Critical thinking 9

  • Home
  • My CV
  • About
  • Education
  • learning
  • 21st Century skills in Education
  • Critical Thinking
  • Active-learning
  • Teaching
  • Methods
  • Skills
  • Grammar
  • Linguistics
  • Teaching Tools
  • Amideast Forum
  • School Activities
  • Entertainment
  • Classroom Management
  • Publications/Achievements
  • My Blog
  • Contact
  • Abouna Fanous Site


pz14woSsN6132XUIl1tE6gA5nlpFtHhQyHwyuKDfZPuuBj_BnKKQEg==.gif

Privacy Policy | Advertising Anything - Order promo products online in  Tulsa, Oklahoma United States


Click here to go to : Abouna Fanous Site.


موقع عمى أبونا فانوس الأنبا بولا


تعلم التجارة الالكترونية من الصفر

email-logo – Jenny Brook Bluegrass


girgishannaharoun@yahoo.co.uk


اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته



Guest Post



Click Here



 to go to the:




Guest Post guidelines.




https://mrgirgis.blogspot.com/







Notice from the SVG FSA : Forex IBCs – Wilfred International Services

Translate This Page


He heals the brokenhearted and

binds up their wounds."

 ~ Psalms 147:3



Think Like A Greek Philosopher: Improve Critical Thinking, Sharpen  Persuasion Skills, and Perfect the Art of Inquiry Through Socratic  Questioning - E-bok - Steven Schuster - Storytel



Humor:






51. The Laughing Lady |





Teacher: You missed school yesterday, didn’t you?


Pupil: Not very much!

Dear visitor,


Use the language selector above

 to go through my whole site

using any native language you

speak,


then you can enjoy my YouTube

 channel.


اختاراي لغة من لغات العالم /  اللغة التى تريد

 تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى


I register a  video presentation in

 my YouTube channel for each

page of my site.


Next,use the other world site

selector above to go to the

search engine site or the social

media site you like.


My YouTube Channel:


منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد  والتصحيح الكترونيا




A summary for my




Researching Journal




 Article about:




Critical Thinking : 9



Critical thinking and higher education






Teachers must nurture critical thinking, confidence in English for a shot  at 2020 goals | The Japan Times



‘Adventures of Discovery’



Critical thinking blasts through the surface level of

 a topic. It reaches beyond the who and the what

and launches students on a learning journey that

ultimately unlocks a deeper level of

understanding. Teaching students how to think

critically helps them turn information into

knowledge and knowledge into wisdom. In the

classroom, critical thinking teaches students how

 to ask and answer the questions needed to read

 the world. Whether it’s a story, news article,

photo, video, advertisement, or another form of

media, students can use the following critical-

thinking strategies to dig beyond the surface

 and uncover a wealth of knowledge.

 



It is  possible to store the mind

with a million facts and still be

entirely uneducated.”



What is critical thinking?


Why is it so important?


The Critical Thinking Community defined critical thinking as

 “the intellectually disciplined process of actively and

skillfully conceptualizing, applying, analyzing, synthesizing,

 and/or evaluating information gathered from, or generated

by, observation, experience, reflection, reasoning, or

communication, as a guide to belief and action”.




Critical thinking has also been referred to

as metacognition or the process of “thinking about

thinking” as defined and originally purposed by Flavell .

Critical thinking skills are important because they enable

students “to deal effectively with social, scientific, and

practical problems”. Simply put, students who are able to

think critically are able to solve problems effectively. Merely

having knowledge or information is not enough. To be

effective in the workplace (and in their personal lives),

students must be able to solve problems to make effective

decisions; they must be able to think critically.

 


A Layered Learning Approach


Begin by having students read a story, article,

 or analyze a piece of media. Then have them

excavate and explore its various layers of

meaning.



 First, ask students to think about the literal

meaning of what they just read.



 For example, if students read an article about

the desegregation of public schools during the

1950s, they should be able to answer questions

 such as:


Who was involved?

 What happened?

 Where did it happen?

 Which details are important?


This is the first layer of critical thinking:

reading comprehension.


Do students understand the passage at its

 most basic level?


 


Ask the Tough Questions



The next layer delves deeper and starts to

uncover the author’s purpose and craft. Teach

students to ask the tough questions:


 What information is included?

