infusing thinking into instruction

1 Infusing Thinking into Instruction

Supervisors Rana Al-Khudair and Hend Al-Jamal

19/11/1430Ah



:قال تعالي

الذيه يذكزون هللا قياماً وقعىداً وعلى )

جىىبهم ويتفكزون في خلق السماوات

واألرض ربىا ما خلقت هذا باطالً سبحاوك

(فقىا عذاب الىار

191آل عمزان



Improving the quality of student thinking should be given a high priority in any educational system as good thinking is essential in meeting the challenges of living in a rapidly changing and technologically oriented world. Research on thinking convinced that skillful thinking process can be inculcated in students if thinking skills are taught explicitly and are integrated into content instruction. Basic critical and creative thinking skills like determining parts-whole relationships, comparing and contrasting, classification, sequencing, finding reasons, and decision making play an important role in professional lives.



Every day we apply our brains to questions and

problems, and there are many possible approaches

to finding solutions. In fact, we often use more than

one way of thinking at the same time:

turning an idea over in your mind

examining all sides of an argument

reflecting on something that’s happened

looking for connections

breaking a process into parts

imagining what might happen in the future

remembering something from the past

being aware of what is happening around you

….and no doubt you can think of other

methods we use on a daily basis.



Daily Schedule

Day section Subject presenter

One

1st

The Definitions of

Thinking

The Importance of

Thinking

Supervisor Rana

2nd

The Levels of thinking

The definition of basic

thinking.

Basic thinking skills

Supervisor Hend

Two

1st Creative Thinking Supervisor Rana

2nd Creative Thinking Supervisor Rana

Three

1st Critical Thinking Supervisor Hend

2nd Metacognitive Thinking Supervisor Hend

Four

1st The Infusion approach

and its steps Supervisor Hend

2nd

An applied lesson on

infusing thinking into

instruction

Supervisor Rana

Five

1st Application Supervisors Rana

- Hend 2nd Evaluation



The Program

Name of the program Infusing Thinking into Instruction

The ultimate

objective

improve the participants skills in infusing

thinking into instruction

The thorough aims

To get the participant to :

Give the definition of thinking

Give the importance of thinking

define the different thinking skills

apply thinking skills in the syllabus

mention the meaning of the infusion

approach

give the importance of the infusing

thinking into instruction

construct a lesson using the infusion

approach

The recipients English Language supervisors

Duration 5 days (20 hours)

Materials Booklet, computer, projector,

transparencies, paper poster, markers

Training methods Activities, games, workshop, case study,

discussion, brainstorming

Assessment methods Application, discussion, review

Assessment tools Questionnaire, presentation



1-Basic thinking 3-Critical thinking

2-Creative thinking 4- metacognition

5-The infusion approach

The Program



Thinking activities need to be

planned and scaffolded.

Students need to be aware that

they are thinking (meta-

cognition) and that different

thinking strategies are required

for different problems.



Day one



Two roads divergent in a wood, I-

I took the one less travelled by

And that has made all the difference.

Robert Frost



KWL Chart

What I know for

sure about this

topic

What I think I

know, but am

not sure about

this topic

What I would

like to learn

about this topic

Connections

between this

topic and other

things I know

1/1/1



1/1/2

Write the numbers from (1to 7) inside the circles,

so that the total of the three circles on one line

equals to 12.

Note: use the number only once :



1

4

5 2

3

7

6

1/1/2



The Definitions of Thinking

It is every mental activity that includes even

the simplest ideas to solving a problem (The

Psychology of Education Encyclopedia)

It is the detection of experience in order to

reach the aim of understanding, taking

decision, planning, solving problems and

judging work. (De Bono)

It is the sequence of mental activities when

the mind is exposed to a stimuli received by

one or more of the five senses. (Barell)

It is the mental analysis of the sensual inputs in

order to form ideas. (Costa)

It is representative reactions towards stimuli

from internal chemical reactions or external

environmental factors.

(http://en.wikipedia.org)

1/1/3

http://en.wikipedia.org/wiki/Stimulus_(physiology)

http://en.wikipedia.org/wiki/Chemical_reactions



1/1/4

Re-arrange the following words in each column to

form the correct definition:

student- think – memorize information – student –

develop experience –same experience – pen

down information – choose & try - test – mental

development & experience.



1/1/4



True learning involves

figuring out how to use

what you already know

in order to go beyond

what you already think.



The Importance of Thinking

-

129 verses

148 verses

4 verses

16 verses

7 verses

20 verses

Thinking

reflection

Meditation

Contemplation

Insights

Prudence



It helps one to know the greatness of his creator which

is necessary in one’s faith.

It is related to the importance of the human being

because Allah created and distinguished the

individual from other creatures by enabling him to

speak and think.

Mind is the greatest blessing from Allah to mankind. It

is necessary in every moment of the daily life because

the way individuals think influence their future.

It helps in achieving the third strategic goal of

education policy in the kingdom.

It enables students to view the different international

issues from various prospective.

It makes learning more enjoyable and last longer.

It helps students to produce knowledge which enables

them be more confident.

Independent thinking and problem solving give us our

freedom and the ability to achieve our highest goals.



1/1/5

Swim at the surface of the sea, then dive slowly till

you reach the depth of the sea. Tell us the difference

between swimming & diving?

What’s your telephone number?

What will happen if we stop thinking for twenty

years starting from now?

What’s the difference between the two type of

thinking?



Thinking differs in its strength & depth like the water of the

sea & ocean.

Thinking skills

Lower-order thinking

Higher-order thinking

1. Lower order thinking: it deals with the limited thinking

activities of the daily routines.

2. Higher order thinking: it deals with the wider range of

mental activities.



Basic thinking Complex thinking

Levels of thinking

classifying

summarizing

ordering

comparing

interpreting

Critical

thinking

Creative

thinking

Metacognitive

thinking

Decision

making

Problem

solving



BLOOM’S REVISED TAXONOMY

Creating

Generating new ideas, products, or ways of viewing

things

Designing, constructing, planning, producing,

inventing.

Evaluating

Justifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting,

judging

Analysing

Breaking information into parts to explore

understandings and relationships

Comparing, organizing, deconstructing,

interrogating, finding

Applying

Using information in another familiar situation

Implementing, carrying out, using, executing

Understanding

Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying,

explaining

Remembering

Recalling information

Recognizing, listing, describing, retrieving, naming,

finding



One’s destination is

never a place, but a new

way of looking at things.



1/2/1

Try to play the game without loosing any of the

colored balls.

What do we

mean by a

skill?



A skill:

A skill (also called talent) is the learned capacity

to carry out pre-determined results often with the

minimum outlay of time, energy, or both.

