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Cultivating Critical Thinking in Classroom

Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.

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Cultivating Critical Thinking in Classroom

  1. 1. Saima Abedi
  2. 2. OVERVIEW OF THE PRESENTATION Definition of Critical Thinking Traits of Critical Thinkers Bloom's Taxonomy ABCD of Learning Objectives Tool to Cultivate Critical Thinking Skills
  4. 4. CRITICAL THINKING DEFINITIONS: Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world. (By Steven D. 1991) Reasonable ResponsibleReflective
  5. 5. 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
  6. 6. TRAITS OF CRITICAL THINKER Self-disciplined Self-guided Inquisitive Fair-minded Creative Self-Confident Intellectual Well-informed Courageous Flexible
  7. 7. 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.
  8. 8. I agree with this because ……………… I disagree with this because ……………… I think that …………… HIT IT!
  9. 9. TO BLOOM THINKING………… “GOOD TEACHING ” “Challenges the students’ fixed beliefs and getting them to discuss issues .”
  10. 10. BLOOM’S TAXONOMY: NEW VERSION http://www.learnnc.org/lp/pages/4719 LOTS HOTS
  11. 11. Lead your students up the ladder
  12. 12. 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?
  13. 13. BLOOM’S TAXONOMY Question Stems
  14. 14. 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
  15. 15. 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…..
  16. 16. The Red Wheelbarro w William Carlos Williams So much depends Upon A red wheel barrow Glazed with rain Water Beside the white Chickens.
  17. 17. 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?
  18. 18. • What are objectives and why do we write objectives? • What information do critical thinking objectives contain?
  19. 19. ehavior What do you expect them to be able to do? ondition How? Under what circumstances or context will the learning occur? egree How much will be accomplished (minimum acceptable response)? ABCD of Learning Objectives
  20. 20. Audience • Students • Teachers • Workshop participants Behaviour Observable 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
  21. 21. 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)
  22. 22. 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.
  23. 23. THINK PAIR SHARE What’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.
  24. 24. Tools for Developing Critical Thinking Misconception Check Hit it! Tic-Tac-Toe Think Pair & Share Inside-Outside Circle K-W-L Gallery Walk ReQuest/ Reciprocal Questioning Talk a Mile a Minute
  25. 25. 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.
  26. 26. 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