Critical thinking.1 .

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“The sufferings of this present time are not worth comparing with the glory that is to be revealed to us.”

—Romans 8:18

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Article about:

Critical Thinking 1

Mr. / Girgis

What is critical thinking?

Critical thinking skills

Critical thinking Activities

Why teach critical thinking

Teaching strategies

Critical thinking for public and

higher education:

What is critical thinking?

Critical thinking is 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 .

Critical thinking skills

1-Analyzing.

2-Reasoning.

3-Evaluating.

4-Problem solving.

5-Decision making.

Critical thinking Activities

1-Note-taking pairs.

2-Quiz or test questions.

3-Round Robin response.

4-Summarizing peers' answers.

5-Active review sessions.

6-Debates.

7-Interviewing.

8-Exchanging Evaluation.

9-Puzzles and paradoxes.

10-Quotations.

11-Role-playing.

12-Jigsaw group projects.

13-Send a problem.

14-Relating concepts.

15-Analyzing and composing.

16-Comparing and evaluating.

Why critical thinking?

Critical Thinking is a domain-general thinking skill.

Being able to think well and solve problems

systematically is an asset for any career.

Critical Thinking is very important in the new

knowledge economy.

The new economy places increasing demands on

flexible intellectual skills, and the ability to analyze

information and integrate diverse sources of

knowledge in solving problems. Good critical

thinking promotes such thinking skills, and is very

important in the fast-changing workplace.

Critical Thinking enhances language and

presentation skills.

Thinking clearly and systematically can improve the

way we express our ideas. In learning how to

analyze the logical structure of texts, critical thinking

also improves comprehension abilities.

Critical Thinking promotes creativity.

To come up with a creative solution to a problem

involves not just having new ideas. It must also be

the case that the new ideas being generated are

useful and relevant to the task at hand. Critical

thinking plays a crucial role in evaluating new ideas,

selecting the best ones and modifying them if

necessary.

Critical Thinking is crucial for self-reflection.

In order to live a meaningful life and to structure our

lives accordingly, we need to justify and reflect on

our values and decisions. Critical thinking provides

the tools for this process of self-evaluation.

It is the foundation of science and a liberal

democratic society.

Science requires the critical use of reason in

experimentation and theory confirmation. The proper

functioning of a liberal democracy requires citizens

who can think critically about social issues to inform

their judgments about proper governance and to

overcome biases and prejudice.

Critical Thinking is important in life.

It helps you to think creatively – ‘outside the box’.

It keeps you from becoming narrow. Critical Thinking

is expected of you in higher education. It can lead to

developing your judgement, evaluation and problem

solving abilities.

Learning Critical Thinking enhances your

academic performance.

students who know how to analyze and critique ideas

are able to make connections across disciplines, see

knowledge as useful and applicable to daily life and

understand content on a deeper, more lasting level.

PDF] Active Learning: Using Bloom's Taxonomy to Support Critical Pedagogy | Semantic Scholar

Teaching strategies:

(Classroom Assessment Techniques):

Stresses the use of ongoing classroom assessment

as a way to monitor and facilitate students' critical

thinking.

An example of a CAT is to ask students to write a

"Minute Paper" responding to questions such as

"What was the most important thing you

learned in today's class?

What question related to this session remains

uppermost in your mind?" The teacher selects

some of the papers and prepares responses for

the next class meeting.

Using Questions:

Experts identify ways of using questions in the

classroom: Reciprocal Peer Questioning: Following

lecture, the teacher displays a list of question stems

(such as, "What are the strengths and weaknesses

of...........................?).

Students must write questions about the lecture

material. In small groups, the students ask each

other the questions. Then, the whole class discusses

questions from each small group.

Cooperative Learning Strategies :

Experts argue that putting students in group learning

situations is the best way to foster critical thinking.

"In properly structured cooperative learning

environments, students perform more of the active,

critical thinking with continuous support and feedback

from other students and the teacher"

Case Study /Discussion Method:

Experts describe this method as the teacher presenting

a case (or story) to the class without a conclusion.

Using prepared questions, the teacher then leads

students through a discussion, allowing students to

construct a conclusion for the case.

Reader's Questions:

Require students to write questions on assigned reading

and turn them in at the beginning of class.

Select a few of the questions as the impetus for

class discussion.

Understanding Bloom's Taxonomy for Learning Faster | Cleverism

How to teach critical thinking:

Part 1 :

Encouraging Students to Have an

Open Mind

1-Start a class discussion by asking an

open-ended question.

Open-ended questions are questions that have more than

one answer. Make sure to emphasize to your students

that there are no right or wrong answers. Let them know

that there are only opportunities to learn and some

answers may work better than others.

This will allow students to think critically and creatively

without fear of getting anything wrong. Show enthusiasm

about answers that are outside of the box to encourage

students to let their minds expand to different possible

ideas.

For example, ask students an open-ended question like,

"What would be a good way to get more people to

recycle in the school?"

Whether or not it's realistic, offer praise for an inventive

answer like, "we could start to make a giant sculpture

out of recyclable things in the middle of the school.