Practice makes perfect

By following the four-step approach, the person is

shifted from being ―consciously incompetent‖

(realising she can’t do it) to being ―consciously

competent‖ (being able to do it with great

thought) . Only with repeated practice will she be

able to perform satisfactorily in a variety of

situations.



Read the following definitions and explain the

difference.

Thinking skills:

Thinking skills include thinking analytically, logically

and creatively to form reasoned judgments and solve

problems.

Basic thinking:

Core thinking skills are relatively discrete operations

that can be considered the building blocks of

thinking. They resemble the lower three levels of

blooms taxonomy.

1/2/2



Thinking:

Thinking refers to the process o f creating structured

series o f connective transactions between items o f

perceived information.

Thinking skills:

Thinking skills are cognitive processes that enable us

to make meaning from and create with information.

Often included under the definition of thinking skills

are habits of mind or thinking behaviors that define

attitudes and dispositions of good thinkers. When

pupils use thinking skills they focus on 'knowing how'

to learn as well as 'knowing what' to learn.

Thinking Thinking Skills

A comprehensive

process A specific process

Not comprehended Intentional process



Aesthetic needs

The desire to know and

Understand

The need for self actualization

The esteem needs

The love needs

The safety needs

The psychological needs

Maslow’s hierarchy of

needs



“Watch your thoughts, for they become words.

Watch your words, for they become actions.

Watch your actions, for they become habits.

Watch your habits, for they become character.

Watch your character, for it becomes your destiny.”

http://thinkexist.com/quotation/watch_your_thoughts-they_become_your_words-watch/13673.html







How do you shop?

Several women shop for their fridges. Write the number of

each person’s preferences in the correct section of the Venn

diagram.

1. Huda buys only vegetables.

2. Mona brings apples and low fat milk.

3. Nuha, Sarah’s sister, likes cream cheese and eggplants.

4. Maha prefers fruits.

5. Chili pepper and oranges are Fatimah’s favorites.

6. Yoghurt, grapes and cucumbers are selected by Sarah.

1/2/3 1-Basic thinking

Fruits Vegetables

Dairy products

3rd inter.

Unit 13



1-Classifying:

Classifying is a thinking skill that we use naturally to

organise information and ideas. It is a vital skill for

processing information and for the ability to use and

apply information in new ways. Students work together

to sort information into groups that have shared

characteristics, which establish criteria for a classification

group.

Classifying develops students’ ability to identify common

features, improves their ability to handle and interpret

information and enables them to retrieve information

from their long-term memories more easily. It encourages

students to critically examine information. They construct

categories and then test them. Through this process they

have the opportunity to develop their own concepts.

This then allows the students to gain an insight into the

principles and structures of the subject for themselves.

Classifying is particularly strong for addressing:

Information Processing: where students are required

to classify and sequence, compare and contrast

and analyse part and whole relationships.

Reasoning: where students are required to justify

their categories, thus explaining their decisions

based on inferences and deductions.

Evaluation.

Enquiry.



1. The family vacation

Your family is planning to rent a car to drive on

vacation. Every car rental company claims to be the

best. You have to look carefully to see which offer is

best for your family.

You want the car for three days. You plan to drive the

car about 600 miles.

List the rental companies in order from the best deal

to the worst.

1. 2.

3. 4.

1/2/4 3rd inter.

Unit 3

Awesome Autos Speed Rentals

60 SR per day 50 SR per day

10 SR per 100 miles 40 SR per 100 miles

Comfy Cars Cool Tour

200 SR per day 75 SR per day

No charge for mileage 20 SR per 100 miles



2. a. Look closely

Read the set of clues about an ordinary object. Draw a

picture of the object that is being described.

b. Write down four characteristics on each item and give

the reasons behind each.

Item characteristic reasons

Flag

1.

2.

3.

4.

1.

2.

3.

4.

Coin

1.

2.

3.

4.

1.

2.

3.

4.

brick

1.

2.

3.

4.

1.

2.

3.

4.

1/2/4

This object can be found in the

kitchen. The top part of this

object is a long, skinny stick. It

can be any color. It feels

smooth to the touch. The

bottom part is made of many

bristles tied together. It is

usually pale yellow in color. The

end of it feels sharp and

prickly. It has no taste. When

used, it makes a swishing

sound.



4. Name the differences and similarities between:

similarities differences

teacher Screw driver teacher Screw driver

1/2/5



2-Ordering:

Ordering is sequencing entities according to a given

criterion.

3. Observing:

Observing is obtaining new information "from the

environment through one or more senses."

Observe! Think! Do not just look!

Think about what is happening

Think about the causes of happenings

Think about the effects of what is happening.

4. Comparing:

Comparing is "identifying similarities and differences

between or among entities."It could be open or closed

comparison.



1. Give an interpretation on the following:

1/2/6



2. Summarize the following article. The Green Colour in Quran Sunday, 07 June 2009 19:26

The word greenness is mentioned several times in the verses of

the Quran; describing the state of the inhabitants of paradise,

and what surrounds them of blessings in a luxury atmosphere of

happiness, amusement and reassurance.

For instance:

Allah says in the holly Quran : (Reclining on green Cushions and

rich Carpets of beauty) (SURAH AL RAHMAN:76).

A psychologist called:

Ardtcham stated that colors exert a marked influence on

humans. In order to prove this idea a number of experiments

have been conducted, demonstrating how colors affect our

enthusiasm and wariness, it also gives a cold or warm feeling,

brings happiness and sadness and have an impact on our

personality and the way we see life.

Nowadays hospitals weigh up the role colors play in changing

the inner of human beings, by taking into account the specialist’s

suggestions about the colors that should be used inside hospitals

for the walls and clothing.

Trials have indicated the stimulation of the nervous system by the

yellow color. The orange brings reassurance and calm, the blue

makes people feel cold unlike the red which makes them feel

warm. However, it was found that the color of joy and happiness

is the green, which makes it the favorite color for surgical rooms

and surgeon’s uniform.

One example concerning this tremendous effects colors have,

comes to our minds, concerning the experiment that was carried

in a London bridge called ―black friar‖ known as the suicide

bridge, as many of the suicides were committed from it. When its

color was changed from grey to a nice green color the rate of

suicide has declined enormously.

It is known that the green color eases the vision due to its small

vision area in addition to its medium wave length which is shorter

than the red one and longer that the blue one.

1/2/6



Interpretation:

Interpretation is an explanation of the meaning of

another's work.

Prompts that encourage students to interpret when speaking or

writing:

• Explain how the concrete idea of . . . helps to describe the

abstract concept of . . .

• What can this (event, etc.) teach us about how to act today?

• What did his/her/their actions mean?

• Change the end of the story.

• What did he really mean by . . . ?

• Write an entry from the diary of . . . ?

• Come up with ways in which these two very different concepts

are similar.

