Critical Thinking

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    31-Oct-2014

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<ul><li> 1. </li></ul> <p> 2. CRITICALTHINKING 3. </p> <ul><li>As Teachers,we are asked to be critical and creative because these are vital parts of learning. </li></ul> <ul><li>However, critical andcreative thinking wasrarely taughtto uswhile in training </li></ul> <p> 4. Do you know that </p> <ul><li>Albert Einsteinwas 4 years old before he could speak and 7 before he could read? </li></ul> <ul><li>Beethovensmusic teacher once told him, As a composer, you are hopeless? </li></ul> <ul><li>Winston Churchillfailed in the 6 thgrade? </li></ul> <ul><li>Isaac Newtondid poorly in grade school? </li></ul> <ul><li>Thomas Edisonsteacher told him that he was too stupid to learn anything? </li></ul> <p> 5. </p> <ul><li>Do you recognize these people? </li></ul> <ul><li>Do you consider them famous for their critical and creative thinking skills? </li></ul> <ul><li>They seemed to have problems when they were in school. </li></ul> <ul><li>Perhaps their being criticaland creative thinkersgot them into trouble. </li></ul> <ul><li>It is possible that theirteachers imposed so manyunnecessary restrictionson their natural behaviorthat hampered critical thinking. </li></ul> <p> 6. </p> <ul><li>Some rules of order and conformity in the classroom oftenstiflethe critical thinking ofyoungpeople. </li></ul> <ul><li>As teachers, we mustperceive all learnersas potentially criticaland creative thinkers. </li></ul> <p> 7. What is THINKING SKILL? </p> <ul><li>Thinking isbeyond the level of repeating or memorizinginformation. Thinking is processing experiences by editing or rearranging them(Matthew Lipman) </li></ul> <ul><li>Thinking isbringing intellectual faculties into play . It requires one to ponder, reflect or weigh a matter mentally(Websters Dictionary) </li></ul> <ul><li>Thinking is acomplex actcomprising knowledge, attitudes and skills that allow the individual to shape his/her environment more effectively than intuition alone(Orlich) </li></ul> <p> 8. There are really many views on thinking. For you, who are looking for ways to motivate students to think </p> <ul><li>Thinking is the act of withholdingjudgment in order to use </li></ul> <p>new information, concepts or conclusions. experience knowledge 9. </p> <ul><li>Make lesson plans that include thinking skills. </li></ul> <ul><li>Ask thought-provoking questions such as How do you know? Why? </li></ul> <ul><li>Call on students to tell what they understand. </li></ul> <ul><li>Connect each lesson to students experiences. </li></ul> <ul><li>Ask students to summarize the lesson creatively. </li></ul> <p> 10. What is Critical Thinking? </p> <ul><li>It is the art of taking charge of the power of your own mind. </li></ul> <ul><li>It is about living and learning what empowers you and your students In practical ways. </li></ul> <ul><li>It is thinking beyond basic recall of information. </li></ul> <ul><li>It involves asking questions to establish ideas, create new ideas, solve problems and make decisions. </li></ul> <ul><li>Assists in the transformation of information into something that can be used to anticipate the future. </li></ul> <ul><li>It requires choices and responsibility. </li></ul> <p> 11. Asking question is the heart of critical thinking. </p> <ul><li>Questioning to develop critical thinking requires students to; </li></ul> <ul><li><ul><li>Raise issues; </li></ul></li></ul> <ul><li><ul><li>Discover ideas and things; </li></ul></li></ul> <ul><li><ul><li>Pursue problematic areas; </li></ul></li></ul> <ul><li><ul><li>Seek clarity and relevance of ideas; and </li></ul></li></ul> <ul><li><ul><li>Find evidence and make conclusions. </li></ul></li></ul> <p> 12. An individual who thinks critically </p> <ul><li>Is open minded; </li></ul> <ul><li>Studies the whole