BASED ON THE WORK OF ROLAND CASE & BASED ON THE WORK OF ROLAND CASE &

IAN WRIGHTIAN WRIGHT

Taking Seriously the Taking Seriously the Teaching of Teaching of

Critical ThinkingCritical Thinking

IntroductionIntroduction

BackgroundBackground Powerpoint – two perspectives – Powerpoint – two perspectives –

teacher and parentteacher and parent

In Today’s World…In Today’s World… Our world is filled with messages Our world is filled with messages

conveyed in media through conveyed in media through magazines, advertisements, magazines, advertisements, television, etc.television, etc.

How do we want our children to How do we want our children to become active thinkers in our world?become active thinkers in our world?

Digital age videoDigital age video

Did you know?Did you know?

ReflectionReflection

Did you know…Did you know… Thoughts?Thoughts?

What critical thinking is NOTWhat critical thinking is NOT It is NOT any type of thinking. It is NOT any type of thinking.

Because you are thinking or engaged Because you are thinking or engaged in an activity does not necessarily in an activity does not necessarily mean you are thinking “critically”mean you are thinking “critically”

It is not being negative, pessimistic, It is not being negative, pessimistic, or mindlessly destructive or mindlessly destructive

It is not a set of skills that are learned It is not a set of skills that are learned discreetly from all other knowledgediscreetly from all other knowledge

What critical thinking ISWhat critical thinking IS It is a philosophy used in the It is a philosophy used in the

construction of knowledgeconstruction of knowledge

It is a process whereby something is It is a process whereby something is thought though logically, thought though logically, sequentially, thoughtfullysequentially, thoughtfully

Online Webster’s definitionOnline Webster’s definition

exercising or involving careful exercising or involving careful judgment or judicious evaluation judgment or judicious evaluation

What is critical thinking? What is critical thinking?

DEFINITION:DEFINITION: Critical thinking refers to the thinking Critical thinking refers to the thinking

through of any through of any problematic problematic situation situation where the thinker seeks to make a where the thinker seeks to make a judgment or decision about what it judgment or decision about what it would be sensible or reasonable to would be sensible or reasonable to believe or dobelieve or do

Critical ThinkingCritical Thinking A “problematic” situation is any question A “problematic” situation is any question

or task asked of students whereby the or task asked of students whereby the answer or outcome is not pre-determinedanswer or outcome is not pre-determined

Teachers allow students to engage in a Teachers allow students to engage in a process whereby they develop their own process whereby they develop their own answers or products based on an agreed answers or products based on an agreed upon criteriaupon criteria

Students are asked to think from another Students are asked to think from another person’s point of view.person’s point of view.

Is the question critical?Is the question critical? What is the population of North Bay?What is the population of North Bay?

What is the most plausible theory to What is the most plausible theory to explain the construction of Egypt’s explain the construction of Egypt’s pyramids?pyramids?

Do you prefer solving scientific or Do you prefer solving scientific or social problems?social problems?

Critical ThinkingCritical Thinking The need to make reasoned judgments The need to make reasoned judgments

and decisions arises in countless ways and decisions arises in countless ways from problem solving, decision making, from problem solving, decision making, issue analysis to reading, writing, issue analysis to reading, writing, speaking and listeningspeaking and listening

All are occasions for critical thinking and it All are occasions for critical thinking and it is of limited value to undertake these is of limited value to undertake these tasks in an uncritical mannertasks in an uncritical manner

Towards Critical Thinking of an Towards Critical Thinking of an Ethic Ethic

Parsons & Sears articleParsons & Sears article

• Knowledge is not fixed but is open to Knowledge is not fixed but is open to reexamination and changereexamination and change

• There is no question that cannot/should There is no question that cannot/should not be askednot be asked

Awareness of and empathy for Awareness of and empathy for alternative world viewsalternative world views

Need for tolerance of ambiguityNeed for tolerance of ambiguity Need for a skeptical attitude toward textNeed for a skeptical attitude toward text

How do I teach students to How do I teach students to think critically?think critically?