Summarizing:

Summarizing "is combining information efficiently into a

cohesive statement."

Summary Frame Forms

01. Cause-Effect Summary

02. Character Trait Summary

03. Chronological Summary

04. Comparison/Contrast Summary

05. Conclusion/Generalization Summary

06. Definition Summary

07. Main Idea/Details Summary

08. Problem-Solution Summary

9. Sequence Summary



Day two



The Definitions of Creative Thinking

Creative or innovative thinking is the kind of thinking that leads to

new insights, novel approaches, fresh perspectives, whole new

ways of understanding and conceiving of things. It is the ways of

putting a question that expand the horizons of possible solutions, or

ways of conceiving of relationships that challenge presuppositions

and lead one to see the world in imaginative and different ways.

Peter Facione, Santa Clara University

A simple definition is that creativity is the ability to imagine or

invent something new. As we will see below, creativity is not the

ability to create out of nothing (only God can do that), but the

ability to generate new ideas by combining, changing, or

reapplying existing ideas. Some creative ideas are astonishing and

brilliant, while others are just simple, good, practical ideas that no

one seems to have thought of yet. (Robert Harris)

It is a complex intended mental activity that is inspired by a strong

need to seek new solutions & results. (Jerwain 1999)

It is an original type of thinking that concentrates on the variety of

results which according to Guilford generates new information.

(Kaleel)

Creativity is a mental and social process that involves generating

new ideas or new associations of existing concepts. It is inspired by

the process of either conscious or unconscious insight.

en.wikipedia.org/wiki/Creative thinking

2/1/1

http://www.google.com.sa/url?&q=http://en.wikipedia.org/wiki/Creative_thinking&ei=viOVSsmvJoGPsAa8uMwJ&sa=X&oi=define&ct=&cd=1&usg=AFQjCNH63T6-jJVhYM-Bnx_PhOC-jbD_PA

http://www.google.com.sa/url?&q=http://en.wikipedia.org/wiki/Creative_thinking&ei=viOVSsmvJoGPsAa8uMwJ&sa=X&oi=define&ct=&cd=1&usg=AFQjCNH63T6-jJVhYM-Bnx_PhOC-jbD_PA



The importance of creative thinking:

Develop your potential beyond the boundaries of

intelligence

Expand on your abilities. Develop all of your potential!

Rapid growth of competition in business and industry

In a world of increasing complexity, change, and competition,

generating new ideas and bringing them to the table is now

essential for corporate management. Successful businesses are

the ones that instill creativity throughout the organization.

Effective use of human resources creativity is a human

resource which exists in all organizations

To survive in today's economy, it is imperative for an organization

to nurture the creative potential of its human resources.

Discover new and better ways to solve problems

Increasingly, the problems you face are complex and open-

ended. Knowledge alone isn't enough to reach innovative

solutions. Creative thinking skills are required.

Development of society

Creativity is a central factor in our ability to continue to adapt to

the changing environment. If a nation actively seeks to nurture

creativity, it will play a part in making history.

Building on the nature of knowledge

Creativity skills can assist an individual in enhancing his or her

knowledge base. Without creative thinking, an individual is

condemned to stay within the knowledge base as it is given.

Natural human phenomenon

Creativity is very democratic! Everyone has some, but to varying

levels and degrees. We know these abilities can be enhanced.

Important aspect of mental health

Individuals who are capable of incorporating creativity into their



lives can enjoy the experience of discovering, developing, and

utilizing their many talents. Skills relevant to creativity are also

useful in coping with life's challenges. There is no doubt, creative

thinking is a critical life skill.

Growing body of interest

There is a growing body of literature that represents impressive

progress in understanding the nature of creativity. Moreover,

there have been a large number of national and international

conferences on creativity for over 50 years.

Builds on all disciplines

Creativity is in all fields-from chemistry to engineering, education

to computer science, sociology to business.

Contributes to effective leadership

It is the application of creativity skills that distinguishes a

manager who maintains the status quo from a leader who

supplies a new direction or vision. By internalizing the spirit of

creativity and the principles of creative problem solving, an

individual can be transformed into a change leader.

Enhances the process of learning

The nature of learning requires the use of skills associated with

creativity. Educators adopt a creative approach to teaching

are more likely to deliver content and create a learning

environment that develops higher order thinking skills.



1-Fluency

It is the ability to generate quickly & easily many ideas or synonyms

or solutions when reacting to a certain stimulus. It is actually a

chosen remembrance process of previous experiences or learned

information.(Guilford)

It is the ability of the individual to produce the largest number of

ideas or synonyms or solutions in a limited time.

a-Verbal Fluency

It is the rapid ability of producing a large number of verbal words in a

limited time such as saying as many as possible words starting with

the letter (B).



2/1/2



B-Intellectual Fluency

It is the ability to recall a large number of ideas in a limited time

despite their quality or value.

2/1/3



C-Illustrative Fluency

It is the ability to quickly draw a large number of illustrations &

changing them by adding some simple details when reacting to a

visual stimuli. Such as drawing an umbrella by using the two letters

(j/u) or by completing a drawing.(Abu Zaied 1999)

2/1/4



2-Flexibility

It is the ability to form various ideas that are not expected and to

change the thinking track as the stimulus or the learning situation

was modified.

It is the ability of the individual to look at the problem or the

situation from different angles.

It means shifting perspective easily.



Classify the following words in various ways:

Words Type of Division

milk-tea-juice drink

eggs-bananas-bread-

cheese-tomatoes-mangoes

food

Bread – bananas starts with letter ―b‖

tea – tomatoes starts with letter ―t‖

eggs-bananas-tomatoes-

mangoes

plural

tea-milk-bread-cheese-juice uncountable

1st inter.



Name the different

usages of water bottle.

1st inter.

Unit: 1

Lesson: 1



Magic with Letters

Rearrange the letters of the phrase

"The Eyes"

To form a new phrase

2/1/5



One day, I found out blood on the ceiling of

my bedroom. Why?

2/1/6



Flexibility Fluency

Different ideas Many ideas

From various angles From one direction

Concentrates on quantity Concentrates on quantity



3- Originality

It is the ability to come up with a new idea to people in a certain

time & place which might not be new for others in a different era

& location.

Laylia is a teacher and new to motherhood. One day

when she came back from school, she found out that her maid

had run out. She did not know what to do. The house was dirty,

her son was crying and the kitchen was full of dirty dishes. She had

to cook lunch quickly before her husband come back from work.

Suddenly, her husband entered the house & was so angry that

lunch had not been prepared. He shouted at Laylia & went to

sleep in his bedroom.

Come up with a new ending to this story.

2/1/7



Come up with a new ending to this story

A man was walking by. He took a few coins from his pocket and

dropped them into the hat. He then took the sign, turned it around,

and wrote some words. He put the sign back so that everyone who

walked by would see the new words.

