critical_thinking workshop thurdsay me

7/30/2019 Critical_Thinking Workshop Thurdsay Me

1/12

Teaching Critical Thinkingskills


2/12

What is Critical Thinking? When examining the vast literature on critical thinking, various

definitions of critical thinking emerge. Here are some samples:

When students are asked to address a purpose

and come up with a solution, they truly begin to

identify, analyze, and solve problems throughcritical thinking. (Schneider, 2002)

Higher-Order Thinking

Perhaps the simplest definition is offered by Beyer

(1995): "Critical thinking... means making reasoned

judgments"
http://academic.udayton.edu/legaled/ctskills/ctskills01.htmhttp://academic.udayton.edu/legaled/ctskills/ctskills01.htmhttp://academic.udayton.edu/legaled/ctskills/ctskills01.htmhttp://academic.udayton.edu/legaled/ctskills/ctskills01.htm


3/12

The New Blooms Lorin Anderson and David Krathwohl - 2000

RememberUnderstand

Apply

Analyze

Evaluate

Create


4/12

The New Blooms


5/12


6/12

Why is Critical Thinking soCritical?

The ability to solve problems is a necessary life skill

Efficient problem solving is a key to success Technological and informational advances

demand an increased ability to obtain,understand, analyze and share information

(Schneider, 2002)


7/12

How can Elementary TeachersEncourage Critical Thinking?

Provide problems that do not haveobvious solutions

Frequent brainstormingCompare and contrast every chance you

get

Categorize everything

Student-centered instruction Integrate problem solving in all curriculum

areas


8/12

More Ideas for IntegratingHigher Order Thinking

Analysis:

Compare/contrast the settings of two stories

Synthesis:

Modify a story by changing the setting (How would thataffect the characters? The plot? The outcome of thestory?)

Evaluation:

Rate the effectiveness of an author at achieving thepurpose of a story. (Identify the purpose, evaluate theeffectiveness, and provide evidence from the story foryour opinion)


9/12

What Ideas Do You Have?


10/12

Teaching Strategies to HelpPromote Critical Thinking

CATS (Classroom Assessment Techniques):An example of a CAT is to

ask students to write a "Minute Paper" responding to questions such as

"What was the most important thing you learned in today's class? What

question related to this session remains uppermost in your mind?" The

teacher selects some of the papers and prepares responses for the next

class meeting.

Cooperative Learning Strategies: Cooper (1995) argues that putting

students in group learning situations is the best way to foster critical

thinking. "In properly structured cooperative learning environments,

students perform more of the active, critical thinking with continuous

support and feedback from other students and the teacher" (p. 8).
http://academic.udayton.edu/legaled/ctskills/ctskills01.htmhttp://academic.udayton.edu/legaled/ctskills/ctskills01.htm


11/12

Case Study /Discussion Method: McDade (1995) describesthis method as the teacher presenting a case (or story) to theclass without a conclusion. Using prepared questions, the teacherthen leads students through a discussion, allowing students toconstruct a conclusion for the case.

Using Questions: King (1995) identifies ways of using questions in

the classroom:

- Reciprocal Peer Questioning: Following lecture, the teacherdisplays a list of question stems (such as, "What are the strengthsand weaknesses of...). Students must write questions about thelecture material. In small groups, the students ask each other the

questions. Then, the whole class discusses some of the questionsfrom each small group.- Reader's Questions: Require students to write questions onassigned reading and turn them in at the beginning of class. Selecta few of the questions as the impetus for class discussion.


12/12

critical_thinking workshop thurdsay me

Documents