Everyone will want to add to it, and at the end of the

year we can take pictures and then break it down to

bring to the recycling plant."

Give students time to think things through.

Narrow thinking is often the result of rushing to give

an answer. For classroom discussions or in-class

assignments, give students a few minutes to think

clearly before they propose any ideas. For the best

results, have students sit quietly and put down their

books and pens while they reflect.

Try including a brief creative exercise in the beginning

of class to help get their minds working.

For example, you could ask students to identify 5

uses for a shoe .

Make a list naming the pros of two conflicting ideas.

Get students out of the mindset that there is always

a "right" and "wrong" answer by looking for the good

in two contrasting ideas. Make a large list on a

chalkboard, white board, or large poster with a

column for each idea. Ask students to name positive

things for both sides and to think about a possible

third option that would use parts of each.

For instance, make columns to name the good

things about both a camping trip and a city excursion,

then have students think about a happy medium

between the two.

Part 2

Helping Students Make Connections

Ask your students to look for patterns

and connections.

Across various subjects of study, encourage your

students to look for patterns and connections to the real

world. This will help your students tie individual lessons to

bigger trends or concepts, and also to apply them to

daily life. Encourage students to point out themes or

ideas that they've seen before as they are learning.

For instance, environmental themes may come up in

science, history, literature, and art lessons

If you are teaching geometry, then you might ask if

they have ever seen a building that resembles the

shapes you are teaching about. You could even

show them some images yourself.

Show students a vague picture to get them

thinking about their own assumptions.

Show your students a picture of something that is a bit

vague and have them guess what's happening in the

picture. Next, ask them to break down the clues in the

picture that led them to this assumption.

Finally, ask them to think about how some of their own

beliefs or experiences shaped what they thought about

the picture.

Explain to your students how the clues and their own

personal influences form their final conclusions about

the picture.

For instance, show students a picture of a man and

woman shaking hands in front of a home with a

"For Sale" sign in front of it. Have students explain

what they think is happening in the picture, and slowly

break down the things that made them reach that

conclusion.

Analyze statements by asking "why" five times.

It is important to encourage students to think about and

explain their reasoning behind their answers^.

Make a game out of interrogating claims by asking

"why?" about it five times. You can apply this to most

lesson plans you are teaching, especially in regard to

literature or history. Encourage students to do this on

their own to get to the root of problems and to think

about things more deeply.

If you are studying a book or play, you can ask a question

like, "Why did Bob go to the train station?" and break

down the responses in such a way:

"To take a train."

"Why?"

"To get to the city."

"Why?"

"To meet his friend."

"Why?"

"Because he missed him."

"Why?"

"Because he was lonely."

On a more advanced level, students will benefit from

interrogating their research and work to determine its

relevance.

Part 3

Teaching Students About Reliable

Information

1-Teach students the difference between opinions

and factual statements.

Teach your students that any claim they make is

considered an opinion until they can provide evidence

about it. This evidence might be an experiment that

they conduct, or reliable information published by

experts. In class discussions and projects, remind

your students to back up every claim they make with

some supporting data.

For instance, if a student says that there are fewer

libraries than there used to be, have them provide some

actual statistics about libraries to support their statement.

2-Remind students to be open to conflicting views.

Your students may be tempted to focus on sources that

agree with their point of view, but this will limit their ability

to think critically about the issue. Instead, encourage

your students to learn about both sides of the debate and

stay open to both opinions. This will allow them to learn

as much as possible about a topic before deciding where

they stand.

3-Help students spot advertisements disguised

as information.

Disguising product placements as neutral information is

a powerful advertising tool that is common today.

Show students a simple paid story article or subtle

commercial segment to get them to think more critically

about that information that is presented to them every

day. Ask them to consider the sources of this information

and the motivations driving someone to share the

information in the first place

Encourage students to ask the simple question,

"Who is sharing this information, and why?

For instance, an advertisement for a low calorie food

product may be disguised as a special interest television

segment about how to lose weight on a budget.

4-Have students rate a website.

In the age of electronic information, it is important to

know what websites are offering reliable facts and which

ones aren't. Discuss the issue in class, or give students

an assignment to look at a website on their own and

evaluate it. They should be looking at the following

factors.

The date it was published, whether or not it has been

updated, and how current the information is.

Tell students where to find this information on the

website.

What the author's qualifications are. For instance,

a medical article should be written by a doctor or other

medical professional.

If there is supporting evidence to back up what the writer

says. Sources should always have information to back

them up, especially when the source is something your

students find on the internet.

5-Encourage students to question the sources

of their information.

It is important to teach your students to look at their

sources on a deeper level. This will help them to identify

any potential conflicts of interest and think critically about

their sources.

For example, if your students are reviewing the political

viewpoint of a senator in the USA, ask your students to

look up donations provided to that senator from any

special interest groups. This may provide your students

with insight into the reasons for the senator’s views.


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Critical thinking 1 .

How to teach critical thinking:

Encouraging Students to Have an

Open Mind

Part 2 Helping Students Make Connections

Part 3 Teaching Students About Reliable

Information

Part 2

Helping Students Make Connections

Part 3

Teaching Students About Reliable