Soon the hat began to fill up. A lot more people were giving

money to the blind boy.. That afternoon the man who had

changed the sign came to see how things were. The boy

recognized his footsteps and asked, 'Were you the one who

changed my sign this morning? What did you write?' a



The man said, 'I only wrote the truth. I said what you said but in a

different way.'

What he had written was: 'Today is a beautiful day and I cannot

see it.'

Do you think the first sign and the second sign were saying the

same thing?

Of course both signs told people the boy was blind. But the first sign

simply said the boy was blind. The second sign told people they

were so lucky that they were not blind. Should we be surprised that

the second sign was more effective?

Moral of the Story: Be thankful for what you have. Be creative. Be

innovative. Think differently and positively.



2nd inter.

Unit: 3

Lesson: 1

1st inter.

Unit: 1

Lesson: 1



1st inter.

Unit: 6

Lesson: 4



4-Elaboration

It means adding various new, minor exaggerated details to an

idea, a solution or even to an illustration that help to enrich it and

make it clearer.

The Domains of Applying Elaboration

When planning a party & dealing with the various minor details

that help to make it successful.

When writing an imaginary story and trying to add various details

to let the reader enjoy it.

It helps in investigation where the policemen need to deal with

every minor detail to find out the criminal.



2/2/1



5-Imagination

It is the ability to come up with various unrealistic, illogical ideas. It

is considered the highest & rarest level of creativity that leads to

invention.

Einstein imagined himself riding ray of light &

this lead him to discover….

Theory of Relativity

2/2/2



Relax & close your eyes, then imagine how houses

will look like in the year 3000!!!!!!!!!!

Imagine that you were an arm-chair. Describe your feeling in

details!!!!!!!!!!

1st inter.

Unit: 6

Lesson: 1



6-Brainstorming

It depends on collective thinking & the discussion between small

groups which leads to generating a collection of new fresh ideas

that help in solving the given problem.

The advantages of brainstorming

It encourages active participation

It builds self-confidence.

Gives various point of views to one idea.

Useful approach to solving problems

The steps of brainstorming



1-Preparing:

Prepare the place

Choose the right time of the period.

Choose the leader.

Choose the writer.

2) Performing:

Presenting the problem to the groups.

Restating the problem.

The leader asks her members to state their ideas.

The writer writes down the ideas so that all members can

see them & combines similar ideas.

3) Evaluation:

Evaluating ideas by deleting wrong & useless ideas



The Rules of Brainstorming

Don’t judge ideas immediately.

Correct & combing ideas.

Encourage a large number of ideas.

Accept strange ideas.

The main factors to successful Brainstorming

The clarity of the problem to all members of the group before

starting.

Each member should state her idea & no one has the right to

judge it.

Numbering ideas so all members can see them.

Teacher’s experience & belief in brainstorming as a significant

method that leads to creativity.

Having a joyful & encouraging classroom environment.



You were looking for a new house. One evening you entered one

and the moment you went in, you heard a strange, loud voice. Then

the electricity turned off and the door was locked.

1) Describe in details your feeling.

2) Work with your friends to come up with a solution to this problem.



TheCharacteristics

of theCreative

Realizing Relations

Generating ideas

Originality in ideas

Flexible

According to Edison, Creativity is2% inspiration

98% efforts

Creative Thinkers

try

Hard worker

riskoptimistic

curious

Enjoy challenge

imagine



Day three



1. Is Critical Thinking a Creativity Killer?

3/1/1 3-Critical thinking

http://lateralaction.com/articles/critical-thinking/



1. Read the story

There once was a little boy who had a bad temper. His

Father gave him a bag of nails and told him that every

time he lost his temper, he must hammer a nail into the

back of the fence. The first day the boy had driven 37

nails into the fence. Over the next few weeks, as he

learned to control his anger, the number of nails

hammered daily gradually dwindled down. He

discovered it was easier to hold his temper than to drive

those nails into the fence. Finally the day came when

the boy didn't lose his temper at all. He told his father

about it and the father suggested that the boy now pull

out one nail for each day that he was able to hold his

temper. The days passed and the young boy was finally

able to tell his father that all the nails were gone. The

father took his son by the hand and led him to the

fence. He said, "You have done well, my son, but look

at the holes in the fence. The fence will never be the

same. When you say things in anger, they leave a scar

just like this one. You can put a knife in a man and draw

it out. It won't matter how many times you say I'm sorry,

the wound is still there."

A verbal wound is as bad as a physical one. Friends are

very rare. Jewels, indeed! They make you smile and

encourage you to succeed. They lend an ear, they

share words of praise and they always want to open

their hearts to us."

*How did the father use critical thinking?

*In your opinion what do students gain from practicing

critical thinking?

3/1/2



Critical thinking:

Critical thinking is "reasonably and reflectively deciding

what to believe or do." Critical thinking means making

reasoned judgments. Basically, it is using criteria to judge

the quality of something, from cooking to a conclusion of

a research paper. In essence, critical thinking is a

disciplined manner of thought that a person uses to assess

the validity of something: a statement, news story,

argument, research, etc. {Quotation from Robert Ennis,

and paraphrase of Barry Beyer}

Critical thinking involves logical thinking and reasoning

including skills such as comparison, classification,

sequencing, cause/effect, patterning, webbing,

analogies, deductive and inductive reasoning,

forecasting, planning, hypothesizing, and critiquing.

"Critical thinking is the intellectually disciplined process of

actively and skillfully conceptualizing, applying, analyzing,

synthesizing, and/or evaluating information gathered

from, or generated by, observation, experience,reflection,

reasoning, or communication, as a guide to belief and

action" (Scriven, 1996 ).

"Most formal definitions characterize critical thinking as the

intentional application of rational, higher order thinking

skills, such as analysis, synthesis, problem recognition and

problem solving, inference, and evaluation" (Angelo,

1995, p. 6 ).

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/CriticalThinking/index.html#Scriven

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/CriticalThinking/index.html#Angelo

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/CriticalThinking/index.html#Angelo



"Critical thinking is thinking that assesses itself" ( Center for

Critical Thinking, 1996b ).

"Critical thinking is the ability to think about one's thinking

in such a way as 1. To recognize its strengths and

weaknesses and, as a result, 2. To recast the thinking in

improved form" (Center for Critical Thinking, 1996c ).

Its importance:

At school In life

Improves self-learning A constituent of good

citizenship

Creates effective

dialogues Helps to face problem and

avoid mistakes

gain self trust Gain honesty

Improves educational

standards

Contributes in

understanding other

peoples’ views

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/CriticalThinking/index.html#Centerb

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/CriticalThinking/index.html#Centerb

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/CriticalThinking/index.html#Centerc



1. Give the rule

We let our cat out of our house and notice that it runs

behind a neighbor’s garage. We let our cat out the next

day and it runs there again. And on the third day our cat

again runs behind our neighbor’s garage. We conclude

from these observations that our cat will ………………..........

