6. critical thinking skills 2

CRITICAL THINKING SKILLS TODAY’S STUDENTS’ DEMANDS

Critical Thinking

Who is he?

HOW DID THEY APPEAR? Benjamin Bloom (1956) developed a classification

of levels of intellectual behavior in learning. This taxonomy contained three overlapping

domains: the cognitive, psychomotor, and affective.

Within the cognitive domain: six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation.

These domains and levels are still useful today as you develop the critical thinking skills of your students.

The Three Types of LearningWhat IS Critical

Thinking?

What IS Critical Thinking?Critical thinking can be defined several

ways. One definition is “an active, organized, cognitive process”.

Another definition is “a process for identifying underlying assumptions and variables in order to draw conclusions and make decisions”.

You could even use the definition “a process used to explore alternatives to determine what is important”.

brainteaserWhen I was going to St. Ives

I met a man with seven wives

Every wife had seven sacks

Every sack had seven cats

Every cat had seven kittens;

Kittens, cats, sacks and wives

How many were going to St. Ives?

What IS Critical Thinking? Exploring encourages you to identify

all the variables within a situation. Analyzing is the process of studying

each variable to understand its meaning and its relationship to the other variables.

Prioritizing requires you to weigh the relative importance of each variable to the others, at a given point in time.

What IS Critical Thinking? Explaining the variables involves the

exercise of amplifying each variable to understand its meaning in the situation and to the involved parties.

Deciding means to choose a specific course of action.

Evaluating requires the thinker to assess how correct the thinking process was, and if further action is needed.

DVD-ROM feature: writingcognitiv

e

Activities to develop psychomotor skills.

psychomotor

affective

WHICH ONES ARE THEY? Critical thinking involves logical thinking and reasoning:

skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing.

Creative thinking involves creating something new or original.

It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships. The aim of creative thinking is to stimulate curiosity and promote divergence.

ANALYSISanalyze arrange connect divide infer separate

classify compare contrast explain select order

breakdown correlate diagram discriminate focus illustrate

infer outline prioritize subdivide points out prioritize

Examples: recognize and explain patterns and meaning, see parts and wholes

SYNTHESIS

combine compose generalize modify invent plan substitute

create formulate integrate rearrange design speculat

e rewrite

adapt anticipate collaborate compile devise express facilitate

reinforce structure substitute

intervene

negotiate reorganize validate

Examples: discuss "what if" situations, create new ideas, predict and draw conclusions

EVALUATION

assess compare decide discriminate measure rank test

convince conclude explain grade judge summarize support

appraise criticize defend persuade justify reframe

Examples: make recommendations, assess value and make choices, critique ideas

AFFECTIVE DOMAIN

accepts attempts challenges defends dispute

s joins judges

contributes praises questions shares support

svolunteers

Domain Attributes: interpersonal relations, emotions, attitudes, appreciations, and values

HOW TO DEVELOP THEM Setting activities in which the student is the

centre of the learning activity Students are asked to classify objects

according to their own judgement: by colours, size, use, topics,etc. : Learning centres.

They discriminate words according to their ending, beginning, or middle sounds and are asked to join them so as to create a chant, a poem or rhymes.

Other ways of practicing grammar

Make sentences, use have and don't have

Characteristics of Critical Thinkers

CT’ers look at self honestly/aware of prejudices

CT’ers know their attitudes/values influence

CT’ers are fair/respectful CT’ers are willing to change thinking CT’ers are not easily manipulated CT’ers are question askers CT’ers are independent thinkers CT’ers look for connections CT’ers based decisions on evidence

WHAT ABOUT GAMES? Word games: create associations,

relationships among different elements ( listing words )

Visual thinking games: develop visualization through shapes and forms, abstract images to discuss whta they see.

Drawing games: Includes both visualization and word games , drawing squiggles and ask them what they see.

5 Ways To Help Kids Think1. Provide a thoughtful classroom

environment2. Make the invisible – visible 3. Scaffold and cue (use tools)4. Provide continuing direct

instruction5. Integrate thinking instruction

with content …move it around

WEBLIOGRAPHYwww.livestrong.comwww.accessexcellence.orgwww.criticalthinking.orgwww.buzzle.com ( exercises for children )www.vforteachers.com ( exercises & experiments for children )

THANK YOU VERY MUCH!

Ms. Jeanne Luz Ortizjortiz@macmillan.com.pe