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The Infusion of Critical Thinkingin school
Lessons from Lampton School
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The Model
Pauls Wheel of Reasoning
- Elements of Thought
Intellectual Standards Intellectual Traits
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Thinking
generates:
- purposes
- raises
questions
- uses
information
- utilizes
concepts- makes
inferences
- makes
assumptions- generates
implications
- embodies a
point of view
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Intellectual Standards
BREADTH:Do we need to consider
another point of view? Is thereanother way to look at this question?
What would this look like from a
conservative standpoint? What would
this look like from the point of view of
. . .?
LOGIC:Does this really make sense?Does that follow from what you said?
How does that follow? But before you
implied this, and now you are saying
that; how can both be true?
FAIRNESS: Do I have a vested interest
in this issue? Am I sympathetically
representing the viewpoints of
others?
QUESTION: which of these are
relevant/useful In your subjects?
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CLARITY:Could you elaborate further
on that point? Could you express thatpoint in another way? Could you give
me an illustration? Could you give me
an example?
ACCURACY: Is that really true? How
could we check that? How could we
find out if that is true?
PRECISION:Could you give more
details?Could you be more specific?
RELEVANCE:How is thatconnected to
the question?How does thatbear on
the issue?
DEPTH:How does your answer
address the complexities in the
question? How are you taking into
account the problems in the question?
Is that dealing with the most
significant factors?
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Intellectual Traits Intellectual Humility: Having a
consciousness of the limits of one's
knowledge, including a sensitivity to
circumstances in which one's native
egocentrism is likely to function self-
deceptively; sensitivity to bias, prejudice
and limitations of one's viewpoint.
Intellectual Courage: Having a
consciousness of the need to face and fairlyaddress ideas, beliefs or viewpoints toward
which we have strong negative emotions
and to which we have not given a serious
hearing.
Intellectual Empathy: Having a
consciousness of the need to imaginativelyput oneself in the place of others in order
to genuinely understand them
Intellectual Integrity: Recognition of the
need to be true to one's own thinking; to
be consistent in the intellectual standards
one applies 6
Intellectual Perseverance: Having a
consciousness of the need to use
intellectual insights and truths in spite of
difficulties, obstacles, and frustrations
Faith In Reason: Faith that, with proper
encouragement and cultivation, people can
learn to think for themselves, to form
rational viewpoints, draw reasonable
conclusions, think coherently and logically,persuade each other by reason and become
reasonable persons
Fairmindedness: Having a consciousness of
the need to treat all viewpoints alike,
without reference to one's own feelings or
vested interests; implies adherence tointellectual standards without reference to
one's own advantage or the advantage of
one's group
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Infusion of Critical Thinking in
Lessons
English/Literature
Maths/Statistics Geography
History 1, 2
Languages (French, German, Spanish) Science
Religious Study
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WORKSHOPS
Workshop 1 Conscious Review/reflection of lesson
characteristics comparison with Singapore
method/style
Introduction to Critical Thinking
Workshop 2 : Introduction to IntellectualStandards
Workshop 3: Application of Intellectual
Standards 8
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Reflections on Style of Teaching
Teachers need to build a culture of learning
through exploration and discovery riding on
what students know, instead of presuming they
know nothing
Build curiosity and confidence plus encourageindependent learning, not reliance on teachers
Active participation = engagement
Critical thinking(Intellectual Standards) applies tomany subjects
Teachers who use Critical Thinking themselves,
are better able to teach it to their students 9
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Key factors for Success in infusingCritical Thinking into Curriculum
Teacher training
Teacher competency
Explicit, systematic, and sustained
Where do we go from here?
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http://www.criticalthinking.org/research/AbstractThesis-RCOSGROVE.cfmhttp://www.criticalthinking.org/research/AbstractThesis-RCOSGROVE.cfm