2. Give a conclusion for the following:

-All chairs are furniture.

-Some chairs are made from wood.

Therefore,…………………………………………….

3/1/3



Inductive reasoning:

Inductive reasoning works the other way, moving from

specific observations to broader generalizations and

theories. Informally, we sometimes call this a "bottom up"

approach .In inductive reasoning, we begin with specific

observations and measures, begin to detect patterns

and regularities, formulate some tentative hypotheses

that we can explore, and finally end up developing

some general conclusions or theories.

Inference can be done in four stages:

Observation: collect facts, without bias.

Analysis: classify the facts, identifying patterns of

regularity.

Inference: From the patterns, infer generalizations

about the relations between the facts.

Confirmation: Testing the inference through further

observation.

Strong induction

All observed crows are black.

Therefore:

All crows are black.

Weak induction

I always hang pictures on nails.

Therefore:

All pictures hang from nails.



Deductive reasoning

Deductive reasoning works from the more general to the

more specific. Sometimes this is informally called a "top-

down" approach. We might begin with thinking up a

theory about our topic of interest. We then narrow that

down into more specific hypotheses that we can test. We

narrow down even further when we collect observations

to address the hypotheses. This ultimately leads us to be

able to test the hypotheses with specific data -- a

confirmation (or not) of our original theories.



Evaluative thinking

Evaluative thinking (ET), on the other hand, is a means of

thinking, of viewing the world, an ongoing process of

questioning, reflecting, learning and modifying. What are

we learning and how can we use those lessons to

improve our performance? Both the lesson and the act

of learning are at the heart of ET: learn to extend what’s

working well and learn to fix what’s working poorly.

Evaluative thinking is an inherently reflective process, a

means of resolving the ―creative tension‖ between our

current and desired levels of performance.1 It allows us to

define the lessons we want to learn, to determine the

means for capturing those lessons, and to design systems

to apply them in improving our performance. By going

beyond the more time- and activity-bound processes of

monitoring and evaluation (M&E), ET is learning for

change. It is learning to inform and shape action.



3/1/4

Thinking Activity: Distinguishing Between Inductive and

Deductive Arguments

Analyze the statements below for the kind of reasoning used.

Place an ―I‖ in front of the inductive arguments and ―D‖ in

front of deductive ones.

1. _____ Anything that questions the fact of its own existence

must exist. I question the fact of my own existence.

Therefore, I must exist.

2. _____ Asma knows French and German, Soad knows

Swedish and Russian, Lana knows Spanish and French, Dania

knows German and Swedish. If French is easier than German,

and Russian is more difficult than Swedish, and German is

easier than Swedish, and Spanish is more difficult than French,

who speaks the most difficult languages?

3. _____ My friend is a very intellectual person but also quite

fearful. So, I think intelligent people in general, perhaps

because they are so overdeveloped in their intelligence,

must be underdeveloped elsewhere, leaving them with

somewhat disturbed personalities.

4. _____ No human being lies all the time. Therefore, Mary

does not, as you suggest, lie all the time – maybe a lot but

not all the time.

5. _____ No species on this planet has survived for more than

100 million years. The human race will be no exception.

6. If Ahmad had taken his medicine, he would have been

cured. Ahmad did not recover because he left out the

medicine.



An Guide lines for critical thinking

Role-play the following guideline:

3/1/5



Guidelines for Critical Thinking:

The following are some guidelines for critical thinking.

Ask questions; be willing to wonder

Define the problem.

Examine the evidence.

Analyze assumptions and biases.

Avoid emotional reasoning.

Don’t use either/or thinking or over generalize.

Consider other interpretations.

Tolerate uncertainty.



3/1/6

Each of the statements below violates at least one of the

guidelines for critical thinking. Identify the guideline that

was violated and give a brief explanation for your choice.

1. Mona bought a bottle of pain reliever because a TV

commercial claimed that most hospitals prescribe it.

2. You’re either for us or against us.

3. I get board with my science classes. We study the

―principle of this‖ and the ―theory of that.‖ Aren’t there

any laws? Why can’t scientists make up their minds and

stop acting like they don’t know anything for sure?

4. People tend to become forgetful as they get older.

This is just one of the natural consequences of aging, and

it would be a waste of time to look for specific causes or

ways to prevent the problem.

5. You can tell that Maha is a lot smarter than her

brother. She wears those thick glasses and has a high

forehead.

6. Let’s just make up our minds and buy one or the other

of the houses. I’m tired of thinking about it, and all this

investigation and indecision is making me nervous.



Answers

1. Analyze assumptions and biases (4). Mona is assuming

that the hospital selected the pain reliever on the basis of

its effectiveness. Perhaps the hospital gets the medication

free of charge or at a greatly reduced cost. Define the

problem (2). Defining the problem as ―pain relief‖ may be

too broad. Perhaps the condition causing Mona’s pain

problems calls for a different type of medication.

2. Oversimplification (6). An example of either/or thinking.

Maybe I’m indifferent.

3. Tolerate uncertainty (8). The student seems more

interested in answers than in ―truth.‖

4. Ask questions; be willing to wonder (1). Statement

shows a lack of willingness to search for causes and cures.

5. Examine the evidence (3). The statement expresses

stereotypes for which there is little or no support.

6. Tolerate uncertainty (8). The statement suggests

making a hasty decision to escape the discomfort of

uncertainty.



Teachers as models

Discussion of the teacher's role in fostering critical and creative thinking

must begin from a recognition of the teacher as a person whose

unique character, interests and desires can not be separated out from

the idea of the teacher's role. Good teachers are doing more when

they teach than acting according to prescribed roles. Their desire to

nurture a love for learning, to help students recognize and act upon

their capabilities, and to establish a classroom climate which is based

upon mutual regard and respect gives their teaching purpose and

meaning beyond any technical description of the teacher's role. What

is required is that teachers be authentic individuals who are striving to

improve their practice through the use of critical and creative thought.

Acting upon their belief in the importance of critical and creative

reflection, teachers would attempt to:

analyze their own thinking processes and classroom practices

and provide reasons for what they do;

be open-minded, encouraging students to follow their own

thinking and not simply repeat what the teacher has said;

change their own positions when the evidence warrants, being

willing to admit a mistake;

consistently provide opportunities for students to select activities

and assignments from a range of appropriate choices;

exhibit genuine interest, curiosity and commitment to learning;

undertake the organization and preparation required to achieve

learning goals;

seek imaginative, appropriate and ethical solutions to problems;

be sensitive to others' feelings, level of knowledge and degree of

sophistication;

show sensitivity to the physical elements which contribute to a

stimulating learning environment through the physical

arrangements and displays they provide or facilitate;

allow for student participation in rule setting and decision making

related to all aspects of learning, including assessment and

evaluation.



