critical_thinking_in the classroom тренинг успех

7/29/2019 critical_thinking_in the classroom

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Critical Thinkingin ELT

Maryna Teplova


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Presentation outline1) Forming Critical Thinking skills in

teaching

What is CT? Characteristics of aneffective Critical Thinker

Blooms taxonomy2) Critical Thinking Instructional tools

Elements of Reasoning \ Thought

Universal Intellectual standards Affective and cognitive strategies


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3) Implementing CT in Teaching and self-

reflection:- Developing thinking through questioning- Challenges to teaching Critical Thinking- Reflecting on your experience


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What is Critical Thinking?The art of thinking about your thinking,

while youre thinking, so as to make your

thinking more clear, precise, accurate,

relevant, consistent, and fair; the art ofconstructive skepticism; the art of

identifying and removing biasand one-

sidedness of thought; the art of self-directed, in-depth thinking

(Paul, 1990)


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In groups, divide the statements

given into 2 lists: 1. Someonewould probably

agree with statements like these:2. A person with

would probably

agree with statements like these:


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Someonewould probably agree with statements like these:

I hate talk shows where people just state their opinions but nevergive any reasons at all.Figuring out what people really mean by what they say is important

to me."

I always do better in jobs where I'm expected to think things out

for myself.I hold off making decisions until Ive thought through my options.

Rather than relying on someone else's notes, I prefer to read thematerial myself.

I try to see the merit in anothers opinion, even if I reject it later.

Even if a problem is tougher than I expected, Ill keep working onit.

Making intelligent decisions is more important than winningarguments.


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A person with wouldprobably agree with statements like these:

I prefer jobs where the supervisor says exactlywhat to do and exactly how to do it."

No matter how complex the problem, you can betthere will be a simple solution.

"I don't waste time looking things up."I hate when teachers discuss problems instead of

just giving the answers.

If my belief is truly sincere, evidence to the

contrary is irrelevant."Selling an idea is like selling cars, you say

whatever works."


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CT in Everyday Life Comparison shoppingAnticipating consequences of actions

Voting

Technology trouble-shooting

Choosing between two job offers


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In the 1950's Benjamin Bloom developed his taxonomy of EducationalObjectivesHe proposed that learning fitted into one of three psychologicaldomains:

Cognitive processing information Affective Attitudes and feelings Psychomotor manipulative or physical skills


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Blooms Taxonomy Organizes thinking skills into ahierarchy

Levels progress from lower-order tohigher-order (critical thinking)

Lower levels are necessary forcompletion of higher levels

(Bloom, 1984)


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BloomsRevised

Taxonomy


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Practice Working in Groups of 4,

match example activities withthe corresponding levels of

Blooms Taxonomy.


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Elements of Reasoning

1. Purpose: What is my central aim?

2. Questions: What question am I raising?What question am I addressing?

3. Information: What information am I usingin coming to that conclusion? Whatinformation do I need to settle thequestion?

4.Inferences/Conclusions: How did I reachthis conclusion? Is there another way tointerpret the information?


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5.Concepts: What is the main ideahere? Can I explain this idea?

6.Assumptions: What am I taking forgranted? What assumption has ledme to that conclusion?

7.Implications/consequences: Ifsomeone accepted my position, whatwould be the implications?

8. Points of view: From what point of view

am I looking at this issue? Is thereanother point of view I should consider?http://www.criticalthinking.org/CTmodel/CTMod

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Activity

In groups, discuss the followingquestions:

How have you used one or more of these

elements in your teaching?Do you teach it/them explicitly or

implicitly? Why?

Give a brief description of an activityyour students do/did and explain howthe element(s) fit in.


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Universal intellectual standards:Clarity: Could you elaborate further? Could you give me an

example?

Accuracy: How could we check on that? How could weverify /test that?Precision: Could you be more specific? Could you give me

more details?Relevance: How does that relate to the problem?

Depth: What are some of the complexities of thisquestion?Breadth: Do we need to look at this from another

perspective?Logic: Does your first paragraph fit in with your last?

Significance: Is this the central idea to focus on?Fairness: Do I have any vested interest in this issue? AmI sympathetically representing the viewpoints of others?

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Applying the intellectual standards toa course

In groups, study the table Applying the

elements of reasoning to a course.Try to answer the intellectual standards

question to each element.


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How to teachCritical Thinking?

Use analogies Promote interaction among students Ask open-ended questions Allow sufficient time for reflection Teach students to apply knowledge

to other domains Use real-life problems

Allow thinking practice Practice What if game Study 35 instructional strategies and think of 1-2

activities encompassing several strategies from different

domains


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Developing thinking skills throughquestioning

Why do I ask questions in teaching? What about students asking questions? Why are students questions important? What types of questions are there?

What should we avoid in questioning? Is there a simple way to develop questioning? How can I follow up a question? Why is waiting in questioning a good idea?

How does questioning develop language andthinking? What are some alternatives to direct questioning?


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.In groups, do the

following:1. Read the poem quickly

(1 minute only!)2. Write questions that

start with thefollowing words:what, when, where,

how, why, how often,what do you think,could on the papersprovided

3. Swap your papers withanother group

4. Answer their questions,on the back of theirpapers

5. Discuss the answers ofthe other groups

together

One ArtThe art of losing isn't hard to master;

so many things seem filled with the intentto be lost that their loss is no disaster.

Lose something everyday. Accept the flusterof lost door keys, the hour badly spent.The art of losing isn't hard to master.

Then practice losing further, losing faster:

places and names, and where it was you meantto travel. None of these will bring disaster.

I lost my mother's watch. And look! my last, or

next-to-last, of three loved houses went.The art of losing isn't hard to master.

I lost two cities, lovely ones. And, vaster,

some realms I owned, two rivers, a continent.

I miss them, but it wasn't a disaster.--Even losing you (the joking voice, a gesture

I love) I shan't have lied. It's evidentthe art of losing's not too hard to master

though it may look like (Write it!) like disaster.

Elizabeth Bishop


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Challenges and Barriers toTeaching CT

Student fear Impulsiveness Overdependence on the teacher Missing the meaning

Inflexibility Lack of confidence Dogmatic, assertive behavior Inability to concentrate Unwillingness to think

(Raths, et al., 1986)

W


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Wrap-Up Questions and self-reflection

If youre interested in CT, you might wantto visit:

www.criticalthinking.org

http://questioning.org http://austhink.com/critical/ - CT on the web

http://www.skepdic.com/ - Sceptics

dictionary Thank you for coming!

[email protected]
http://www.criticalthinking.org/http://questioning.org/http://austhink.com/critical/http://www.skepdic.com/http://www.skepdic.com/http://austhink.com/critical/http://questioning.org/http://www.criticalthinking.org/

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