1. Teaching critical thinking
Critical thinking, as it pertains to teaching and learning,
can be considered an open-minded process of
discovery and understanding
analysis and application
synthesis and evaluation.
These three groupings and their six components reflect B. S. Bloom’s (et al-1956)
hierarchical taxonomy or breakdown of cognitive educational objectives.
Teaching students to be critical thinkers presumes an environment
where learners, building upon their knowledge and experience set, strive to understand how
data and information can be used to develop, recognize, and/or critique general patterns of
knowledge. The facility to work in patterns may be affected by the learner's "intelligence"
as defined by Howard Gardner in three groupings:
object related: visual/spatial, body motion/kinesthetic, naturalist
symbol-related: verbal/linguistic, logical/mathematical, musical
person-related: interpersonal, intrapersonal, existential
What does the application of critical thinking look like in the class or school room?
New learning is introduced with what is already known
(Ausubel 1968)
Goals and objectives, and their framework, are clear
for considering and acquiring new material
Generalization and conceptualization are integrated
into the learning process; and are frameworks for understanding what is taught
Internalization of knowledge is a goal,
and a risk
Learning not only draws upon the teacher,
but also fellow learners and content in many media formats, and can follow non-
traditional avenues
Inquiry and questioning are teaching tools;
as is lecture
Demonstration of learning is integral to the learning process
Standards of evaluation are clear at the outset
What does a typical class period look like?
(accommodates 20 minute attention spans)
2. Introductory phase
Review previous day, homework assignments
Bridge new material with advanced organizers
Lecture or content presentation
Perhaps through Socratic method of questioning
Small group discussions and tasks
Period of reflection or exercises inapplying new material,
or review
Reports
Summaries/exercises/developmental/application/demonstration activities
Helpful Techniques & Guides related to teaching critical thinking
Questioning
Strategies for using questioning in the classroom
Problem-based learning
An active learning technique
Thinking aloud
Demonstrate thinking through problems, also that answers are not always readily
available
Model the process of developing ideas, solutions, etc.
Active listening
Cooperative conflict resolution
Concept mapping
As an alternative to outlining or environment for brainstorming
Learning portfolios/records of progress
Develop opportunities for individuals and groups to develop documents
that reflect learning progress over time (minutes/journals; blogs/media productions;
speeches/presentations)
Classroom space accommodates interaction
between small and larger groups of students as well as the teacher
Seize the moment/Gestalt/ah ha
Intentionally attack a current controversy or issue
Strive to develop mutual understanding of the issues on both sides
as well as the alternative processes of arriving at resolution(s)
Illustrate concepts
with examples out of the students' own experiences to correlate concepts and
applications
Provide feedback to the learner; considerations:
Were the objectives and standards understood?
What external events influenced behavior/outcome?
What will feedback contribute to the learner's self-understanding and development?
Is feedback based upon the results/answers/etc. or how they were developed
(process)?
Curricular guides and resources:
3. Using feedback in the classroom | Teaching critical thinking | Bloom's taxonomy |
Teaching with questioning | Preparing guided notes |
A curricular idea! | Curricular resources and guides |
Learning Exercises & Games | Exploring learning styles |
Constructing true/false tests | Constructing multiple choice tests |
Constructing essay exams | Cross language resources including digital translators |
Online Learning/eLearning books and resources for teachers