Critical thinking:

TEN KEY CHARACTERISTICS OF CRITICAL THINKING

1. ACCURACY. The information a person is considering and

evaluating must be accurate, factual, true and evidential.

2. CREDIBILITY. The data under discussion must be credible,

believable, objective, consistent, justifiable and rational.

3. SPECIFIC. The statements made and the various arguments

advanced should be specific, clear, precise and complete.

4. IMPARTIALITY. The information provided must be impartial,

without prejudice, unbiased, neutral and free of strongly-held,

personal beliefs.

5. RELEVANCE. The data used to make conclusions must be

relevant and significant to the issue under consideration.

6. SUBSTANCE. The details relied upon to make a conclusion

should be the result of broad, in-depth investigation, inquiry,

research and all-encompassing study.

7. CONSISTENCY. The conclusion reached about an issue must be

such that others assessing and evaluating similar data would

arrive at a like judgment.

8. RELIABILITY. The evidence supporting a point of view being

expressed must be reliable, dependable and trustworthy.

9. LOGICAL. The information presented in support of one’s

argument must be logical, sequential, and progressive leading to

the ultimate conclusion.

10. VERIFICATION. The data used to make a judgment or final

conclusion, should be able to be easily verified, substantiated

and validated



4- metacognitive Thinking

3/2/1

Name things that you can see or could touch if you could

physically enter the painting.

Metacognitivee questioning: to raise levels of awareness

1. Describe what kind of thinking you did

What kind of thinking did you do?

What do you call this kind of thinking?

Was this kind of thinking .........? (name a kind of thinking)

2. Describe how you did your thinking

How did you do this thinking?

What did you think about? Why?

Did you have a plan (or strategy)?

3. Evaluate your thinking

Was your thinking good? Why?

Did you have a good plan (or strategy)?

How could you improve your thinking next time?



Metacognitive Thinking:

Metacognition refers to higher order thinking that involves

active control over the thinking processes involved in

learning. Activities such as planning how to approach a

given learning task, monitoring comprehension, and

evaluating progress toward the completion of a task are

metacognitive in nature. Because metacognition plays a

critical role in successful learning it is important for both

students and teachers. Metacognition has been linked

with intelligence and it has been shown that those with

greater metacognitive abilities tend to be more successful thinkers.



METACOGNITION consists of three basic elements:

Developing a plan of action

Maintaining/monitoring the plan

Evaluating the plan

Before - When you are developing the plan of action, ask

yourself:

What in my prior knowledge will help me with this

particular task?

In what direction do I want my thinking to take me?

What should I do first?

Why am I reading this selection?

How much time do I have to complete the task?

During - When you are maintaining/monitoring the plan

of action, ask yourself:

How am I doing?

Am I on the right track?

How should I proceed?

What information is important to remember?

Should I move in a different direction?

Should I adjust the pace depending on the

difficulty?

What do I need to do if I do not understand?

After - When you are evaluating the plan of action ask

yourself:

How well did I do?

Did my particular course of thinking produce more or

less than I had expected?

What could I have done differently?

How might I apply this line of thinking to other

problems?

Do I need to go back through the task to fill in any

"blanks" in my understanding?



3/2/2

criteria

Teacher emphasized thinking about how students learn.

Teacher encouraged students to improve their strategies of

learning.

Teacher told students how they think in their own learning.

Teacher asked students to explain how they learn.

Teacher encouraged students to try different ways to learn.

Teacher told students how class activities could help them learn.

Teacher encouraged students to think about difficulties in their

learning.

Teacher supported students when students tried to improve their

learning.

Teacher told students how some learning practices might help

them learn.

Teacher asked students to consider how to study/learn more

effectively.

Teacher supported students when they tried new ways to learn.

Teacher told students how to improve learning with metacognitive

strategies.

Teacher asked students to try new metacognitive strategies for

learning.

Teacher encouraged students to talk with each other about

learning.

Teacher gave ideas to help students think about new ways of

learning.

Think of a good teacher and then check if she has any

of the following:

A checklist of metacognitive practices:



STRATEGIES FOR DEVELOPING METACOGNITIVE BEHAVIORS

1. Identifying "what you know" and "what you don't know."

At the beginning of a research activity students need to

make conscious decisions about their knowledge. Initially

students write "What I already know about..." and "What I

want to learn about...." As students research the topic, they

will verify, clarify and expand, or replace with more accurate

information, each of their initial statements.

2. Talking about thinking.

Talking about thinking is important because students need a

thinking vocabulary. During planning and problem-solving

situations, teachers should think aloud so that students can

follow demonstrated thinking processes. Modeling and

discussion develop the vocabulary students need for thinking

and talking about their own thinking. Labelling thinking

processes when students use them is also important for

student recognition of thinking skills.

Paired problem-solving is another useful strategy. One

student talks through a problem, describing his thinking

processes. His partner listens and asks questions to help clarify

thinking. Similarly, in reciprocal teaching (Palinscar, Ogle,

Jones, Carr, & Ransom, 1986), small groups of students take

turns playing teacher, asking questions, and clarifying and

summarizing the material being studied.



3. Keeping a thinking journal.

Another means of developing metacognition is through the

use of a journal or learning log. This is a diary in which

students reflect upon their thinking, make note of their

awareness of ambiguities and inconsistencies, and comment

on how they have dealt with difficulties. This journal is a diary

of process.

4. Planning and self-regulation.

Students must assume increasing responsibility for planning

and regulating their learning. It is difficult for learners to

become self-directed when learning is planned and

monitored by someone else.

Students can be taught to make plans for learning activities

including estimating time requirements, organizing materials,

and scheduling procedures necessary to complete an

activity. The resource center's flexibility and access to a

variety of materials allows the student to do just this. Criteria

for evaluation must be developed with students so they learn

to think and ask questions of themselves as they proceed

through a learning activity.



5. Debriefing the thinking process.

Closure activities focus student discussion on thinking

processes to develop awareness of strategies that can

be applied to other learning situations.

A three step method is useful. First, the teacher guides

students to review the activity, gathering data on

thinking processes and feelings. Then, the group

classifies related ideas, identifying thinking strategies

used. Finally, they evaluate their success, discarding

inappropriate strategies, identifying those valuable for

future use, and seeking promising alternative

approaches.

6. Self-Evaluation.

Guided self-evaluation experiences can be introduced

through individual conferences and checklists focusing

on thinking processes. Gradually self-evaluation will be

applied more independently. As students recognize

that learning activities in different disciplines are similar,

they will begin to transfer learning strategies to new

situations.



