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Teaching Critical Thinkingskills
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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"
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The New Blooms Lorin Anderson and David Krathwohl - 2000
RememberUnderstand
Apply
Analyze
Evaluate
Create
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The New Blooms
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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)
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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
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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)
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What Ideas Do You Have?
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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).
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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.
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