Critical Thinking 2

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 Critical Thinking 2









Mr. / Girgis




Go to my Blog



https://mrgirgis.blogspot.com/





Click here to go to : Abouna Fanous Site.




موقع عمى أبونا فانوس الأنبا بولا





email-logo – Jenny Brook Bluegrass



E-mail  1  :  girgishannaharoun@yahoo.co.uk




  E-mail    2  : girgishanna027@gmail.com




اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته



Translate This Page


“The sufferings of this present 

time are not worth comparing 

with the glory that is to be 

revealed to us.”Romans 8:18 


7 Ways That Teachers Can Improve Their Lessons | by Europass







Humor:





Girl Laughing Hysterically Stock Photo ...



Teacher: I hope I didn't see

 you looking at Maria's 

answers.


Student: I sure hope you 

didn't, either!

Use the other  language selector on 

my home page above to go through 

my whole site using any native 

language you speak,



then use the video above to see and 

listen to the same teaching topic in 

text below.



اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح

 موقعى باستخدامها . استخدم المؤشر


الذى فى الاعلى



Next, Use the world site selector on 

my home page above to go to the 

search engine site or the social 

media site you like.




My YouTube Channel:    Click: :( Mr. / Girgis H. H).


منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون

 /Unit 1: (Writers and stories) Lesson: 1





Critical Thinking



Significance:


 Critical thinking is an active state of mind in which the


 learner asks himself some inner questions to reach


 the solution to a problem.  Such questions start with


 the following questions words ( what, who, why, how,


 how come, where, when....).


Let's transfer from the stages of comprehension,


knowledge and applicability to other high levels of


 thinking like analysis, synthesis and evaluation.



When I hear I forget,


when I see I remember,


when  I practice, I learn,


When I learn, I analyze,


When I synthesize, I evaluate,


When I create, I innovate.


 



Remember




  • Recognizing



  • Recalling





Understand




  • Interpreting

  • Exemplifying

  • Classifying

  • Summarizing

  • Inferring

  • Comparing

  • Explaining






Apply




  • Executing

  • Implementing





Analyze




  • Differentiating

  • Organizing

  • Attributing





Evaluate




  • Checking

  • Critiquing





Create



  • Generating

  • Planning

  • Producing

 



In the revised taxonomy, knowledge is at the basis

 of these six cognitive processes, but its authors

created a separate taxonomy of the types of

knowledge used in cognition:




Factual Knowledge


  • Knowledge of terminology

  • Knowledge of specific details and elements





  • Conceptual Knowledge

  • Knowledge of classifications and categories

  • Knowledge of principles and generalizations

  • Knowledge of theories, models, and

    structures





  • Procedural Knowledge


    • Knowledge of subject-specific skills and 

    • algorithms

    • Knowledge of subject-specific techniques and methods

    • Knowledge of criteria for determining when to use appropriate procedures





  • Meta-cognitive Knowledge


  • Strategic Knowledge


  • Knowledge about cognitive tasks, including


  • appropriate contextual and conditiona lknowledge


  • Self-knowledge

 


Bloom's Taxonomy - Lesson Design Resources
 



Bloom's taxonomy:



Bloom's taxonomy includes 2 parts of knowledge levels.

The first part of this taxonomy includes the levels of

 understanding , comprehension, knowledge and

applicability. 




Critical thinking includes the second part of Bloom's

taxonomy which includes the processes of analysis,

synthesis and evaluation. They are called the superior

processes of thinking or critical thinking processes.


 



Bloom’s taxonomy:



Critical Thinking Skills

Bloom's Taxonomy is a method created by

Benjamin Bloom (1965) to categorize the

levels of reasoning skills that students use for

effective learning. There are six levels

of Bloom's Taxonomy: knowledge,

comprehension, application, analysis, synthesis,

and evaluation. Each one of the categories aims

 to construct one level of abstraction

more complex than the other.




Remember, understand, apply, analyze,

evaluate and create were organized and included

 action words to recognize cognitive

processes by which students come across and

work with knowledge.




In general, both teachers and students should

avoid test and assessment that merely

attempt recalling information but incorporate

higher levels to create real critical

thinkers.

 


The Original Taxonomy (1956)




Here are the authors’ brief explanations of these

main categories in from the appendix of Taxonomy

 of Educational Objectives (Handbook One, pp.

201-207):



Knowledge “involves the recall of specifics and

universals, the recall of methods and processes, or

 the recall of a pattern, structure, or setting.”