Provide opportunities for students to Provide opportunities for students to engage in critical thinkingengage in critical thinking

Give students permission to engage in Give students permission to engage in critical thinkingcritical thinking

Teach them the requisite intellectual Teach them the requisite intellectual tools to think criticallytools to think critically

Critical Thinking

Community ofThinkers

CriticalChallenges

Intellectual or RequisiteTools

Building a Community Building a Community of Thinkersof Thinkers

Infuse a critical standard into classroom Infuse a critical standard into classroom expectationsexpectations

Implement appropriate classroom routines Implement appropriate classroom routines and activities that cultivate critical and activities that cultivate critical thinkingthinking

Model the attributes of a critical thinkerModel the attributes of a critical thinker Employ effective questioning techniquesEmploy effective questioning techniques Develop the tools for student participation Develop the tools for student participation

in a reflective communityin a reflective community

Infusing Critical ChallengesInfusing Critical Challenges Create critical thinking opportunities Create critical thinking opportunities

that answer the following questions that answer the following questions affirmativelyaffirmatively

Does the question or task require judgment or a Does the question or task require judgment or a decision?decision?

Will the challenge be meaningful to students?Will the challenge be meaningful to students? Is the challenge embedded in the core of the Is the challenge embedded in the core of the

curriculum?curriculum? Is the challenge limited in scope?Is the challenge limited in scope? Do the students have or can they learn the Do the students have or can they learn the

requisite tools to complete the task successfully?requisite tools to complete the task successfully?

Intellectual (or Requisite) Intellectual (or Requisite) ToolsTools

Habits of MindHabits of Mind

Background KnowledgeBackground Knowledge

Critical Thinking VocabularyCritical Thinking Vocabulary

Thinking StrategiesThinking Strategies

Criteria for JudgmentCriteria for Judgment

Intellectual Tools: Intellectual Tools: Habits of MindHabits of Mind

Willingness to approach tasks carefully and Willingness to approach tasks carefully and critically is essentialcritically is essential

Open-mindednessOpen-mindedness Fair-mindednessFair-mindedness Independent-mindednessIndependent-mindedness An inquiring or critical attitudeAn inquiring or critical attitude Respect for high quality products and Respect for high quality products and

performancesperformances An intellectual work ethicAn intellectual work ethic

Intellectual Tools: Intellectual Tools: Background KnowledgeBackground Knowledge

Most obvious and basic tool of critical thinkingMost obvious and basic tool of critical thinking

Students cannot think critically if they do not know Students cannot think critically if they do not know anything about itanything about it

Poor background knowledge can lead to Poor background knowledge can lead to undesirable consequences and ill-informed undesirable consequences and ill-informed conclusionsconclusions

The requisite background knowledge will depend The requisite background knowledge will depend on the particular problem under consideration so on the particular problem under consideration so there is no set list of information on a subject areathere is no set list of information on a subject area

Rather, consider the background knowledge in the Rather, consider the background knowledge in the context of the particular problem or questioncontext of the particular problem or question

Ask, “What will students need to know in order to Ask, “What will students need to know in order to make a well-informed, thoughtful judgment or make a well-informed, thoughtful judgment or decision here?”decision here?”

Intellectual Tools: Critical Intellectual Tools: Critical Thinking VocabularyThinking Vocabulary

The vocabulary or set of concepts that The vocabulary or set of concepts that permit us to make important distinctions permit us to make important distinctions among the kinds of issues and thinking among the kinds of issues and thinking tasks before us: Examples aretasks before us: Examples are

Cause and effectCause and effect Fact, value, and conceptual statementsFact, value, and conceptual statements Premise and conclusionPremise and conclusion Points of view (e.g. moral, aesthetic, Points of view (e.g. moral, aesthetic,

environmental)environmental) Deduction and inductionDeduction and induction

Intellectual Tools:Thinking Intellectual Tools:Thinking StrategiesStrategies

Never a simple matter of following Never a simple matter of following procedures or steps, but there are procedures or steps, but there are strategies or heuristics that are helpfulstrategies or heuristics that are helpful