What or who is left out?

How does word choice influence the reader?

What perspective is represented?

What values or people are marginalized?



 These questions force students to critically

analyze the choices behind the final product.

In today’s age of fast-paced, easily accessible

information, it is essential to teach students how

 to critically examine the information they

 consume. The goal is to equip students with the

 mindset to ask these questions on their own.


 


Strike Gold


The deepest layer of critical thinking comes

from having students take a step back to think

about the big picture. This level of thinking is

 no longer focused on the text itself but rather

its real-world implications.


 Students explore questions such as:


Why does this matter?

What lesson have I learned?

How can this lesson be applied to other situations?



Students truly engage in critical thinking when

 they are able to reflect on their thinking and

apply their knowledge to a new situation.

 This step has the power to transform

knowledge into wisdom.


 



Adventures of Discovery


There are vast ways to spark critical thinking in


the classroom. Here are a few other ideas:



Critical Expressionism:


In this expanded response to reading from a

 critical stance, students are encouraged to

 respond through forms of artistic interpretations,

dramatizations, singing, sketching, designing

projects, or other multimodal responses.

 For example, students might read an article and

then create a podcast about it or read a story and

then act it out.
 


Transmediations:


This activity requires students to take an article

 or story and transform it into something new.

 For example, they might turn a news article into

a cartoon or turn a story into a poem.

Alternatively, students may rewrite a story by

changing some of its elements, such as the

setting or time period.


 


Words Into Action:


In this type of activity, students are encouraged

 to take action and bring about change.

 Students might read an article about

endangered orangutans and the effects of

habitat loss caused by deforestation and be

inspired to check the labels on products for

 palm oil. They might then write a letter asking

companies how they make sure the palm oil

 they use doesn’t hurt rain forests.



In this type of activity, students are encouraged

to take action and bring about change. Students

might read an article about endangered

orangutans and the effects of habitat loss caused

 by deforestation and be inspired to check the

labels on products for palm oil. They might then

write a letter asking companies how they make

sure the palm oil they use doesn’t hurt rain

forests.

 



How critical thinking relates to

instructional design:



Those who have the ability to hear, do not always actively

 listen. Similarly, those who have the ability to know, do not

always critically think. The premise that critical thinking is

to knowing as listening is to hearing implies that critical

thinking is a learned skill that must be developed, practiced,

and continually integrated into the curriculum to engage

students in active learning.



To support this premise, focused attention needs to be

placed on the application of content, the process of

learning, and methods of assessment. In terms of the

application of content, teaching techniques that promote

memorization (often temporary knowledge) do not support

critical thinking.Although some content, such as vocabulary

definitions, do require memory, it is the application of the

 content that stimulates thinking. Instruction that supports

critical thinking uses questioning techniques that require

students to analyze,synthesize, and evaluate information

to solve problems and make decisions (think) rather than

merely to repeat information (memorize).




 Because critical thinking is a mental habit that requires

students to think about their thinking and about

improving the process, it requires students to use higher-

order thinking skills –not memorize data or accept what they

 read or are told without critically thinking about it (Scriven

& Paul, 2008; Schafersman, 1991; Templeaar, 2006).

Therefore, critical thinking is a product of education,

training, and practice.

 


Socratic Seminars:


In this student-led discussion strategy,

students pose thought-provoking questions to

 each other about a topic. They listen closely

to each other’s comments and think critically

about different perspectives.

 




Classroom Debates:


 Aside from sparking a lively conversation,

classroom debates naturally embed critical-thinking

 skills by asking students to formulate and support

their own opinions and consider and respond to

opposing viewpoints.



Critical thinking has the power to launch students

 on unforgettable learning experiences while

helping them develop new habits of thought,

reflection, and inquiry. Developing these skills

prepares students to examine issues of power and

 promote transformative change in the world

 around them.
 



Six dimensions of critical thinking skills according to the Delphi Report |  Download Scientific Diagram


Four barriers often impede the integration of

critical thinking in education:



(1) lack of training,

 (2) lack of information,

(3) preconceptions, and

 (4) time



 First, teachers often are not trained in critical thinking

methodology.  Elementary and secondary teachers know

their content and receive training in the methods of

instruction, but little if any of their training is devoted

specifically to how to teach critical thinking skills. Post-

secondary instructors pursue additional content-based

instruction during graduate school, but often have no formal

methodological training, much less skill-based instruction.