Comprehension “refers to a type of understanding

 or apprehension such that the individual knows

what is being communicated and can make use of

the material or idea being communicated without

necessarily relating it to other material or seeing its

fullest implications.”



Application refers to the “use of abstractions in

particular and concrete situations.”


Analysis represents the “breakdown of a

communication into its constituent elements or

parts  such that the relative hierarchy of ideas is

made clear and/or the relations between ideas

expressed are made explicit.”



Synthesis involves the “putting together of

elements and parts so as to form a whole.”



Evaluation engenders “judgments about the value

 of material and methods for given purposes.”


 



Knowledge:


In the knowledge level of Bloom's Taxonomy,

questions are asked merely to test

whether a student has gained specific

information from the lesson. Dates, events,

places and the wh- questions are displayed at

this level. For example, students should

match the words to their definitions.

Some common examples are:

Who were the main...?

Which one...?

Why did...?

 


Learning domains Note. Bloom et al.'s (1956) learning domains are... |  Download Scientific Diagram
 



Comprehension:


The comprehension level of Bloom's

Taxonomy has students go past simply recalling

facts and instead has them understanding the

information. With this level, they will be

able to interpret the facts. You are probably

recognizing comprehension questions

when you use words like describe, contrast,

discuss, predict, or paraphrase.

Some common examples for this

category are:



How would you rephrase the meaning?

What facts or ideas show...?

What is the main idea of ......?

Which statements support...?

Which is the best answer...?

 



Application:



Application questions are those where

students have to actually apply, or use, the

knowledge they have learned. They might be

asked to solve a problem with the

information they have gained in class being

necessary to create a practical solution.

For example, a student might be asked to

solve a legal question in Government class

using the Constitution and its amendments.

You can write questions that use words


like complete, solve, examine, illustrate,

show, etc.

Some common examples for this category are:


What would result if...?

Can you make use of the facts to...?

What elements would you use to change...?

What facts would you select to show...?

What questions would you ask during an

interview?

 


Analysis:



In the analysis level, students will be required

 to go beyond knowledge and application

and actually see patterns that they can use to

analyze a problem. For example, an

English teacher might ask what the motives

were behind the protagonist's actions

during a novel. This requires students to

analyze the character and come to a

conclusion based on this analysis. You write

analysis questions when you use words

like analyze, explain, investigate, infer, etc.

What conclusions can you draw . . . ?

How would you classify . . . ?

How would you categorize . . . ?

Can you identify the different parts ?

 


Synthesis:


With synthesis, students are required to use the

given facts to create new theories or

make predictions. They might have to pull in

knowledge from multiple subjects and

synthesize this information before coming to a

conclusion. For example, if a student is

asked to invent a new product or game they are

 being asked to synthesize. You are

probably writing synthesis questions when you

use words like invent, imagine, create,

compose, etc.

What changes would you make to solve...?

How would you improve...?

What would happen if...?

Can you elaborate on the reason?

 


Evaluation:



The top level of Bloom's Taxonomy is

evaluation. Here students are expected to

assess information and come to a conclusion

such as its value or the bias behind it.

For example, if a student is completing a DBQ

 (Document Based Question) for an AP

US History course, they are expected to

evaluate the bias behind any primary

or secondary sources in order to see how that

effects the points that the speaker is

making. You are probably writing evaluation

questions when you use words like select,

judge, debate, recommend, etc.

How would you evaluate...?

 


How would you compare the ideas...?

How would you compare the people...?

How could you determine...?

What choice would you have made...?

Following these guidelines teachers can help

develop critical skills for students to have

the capacity to think and act creatively, to meet

challenges positively and effectively,

and show initiative and enterprise in how they

think and learn. Thus, creating a real

impact on various aspects of society such as

social and economic development

 


Why Bloom's Taxonomy?




The authors of the revised taxonomy suggest a multi-

layered answer to this question, to which the author

of this teaching guide has added some clarifying

points:



1-Objectives (learning goals) are important to

establish in a pedagogical interchange so that

teachers and students alike understand the purpose

of that interchange.



2-Organizing objectives helps to clarify objectives for

themselves and for students.



3-Having an organized set of objectives

helps teachers to:



“plan and deliver appropriate instruction”;

“design valid assessment tasks and strategies”;and

“ensure that instruction and assessment are aligned

with the objectives.”


 


Smart thinking


Smart thinking is not an innate quality but rather a

 skill we can cultivate. Each of has the capacity to

 learn to be smarter.



Learning outside our field of knowledge helps us create

 new patterns for problem solving within our business.

Looking beyond the surface is a good way to train our

 memory to give us new ideas to solve future problems

 that are not obvious.