Implicit & Explicit Metacognitive Thinking:

Implicit Metacognitive Knowledge is the ability to

monitor ones own cognitive activites. A perfect example

from in the text (Children's Thinking by Siegler and Alibali)

was about a child who continually is monitoring his/her

own speech. When the child makes a mistake when

speaking they will stop and say the sentence over again

but correctly. They are aware that they had made a

mistake in their language whether it be a grammatical,

pronouncing or naming error because their are

monitoring their cognitive activities. Though in this type

of metacognitive knowledge the individual is unaware

that they are infact monitioring themselves.

Explicit Metacognitive Knowledge is ones knowledge about

tasks, strategies and people. An example of explicit

metacognition would be taking a test at school. The student is

aware of what they understand and what they need to work on

(knowledge of self/people), they realize that if they don’t

understand something they will have to search for the right

information or ask for help (knowledge about tasks), and they

are able to choose from a variety of strategies to assist them in

studying for the test (knowledge about strategies). Most of the

information gained about each of these categories occurs

between the ages of 5 and 10. Lastly individuals are aware of

their thoughts about these categories.



Day four



4/1/1

Arrange the steps of infusing thinking into instruction. Use the stars.

Applying the

thinking

Thinking

Actively

Thinking About

Thinking

Introduction to

Content and

Process



Explicit introduction of thinking skills facilitates:

1. Students to reflect on what ways of doing specific types

of thinking are good for them to practice, and what

plans are the best ones for them to adopt in doing these

kinds of thinking.

2. Practice directed at building the habit of doing specific

types of thinking, and

3. Familiarity with occasions on which such thinking is

appropriate or called for.



Components of an Infusion Lesson

Introduction to Content and Process

• What do you understand by this component?

• What examples did you see, read, or hear about in this

workshop that illustrates this component?

Thinking Actively

• What is happening in this component?

• What is the teacher’s role?

Thinking About Thinking

Applying the Thinking

• What value do you think these two components add to the

teaching of thinking skills?

Applying the thinking

Immediately transfer the learnt skill (near or far)

Reinforce later



Infusion lesson Plan

Title:

Subject: Grade:

Lesson

Introduction to content and thinking skill/process

Infusion Lessons

Introduction

Thinking Actively

Thinking about thinking

Applying your thinking

Objectives

Content Thinking Skill/Process

Methods And Materials

Content Thinking Skill/Process

Introducing thinking

1. Importance of

thinking.

2. How do you do the

thinking?

3. Importance of the

content.



Thinking Actively



1. Kind of thinking?

2. How did you do it?

3. Is it effective?



Applying Thinking

Reinforcement Later

Extension

Assessing Student Thinking

Applying thinking

1. Immediate transfer

a. Near transfer

b. Far transfer

2. Reinforcement later



What Does Good Thinking Look Like?Here are few examples

of the types of thinking skills and behaviors evident in a

Thinking Classroom. Notice how each point involves some sort

of deliberate "action" around an idea, concept, or topic. The

key to teaching thinking is to get students to take cognitive

action. Thinking Classroom students tend to:

Take think time

Generate lots of options when making a decision

Look beyond the obvious toward a richer conception of

a topic

Challenge assumptions and question the validity of given

information

Find problems and solve them

Wonder about deep issues or structure

Seek alternative solutions and perspectives

Pay attention to detail to achieve deeper understanding

Make connections to ideas and subjects students

already know about in or out of school

Seek hidden causes and explanations

Give examples and evidence to make a point

Produce reasons and arguments from multiple

perspectives

Find new and effective ways to apply knowledge

Anticipate potential consequences

Demand and provide proof

Make plans, set goals and standards

Anticipate obstacles

Use diagrams, graphs, and organizers to illustrate ideas

and concepts

Detect patterns of thinking

Describe strengths and weaknesses in learning



Levels of integration/infusion of teaching thinking into a curriculum

Level of use Possible outcomes/implications

Level 0: No teaching thinking

strategies used.

National curriculum possible not

being delivered.

Level 1: Occasional ready-

made strategies from books,

etc., used.

Increased student interest in

lessons. National curriculum

beginning to be addressed.

Level 2: Many strategies used,

most of which are ready made,

some developed by dept.

Students beginning to listen and

respond to each other and

thinking beginning to be

addressed.

Level 3: A lot of teaching

thinking strategies designed by

department and integrated into

curriculum.

Debriefing process familiar and

integral to students' learning.

Activities may be suggested by

students. Concepts (subject

specific and generic)

understood and transfer to other

topics and curriculum areas

beginning.

Level 4: Full consideration is

given to subject specific and

generic aims of lesson and IT

activities are designed to meet

these.

Students begin to be

independent learners.

Debriefing is integral to

most/many lessons. A high

degree of metacognition.

Improved examination results

and uptake.



Decide the parts of the infusion lesson

I’m going to tell you about a time when I had to make a decision. I wanted

to take a vacation away from home, and I had to choose between going

to abha where it was cold or going to Dammam where it was hot. I

couldn’t go to both places, so I finally chose to go to Dammam. Now, think

about a time when you had to decide about something and weren’t sure

what was best. Take turns and tell your partner what you were thinking

about doing. Give students enough time for both students in each pair to

relate their decisions. If necessary, prompt the class to switch roles in order

to give each partner a chance to relate his or her decision.

•Let’s hear some of the examples you just discussed. Ask for three or four

examples from the class.

•What kind of thinking helped you figure out what to do? POSSIBLE

ANSWERS: Picking, choosing, deciding. Write these words on the top of the

board as a main heading.

•The different things you were thinking about doing are called ―choices‖ or

―options.‖ Write these words on the board under the main heading. Let’s

hear one of the choices or options you were thinking about when you were

trying to decide. ANSWERS VARY.

•In order to pick the best thing to do, we usually think about what will

happen if we do it. We do this to figure out the good and bad things that

might happen. These are usually called ―Results‖ or ―Consequences‖ of our

options. Write these words on the board under options, and write ―Pro‖ and

―Con‖ after them. Explain that we use ―pro‖ for things that are good, things

we want to happen, and ―con‖ for things that are bad, things we don’t

want to happen.

•Pick one of your options and discuss with your partner what might happen

if you chose it. Which of these consequences would you want to happen

and which would you not want to happen?

•After we’ve thought about the consequences of our options, we can pick

the best thing to do. The best thing will be the choice that has more pros

and fewer cons than any of the other choices. Write ―Choose the best

thing to do‖ under ―Consequences—pro and con.‖ This thinking map

shows what we need to think about when we make a decision.

•Now tell your partner what you decided to do. What did you think about in

order to pick the best thing to do?

•When we read stories, we hear about many characters who make

4/1/2

CHOOSING

1. What are some things I can do?

2. What will happen if I do these things?

3. Which are good things to do?



•Now tell your partner what you decided to do. What did you think about

in order to pick the best thing to do?

•When we read stories, we hear about many characters who make

decisions. It’s interesting to think about whether they picked the best thing

to do. We’re going to read part of a story. As we do, we’re going to think

about a decision that one of the characters makes and try to figure out the

best thing to do. Our aim today is

to read a story about future plans.

To practice decision making through the ―choosing chart‖

I’m going to read the first part of the passage. Listen for the decisions that

the main character makes. Let’s try to understand why she makes them.

Read the first passage to the students and ask them to join in.

•What decision did the character make at the beginning of the passage?

ANSWER: I wanted to go to college and major in elementary education.

What does that tell you about the character? POSSIBLE ANSWERS: she’s a

good person. She’s helpful. She wants to do good.

Were there any consequences that the character didn’t think about

when she decided to be a teacher? POSSIBLE ANSWERS: She didn’t think

about how difficult would it get.

Answering this question, ask them what things happened that the

character didn’t expect.

Was it a good decision t? If you had thought about the consequences

before agreeing, would you have decided choose this career

Now let’s read a little farther in the story. Continue up to the part where

the character writes an easy.

Suppose that you were the character. Let’s use our plan to decide

what the character should do. Remember what comes first: What are

the character’s options? What could she do? Talk to your

partner and try to come up with three or four options.

After a few minutes, ask the students to report. Get

as many options as possible, one at a time, from

different groups. Write the options on a transparency

or drawing of the graphic organizer.

Now let’s figure out which option is the best thing to

do. Let’s think about the consequences and list them

as pros or cons.



Let me summarize the pros and cons of each option. Discuss with

your partner what you think the best option is. Ask the students to vote

on the best option. Check the one that gets the most votes. Then ask

students why they voted for their option.

Is the character’s decision better than yours? Why? Ask this question

only if what she decides is different from what the class decides.

When you were making your decision, you thought about the

character’s options. Were the character’s options important to think

about? Why or why not?

Was it a good idea to think about the consequences of her’s options

the way we did? Why?

If she had to make another decision, what would you tell her to think

about?

Use your plan for decision making to figure out what you can do next

weekend.



References :

Websites:

(1) Mind Power @work Judith Jewell

(2) http://en.wikipedia.org/wiki/Skill

(3) http://www.mja.com.au/public/issues/181_06_200904/lak10499_fm.html

(4) http://www.sbctc.ctc.edu/college/_e-assessglossary.aspx

(5) http://www.tahoma.wednet.edu/SubSite/teachlearn/Basic_Skills/thinkingskills.htm

(6) http://www.qcda.gov.uk/1841.aspx

(7) http://www.nottinghamshire.gov.uk/home/learningandwork/cpd/cpd-teaching/cpd-

teaching-thinkingskills/thinkingskills-strategies/thinkingskills-classifying.htm

(8) http://www.asa3.org/ASA/education/think/skills.htm


(10) http://www.qcda.gov.uk/5363.aspx


(12) . http://capetips.blogspot.com/2008/12/deepening-interpretation-skills.html


(14) http://www.aea267.k12.ia.us/cia/files/thinking_skills/corethinkingskills.pdf

(15) http://www.borg.com/~rjgtoons/edu.html

(16) http://homepage.mac.com/bobbdarnell/Show/Web%20page/sumframelist.ht

m

(17) http://www.tnewfields.info/Articles/sum.htm

(18) http://www.you-can-teach-writing.com/how-to-write-a-summary.html

(19) http://www.55a.net

(20) http://www.almarefh.net/show_content_sub.php?CUV=359&Model=index&Sub

Model=136&ID=365&ShowAll=On

(21) http://lateralaction.com/articles/critical-thinking/

http://en.wikipedia.org/wiki/Skill

http://www.mja.com.au/public/issues/181_06_200904/lak10499_fm.html

http://www.sbctc.ctc.edu/college/_e-assessglossary.aspx

http://www.tahoma.wednet.edu/SubSite/teachlearn/Basic_Skills/thinkingskills.htm

http://www.qcda.gov.uk/1841.aspx

http://www.nottinghamshire.gov.uk/home/learningandwork/cpd/cpd-teaching/cpd-teaching-thinkingskills/thinkingskills-strategies/thinkingskills-classifying.htm

http://www.nottinghamshire.gov.uk/home/learningandwork/cpd/cpd-teaching/cpd-teaching-thinkingskills/thinkingskills-strategies/thinkingskills-classifying.htm

http://www.asa3.org/ASA/education/think/skills.htm


http://www.qcda.gov.uk/5363.aspx


http://homepage.mac.com/bobbdarnell/Show/Web%20page/sumframelist.htm

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http://www.tnewfields.info/Articles/sum.htm

http://www.you-can-teach-writing.com/how-to-write-a-summary.html

http://www.55a.net/

http://www.almarefh.net/show_content_sub.php?CUV=359&Model=index&SubModel=136&ID=365&ShowAll=On

http://www.almarefh.net/show_content_sub.php?CUV=359&Model=index&SubModel=136&ID=365&ShowAll=On

http://lateralaction.com/articles/critical-thinking/



(22) http://blessingsforlife.com/favforwards/nails.htm

(23) http://www.sasked.gov.sk.ca/docs/policy/cels/el4.html

(24) http://www.mb.com.ph/articles/223707/critical-creative-and-productive-

thinking-skills

(25) http://www.cdtl.nus.edu.sg/ctp/critical.htm

(26) http://www.copyblogger.com/critical-thinking/

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(28) http://eduscapes.com/tap/topic69.htm

(29) http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDe

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(30) http://www.criticalthinking.com/company/articles/inductive-deductive-

reasoning.jsp

(31) http://www.socialresearchmethods.net/kb/dedind.php

(32) http://home.cc.umanitoba.ca/~mdlee/Teaching/critical1.html

(33) http://changingminds.org/disciplines/argument/types_reasoning/induction.htm

(34) http://www.absoluteastronomy.com/topics/Inductive_reasoning

(35) http://www.idrc.ca/uploads/user-

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(37) http://www.hent.org/world/rss/files/metacognition.htm

(38) http://www.ericdigests.org/pre-9218/developing.htm

(39) https://eprints.kfupm.edu.sa/14851/2/FEC3931.pdf

(40) http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.html

(41) http://www.nctt.net/infusion_chapter1.html

(42) http://www.nctt.net/lessonsarticles.html

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(45) http://www.cal.org/caela/esl_resources/Health/story/stressed.html

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(7) Letting Students Be creative Viva-Continuum Edition

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