situation; </li></ul> <ul><li>Looks for varied choices; </li></ul> <ul><li>Uses credible sources; </li></ul> <ul><li>Takes a position and justifies it; and </li></ul> <ul><li>Is sensitive to the feelings of others. </li></ul> <p> 13. What is the difference betweencritical thinkingandordinary thinking ? </p> <ul><li>Believing </li></ul> <ul><li>Assuming </li></ul> <ul><li>Preferring </li></ul> <ul><li>Evaluating </li></ul> <ul><li>Associating concepts </li></ul> <ul><li>Formulating principles </li></ul> <ul><li>Hypothesizing </li></ul> <ul><li>Offering opinions </li></ul> <ul><li>Offering opinions with reasons </li></ul> <ul><li>Making judgments </li></ul> <ul><li>Making judgment with criteria </li></ul> <ul><li>Supposing </li></ul> <p> 14. PRACTICAL APPROACH TO CRITICAL THINKING 15. How can critical thinking be taught? </p> <ul><li>Recallis the simplest action. You recall facts, describe objects and events or put them into sequence. </li></ul> <ul><li>Noting similaritiesis the action to compare the likeness of situations, ideas, people, etc. </li></ul> <ul><li>Noting differencesis the action to examine what is different about ideas, events or objects by contrasting them. </li></ul> <ul><li>Identifying cause and effectis the action to analyze the reasons, consequences or make predictions. </li></ul> <p> 16. How can critical thinking be taught? </p> <ul><li>Forming generalizationsis the action of grouping facts or events into patterns. </li></ul> <ul><li>Substantiationis the action that moves from general to specific. </li></ul> <ul><li>Evaluationis the action that judges things or events. Based on the facts gathered, you determine the value of an idea or concept. </li></ul> <p> 17. Example Modules: CLASSIFICATION IDENTIFYING PATTERNS / RELATIONSHIPS REPRESENTING RELATED CONCEPTS 18. CLASSIFICATION 19. DISCRETEclassification: YELLOW RED BLUE COLOR 20. OVERLAPPINGclassification: BIG RED CIRCLE 21. HIERARCHY SMALL CIRCLE YELLOW 22. HOW MANY BEADS ARE THERE INSIDE THE BOX? 12 23. IDENTIFYING PATTERN/RELATIONSHIPS 1 5 10 24. COUNT THE SQUARES! 204 25. REPRESENTING RELATED CONCEPTS </p> <ul><li>NETWORK TREE </li></ul> <p> 26. REPRESENTING RELATED CONCEPTS </p> <ul><li>CYCLE </li></ul> <p> 27. REPRESENTING RELATED CONCEPTS </p> <ul><li>COMPARISON </li></ul> <p> 28. </p> <ul><li>TIMELINE </li></ul> <p>REPRESENTING RELATED CONCEPTS 29. </p> <ul><li>PROBLEM-SOLUTION-EFFECTS </li></ul> <p>REPRESENTING RELATED CONCEPTS 30. REPRESENTING RELATED CONCEPTS </p> <ul><li>SPIDER WEB </li></ul> <p> 31. REPRESENTING RELATED CONCEPTS </p> <ul><li>MATRIX OR GRID </li></ul> <p> 32. Here are some guidelines for teaching critical thinking: </p> <ul><li>Ask students to explain and clarify terms in their own words. </li></ul> <ul><li>Ask thought-provoking questions such as Why? How? What makesyou think so? How do theycompare? Which would bemore useful? </li></ul> <p> 33. Here are some guidelines for teaching critical thinking: </p> <ul><li>Make judgments based on credible sources, such as, experts, agreement between sources, reputable individuals, etc. </li></ul> <ul><li>Solve problems to make conclusions. </li></ul> <ul><li>Use variety of teaching strategies topromote critical thinking skill suchas problem solving and decisionmaking. </li></ul> <ul><li>Encourage group problem solvingand decision making. Your studentswill enjoy learning together. </li></ul> <p> 34. What are the values of teaching critical thinking? </p> <ul><li>1.the more the students use it, the better critical thinkers they become. </li></ul> <p>2. The more quality questions they ask, the better critical thinkers they become.3. When students ask questions, there is interactionof new information with what they already know sonew knowledge is created. 4 .This newly created knowledge helps them become more effective persons and hopefully assists them in realizing their life goals. 35. </p>