Since more often than not we do not know what we do

 not know -- or we think we know more than we actually

do -- it's a good idea to develop a habit of learning

through a culture of thinking.




A formula for thinking more effectively:


(1.) Develop smarter habits -- Habits are formed wheneve


r we repeat an action in a specific context. Habits are not


stopped, they are replaced.



(2.) Acquire high quality knowledge -- the core

knowledge for smart thinking is causal knowledge, which

 is what we use to answer the question “why?”

Unfortunately, the quality of our causal knowledge is

 often less good than we think it is.



(3.) Need to be able to use that knowledge when we

need it-- to use knowledge effectively, we need to master

the art of analogy. To that end, we need to learn to see the

 essence of the problems we are trying to solve. We also

need to improve our memory, or ability to remember things

to access knowledge when we need it. -- to use knowledge

 effectively, we need to master the art of analogy. To that

end, we need to learn to see the essence of the problems

we are trying to solve.  We also need to improve our

memory, or ability to remember things to access

knowledge when we need it.




Examples



1. If You Build it…



This team-building game is flexible. You simply have to


divide students into teams and give them equal amounts


of a certain material, like pipe cleaners, blocks, or even


dried spaghetti and marshmallows.



Then, give them something to construct. The challenge


 can be variable (think: Which team can build the tallest,


structurally-sound castle? Which team can build a castle


 the fastest?).


You can recycle this activity throughout the year by


adapting the challenge or materials to specific content


areas. Apart from critical thinking students also learn to


 collaborate and to work in groups.




2.   Think–Pair–Share



In this activity first asks students to consider a question


on their own, and then provide them an opportunity to


discuss it in pairs, and finally together with the whole class.


 The success of such activities depends on the nature of


 the questions posed.


This activity works ideally with questions to encourage


deeper thinking, problem-solving, and/or critical analysis.


The group discussions are critical as they allow students


to articulate their thought processes.


Re-group as a whole class and solicit responses from

some or all of the pairs.


Advantages of the think-pair-share include the engagement


of all students in the classroom (particularly the opportunity


to give voice to quieter students who might have difficulty


sharing in a larger group), quick feedback for the instructor


(e.g., the revelation of student misconceptions),


 encouragement and support for higher levels of


 thinking of the students.





3. The Worst Case Scenario



Construct a scenario in which students would need to


 work together and solve problems to succeed, like being


stranded on a deserted island or getting lost at


 sea/jungle/town. Ask them to work together and


 come out with a solution that ensures everyone


 arrives safely.


You might ask them to come up with a list of 10 must-have


 items that would help them most, or a creative passage


 to safety. Encourage them to vote everyone must agree


 to the final solution.





4. Go for Gold



This game is similar to the “If you build it” game:


Teams have a common objective, but instead of each


 one having the same materials, they have access to a


 whole cache of materials.


For instance, the goal might be to create a contraption


 with pipes, rubber tubing and pieces of cardboard that


 can carry a marble from point A to point B in a certain


number of steps, using only gravity.





5. Keep it Real



This open-ended concept is simple and serves as an


excellent segue into problem-based learning.


Challenge students to identify and cooperatively solve


a real problem in their schools or communities.


 



6. Gap Fill In




Students are shown a picture, projected in the front of

the room, if possible. At the top of their paper, students

 should write: "What is happening in this picture?"




At the bottom of the page, they should answer with 

what they believe is happening in the photo simply

in 1-2 sentences or according to the age/grade this 

activity is being done with.




In the middle of the page students write down all of the

steps they took to arrive at that answer. Students are

encouraged to write down the evidence they see that

supports their conclusion.



This activity not only uses evidence, but supports

Meta cognition skills by asking what prior knowledge

brought you to your conclusion. This is a good activity 

to Bell Work or "Do Now."







7. Fishbowl



Set up an inner circle and an outer circle in your

classroom. Students should not be sitting in this setup

yet, but rather in their regular classroom seats. 

The class should be presented with a question or 

a statement and allowed to reflect individually for

 a few minutes.




During this reflection period, count the class off into 

small groups by 3s, 4s, or 5s.Students should now 

transition to the fishbowl setup. In the numbered 

groups, have students facilitate a conversation while 

others on the outside observe without comment. 

(For example, a teacher may have all 1s go to the 

fishbowl, while the rest of the class sits in the outer 

ring.)




Once the inner group has discussed for a bit, have the

outer group evaluate two things: Their process is they

actually listened to one another and their content from

knowing whether they are providing evidence or just

opinions.





8. