Cultivating Critical Thinking in Classroom
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Transcript of Cultivating Critical Thinking in Classroom
Cultivating Critical
Thinking in ClassroomSaima Abedi
OVERVIEW OF THE PRESENTATIONDefinition of Critical Thinking
Traits of Critical Thinkers
Bloom's Taxonomy
ABCD of Learning Objectives
Tool to Cultivate Critical Thinking Skills
WHAT IS CRITICAL
THINKING?
C R I T I C A L T H I N K I N GD E F I N I T I O N S :
Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the
world. (By Steven D. 1991)
Reasonable
Responsible
Reflective
gathers relevant information, efficiently
sorts through this informationreasons logically by
determining what are the factscomes to reliable and
trustworthy conclusions
A PERSON WHO THINKS CRITICALLY
TRAITS OF CRITICAL THINKERSelf-
disciplinedSelf-
guided
Inquisitive
Fair-minded
Creative
Self-Confident
Intellectual
Well-informed
Courageous
Flexible
MISCONCEPTION CHECK 1. Critical thinking should be limited to one
group of students.
2. It is difficult to change a person’s perception of why things happen the way they do.
3. Teachers need to practise critical thinking skills with their students once a week.
I agree with this because
………………
I disagree with this because
………………
I think that
……………
HIT IT!
TO BLOOM THINKING…………
“GOOD TEACHING”
“Cha l lenges the s tudents ’ fixed
be l ie fs and get t ing them to d i scuss
i ssues .”
BLOOM’S TAXONOMY: NEW VERSION
http://www.learnnc.org/lp/pages/4719
LOTS
HOTS
Lead your students up the ladder
Example: Reading an article Questioning by Level
What other arguments might support the author’s position?
Is the supporting evidence sufficient and adequate?
Can you identify four different arguments in the article?
How might you apply the information to your experience?Can you explain the author’s main point in this article?Who? What? Where? When?
BLOOM’S TAXONOMY
Question Stems
Column A Column B
A. Remembering 1. How might you use this story to teach
children about safe behavior?
B. Understanding 2. What is the value of teaching this story to young children?
C. Applying 3. How might the bears tell this story?
D. Analyzing 4. What did Goldilocks do when she got to the bears’ cottage?
E. Evaluating 5. What’s another possible ending for this story?
F. Creating 6. How might you compare this fairy tale to a fairy tale from your culture?
Think, Pair and Share
3-Minute Pause Making connections to prior knowledge or
experience, and seeking clarification.
• I changed my attitude about…
• I was surprised to know that…
• I felt….. • I related it to…..
The Red Wheelbarr
owWilliam Carlos Williams
So much depends Upon
A red wheel barrow Glazed with rain
WaterBeside the white
Chickens.
Tic-Tac-Toe
What is the color of the
wheelbarrow?
Is the wheelbarrow
clean or dirty? How do you
know?
Are the chickens clean or dirty?
How do you know?
What is a wheelbarrow
used for?
Look at the first line of the poem.
Why does so much depend
upon these two objects after a
rain?
What did the water do to the wheelbarrow?
Can you choose two objects that
“so much depends upon”?
What does this poem mean to
you?
If you were to create a short
video about this poem, what
would it be like?
• What are objectives and why
do we write objectives?
• What information do
critical thinking
objectives contain?
BehaviorWhat do you expect them to be able to
do?
ConditionHow? Under what circumstances or context will the learning occur?
DegreeHow much will be
accomplished (minimum acceptable response)?
ABCD of Learning Objectives
AudienceWho are your
learners?
Audience• Students• Teachers• Workshop participants
BehaviourObservable behavior • State• Discuss• Compare• Compose
Condition• Given a list of words• Without the aid of
dictionary• Equipment utilized in
completion of the behavior
• Environmental conditions may also be included
Degree• Time limit (in 20
minutes)• Accuracy (7 out of 10
or with 80% accuracy or measured by a checklist, without error)
• Word Limit
SAMPLE INSTRUCTIONAL OBJECTIVE WRITTEN ACCORDING TO THE ABCD
METHOD
2) Given the ABCD method of objective writing, the workshop participants will be able to compose 2-3 clear and measurable objectives for a recently taught lesson.
Bloomʼs: Cognitive (Analysis & Understanding)
1) Given two articles about social issues, the students will be able to deconstruct (analyse) the author's points of view, and summarize them in no more than 100 words, free of grammar errors.
Bloomʼs: Cognitive (Analysis & Understanding)
READ THE FOLLOWING OBJECTIVES AND LABEL THE
PARTS:
A, audience; B, behavior ; C, condition; and D, degree
Given a practical problem, the student will be able to generate several (3-5) feasible solutions.
Working with peers from different nations, the student will be able to demonstrate growing cultural sensitivity as measured by a checklist.
THINK PAIR SHAREWhat’s wrong here? Make necessary changes.
1) Students will identify parts of speech, classify them accurately in a graphic organizer.
2) After reading several articles on a course topic, students should summarize the main ideas well.
Tools for Developing Critical Thinking
Misconception CheckHit
it!Tic-Tac-ToeThink Pair &
ShareInside-Outside Circle K-W-
LGallery WalkReQuest/
Reciprocal Questioning Talk a Mile a
Minute
Exit Card
“Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert,
readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture.”
~ Francis Bacon (1605)
How far do you agree to this statement? Justify your answer with logical reasoning and supporting details.
REFERENCES:• Critical Thinking and English Language Teaching by DEANNA GAMEL HOCHSTEIN
AGNIESZKA ALBOSZTA. Retrieved fromhttp://educapes.capes.gov.br/bitstream/capes/62888/1/Critical%20Thinking%20and%20English%20Language%20Teaching.pdf
• LEADING YOUR CLASS TO ENGLISH LANGUAGE AWARENESS THROUGH QUESTIONING Presented by Christina Chandler and Kelli Odhuu