Second, few instructional materials provide critical thinking

resources (Scriven &Paul, 2007). Some textbooks provide

chapter-based critical thinking discussion questions, but

instructional materials often lack additional critical thinking

resources.




Third, both teachers and students have preconceptions

about the content that blocks their ability to think critically

about the material. Preconceptions such as personal bias

partiality prohibit critical thinking because they obviate

analytical skills such as being fair, open-minded, and

inquisitive about a topic(Kang & Howren, 2004).




 For example, many business educators still continue using

 two spaces after ending punctuation even though typeface

experts have documented that today’s proportional fonts are

designed for one space (American Psychological Association,

 2001, pp. 290–291; Chicago Manual of Style Online,2007).

A critical analysis of the information provided on this

typesetting topic would support the use of a single space;

however, strong biases for two spaces preclude many

business teachers (predominantly typing teachers) from

changing their opinion and adopting the acceptable

procedure.




Finally, time constraints are barriers to integrating critical

thinking skills in the classroom. Instructors often have a

great deal of content to cover within a short time period.

When the focus is on content rather than student learning,

shortcuts such as lectures and objective tests become the

norm. Lecturing is faster and easier than integrating project-

based learning opportunities. Objective tests are faster to

take (and grade) than subjective assessments. However,

research indicates that lecturing is not the best method of

instruction, and objective tests are not the best method of

assessment (Broadbear, 2003; Brodie & Irving, 2007).

 


Critical thinking skills and examples of learning activities | Download  Scientific Diagram



Sample questions from all these studies

include the following:



What do you think about this?

Why do you think that?

What is your knowledge based upon?

What does it imply and presuppose?

What explains it, connects to it, leads from it?

How are you viewing it?

Should it be viewed differently?


These questions require students to evaluate the clarity and

accuracy of their thinking as well as the depth and breadth of

their thinking. Have they considered all the alternatives?

Do they know why they think the way they do?

Students need to determine whether the content they are

 using is relevant and if their thinking process is logical.

 By questioning their thought process, students can begin

thinking about their thinking.

.

Research on questioning methodology also suggests that

instructors should wait for student responses ).

Too often, the students’ silence is filled by the instructor re-

wording the question or asking a different student for a response.

However, most students need at least 8 to 12

seconds to process and formulate their response, especially in

critical thinking situations (Schafersman, 1991).

 If a question is based on rote memory recall, speed may be

relevant; however, thinking requires time and patience.

Give students the time they need to think critically.

 
20 Critical Thinking Activities for Elementary Classrooms - Teaching  Expertise



The problem-solver works through a case study or activity

by responding to questions from the peer coach.

 The IDEALS are to Identify, Define, Enumerate, Analyze,

List, and Self-Correct:



I     identify the Problem: What is the real question we are facing?

D    Define the Context: What are the facts that frame this  

      problem?

E    Enumerate the Choices: What are plausible options?

A    Analyze Options: What is the best course of action?

l     list Reasons Explicitly: Why is this the best course of action?

s     self-correct: Look at it again ... What did we miss?



This problem-solving technique guides students through the

critical thinking process and utilizes learner collaboration.

 Similar strategies include integrating project-based learning

activities that require students to apply their knowledge by

constructing a real-world product. As a final guide to student

practice, use peer assessments to facilitate students’ critical

thinking and meta-cognitive skills

 


My Journal  Articles:


1- Critical thinking  ( 1 ).



2- Critical thinking  ( 2 ).



3-Critical thinking   ( 3 )



4-Critical thinking   (4 )



5-Critical thinking   ( 5 )



6-Critical thinking   ( 6 )



7-Critical Thinking  ( 7 )



8-Critical thinking   (8)


9-Critical thinking   (9)




10-Critical thinking   (10)




11-Critical Thinking  ( 11 )




12-Critical Thinking   ( 12 )




13-Critical Thinking(13)




14-Critical Thinking  (14 )




15- Critical Thinking ( 15 ).




16-Critical Thinking  ( 16 )




17-Critical Thinking Test ( 17 )


Flag Counter


Tweet
Tweet

Make a free website with Yola