Salazar Class: 7th “A”
- 4. Summarize or restate what teacher said with his own words Elaborate a response including reasoning, evidence, support, examples Relate course content to their own knowledge and experience. Make connections between related concepts. Describe how their point of view compares to the point of view of the instructor. Generate questions related to the topic.
- 5. Formulating questions (Scaffold #1) Comparing and contrasting (Scaffold #2) Extracting themes and patterns (Scaffold #3) Analyzing perspectives (Scaffold #4)
- 6. Design assignment and test questions that require various critical thinking skills. Scaffold #5 outlines assignment questions that facilitate development from less complex critical thinking skills to more complex ones (Wolcott and Lynch, 2003).
- 7. Critical Thinking Questions Have students brainstorm to generate 10-15 questions about a topic or issue. Design teacher-directed questions that facilitate movement from lower to higher levels of thinking.
- 8. Annotating Text Ask students to annotate a text from a variety of perspectives – A Supporter, A Skeptic, A Devil’s Advocate. Use Scaffold #6 to support students in annotating text.
- 9. Have students work through authentic problems and cases using a problem-solving framework. Use Scaffold #8 to provide students with support and direction.
- 10. They are popular strategies for getting students thinking and interacting with course ideas and content.
- 11. Students write for one (or two) minutes responding to critical thinking questions in concise, well-planned sentences.
- 12. The “Muddiest Point” is a classroom assessment technique (CAT) developed by Prof. Mosteller of Harvard in 1989. • The teacher asks students, at the end of the teaching session, to write down (on a card/online) the answer to the question “What was the muddiest point/most confusing point addressed today?” or any similar question (Angelo and Cross, 1993).
- 14. Have students to write possible test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, as well as what are good test items.