Step back and get the big pictureStep back and get the big picture Talk through the problem with a friend to pick out Talk through the problem with a friend to pick out

specific pointsspecific points Double check responsesDouble check responses Use models, metaphors, drawings and symbols to Use models, metaphors, drawings and symbols to

simplify problemssimplify problems Use graphic organizers (e.g. webs, diagrams, T-Use graphic organizers (e.g. webs, diagrams, T-

charts) to represent informationcharts) to represent information Take another perspectiveTake another perspective

Intellectual Tools: Criteria for Intellectual Tools: Criteria for JudgmentJudgment

Critical thinking is essentially a matter of Critical thinking is essentially a matter of judging the reasonableness of judging the reasonableness of alternativesalternatives

All judgments are based on some criteria All judgments are based on some criteria or other (e.g. this is a “good” picture)or other (e.g. this is a “good” picture)

Though we may not always use the same Though we may not always use the same criteria to make our judgments, students criteria to make our judgments, students need help thinking through the criteria need help thinking through the criteria used in deciding “this is a ‘good’ used in deciding “this is a ‘good’ judgment or decision”.judgment or decision”.

Intellectual Tools: Criteria for Intellectual Tools: Criteria for judgmentjudgment

Some examples of criteria relevant for good Some examples of criteria relevant for good reasoning are:reasoning are:

AccuracyAccuracy ReliabilityReliability Logical coherenceLogical coherence Weight of evidenceWeight of evidence ClarityClarity PrecisionPrecision RelevancyRelevancy

It’s not always important that students can It’s not always important that students can name these standards, but it is important for name these standards, but it is important for them to be able to apply them appropriately in them to be able to apply them appropriately in judging the reasoning and actions of others and judging the reasoning and actions of others and in monitoring their own thinking and actingin monitoring their own thinking and acting

Why is it important?Why is it important?

Critical thinking is an important part Critical thinking is an important part of any educational program for two of any educational program for two reasons: reasons: it is an essential ‘life skill’ it is an essential ‘life skill’ it offers an effective and motivating way it offers an effective and motivating way

for students to learn subject matter.for students to learn subject matter.

Example: You be the judgeExample: You be the judge

Compare the difference between, on Compare the difference between, on the one hand, asking students to the one hand, asking students to copy from the textbook the five copy from the textbook the five distinguishing features of the major distinguishing features of the major regions of Canadaregions of Canada

and, on the other hand, assigning and, on the other hand, assigning students a specific region and students a specific region and challenging them to convince the challenging them to convince the rest of the class that their region rest of the class that their region would be the best place to move would be the best place to move their entire family (in terms of their entire family (in terms of climate, natural beauty, cultural climate, natural beauty, cultural attractions, occupations, life style)attractions, occupations, life style)

How can parents help?How can parents help?

When helping with homework, When helping with homework, encourage your child to suggest encourage your child to suggest his/her own ideas and to explain why, his/her own ideas and to explain why, and when correcting errors, rather and when correcting errors, rather them simply telling the right answer them simply telling the right answer guide your child by asking open-guide your child by asking open-ended questionsended questions

e.g., Have you thought about the e.g., Have you thought about the effects of . . . ? What else might effects of . . . ? What else might happen if you did this? That sounds happen if you did this? That sounds interesting, can you tell me why you interesting, can you tell me why you thought this?thought this?

Look for casual opportunities, Look for casual opportunities, especially while reading books, to especially while reading books, to raise questions that require raise questions that require assessing various alternatives (e.g., assessing various alternatives (e.g., Do you think it would have been Do you think it would have been better for the character to do or ?)better for the character to do or ?)

Encourage your child to explore Encourage your child to explore positions from different points of view, positions from different points of view, especially from perspectives that especially from perspectives that he/she does not personally hold (e.g., he/she does not personally hold (e.g., How might your brother feel about . . . How might your brother feel about . . . .? I know you don’t like having to do .? I know you don’t like having to do it, but why might your teacher think it, but why might your teacher think that homework is important?that homework is important?

Perhaps, the most important point to Perhaps, the most important point to remember is that encouraging remember is that encouraging children to be critically thoughtful is children to be critically thoughtful is more time consuming and slower more time consuming and slower than simply telling them what to than simply telling them what to think.think.

Young ChildrenYoung Children

How does the character feel in this book?How does the character feel in this book? Can you think of a time when you felt the Can you think of a time when you felt the

same way?same way? What do you think the character is trying What do you think the character is trying

to tell us?to tell us? Why do you think that is important?Why do you think that is important? If you were ___ in the story what would you If you were ___ in the story what would you

say about_____?say about_____? What happened in the beginning, middle What happened in the beginning, middle

and end of the story?and end of the story?

http://findarticles.com/p/articles/mi_qa4064/is_200310/ai_n9274272

Older ChildrenOlder Children

Developing information literacy skills Developing information literacy skills What makes an internet site or What makes an internet site or

newspaper reputable?newspaper reputable? Are some books more valid than other Are some books more valid than other

books?books? Can you summarize what you just Can you summarize what you just

read? (put it in your own words)read? (put it in your own words)

Books to help enhance Books to help enhance questioningquestioning

““Three Questions” John MuthThree Questions” John Muth

““The Gardener” Sarah StewartThe Gardener” Sarah Stewart

The Great Fuzz Frenzy by Janet The Great Fuzz Frenzy by Janet StevensStevens

Through PicturesThrough Pictures

Sharpen your critical thinking Sharpen your critical thinking skillsskills

Bloom’s taxonomy six level of cognitive Bloom’s taxonomy six level of cognitive functioningfunctioning

Since critical thinking happens at the Since critical thinking happens at the higher level, is a key component of higher level, is a key component of standardized tests, and an important life standardized tests, and an important life skill, challenge students with critical skill, challenge students with critical thinking questions during class discussions thinking questions during class discussions and on chapter and unit tests throughout and on chapter and unit tests throughout the year.the year.

Higher Order Thinking Skills:Higher Order Thinking Skills:

Evaluation:Evaluation: Ask questions that require students Ask questions that require students to assess, compare, criticize, justify, resolve, to assess, compare, criticize, justify, resolve, conclude. conclude.

Synthesize: Synthesize: AskAsk questions that require students questions that require students toto combine, create, invent, plan, formulate, combine, create, invent, plan, formulate, negotiate. negotiate.

Analysis: Analysis: Ask questions that require students to Ask questions that require students to analyze, connect, infer, compare, contrast, analyze, connect, infer, compare, contrast, prioritize. prioritize.

Application: Application: Ask questions that require students Ask questions that require students to apply, classify, solve, demonstrate, to apply, classify, solve, demonstrate, experiment, determine. experiment, determine.

Lower Order Thinking SkillsLower Order Thinking Skills

Comprehension: Comprehension: Ask questions that Ask questions that require students to explain, describe, require students to explain, describe, interpret, discuss, differentiate, interpret, discuss, differentiate, restate. restate.

Knowledge:Knowledge: Ask questions that Ask questions that require students to define, describe, require students to define, describe, tell, identify, list, name. tell, identify, list, name.

Is the question critical?Is the question critical? What is the population of North Bay?What is the population of North Bay?

What is the most plausible theory to What is the most plausible theory to explain the construction of Egypt’s explain the construction of Egypt’s pyramids?pyramids?

Do you prefer solving scientific or Do you prefer solving scientific or social problems?social problems?

Think about it article: Think about it article: Critical ThinkingCritical Thinking

Scholastic parents onlineScholastic parents online

QuestionsQuestions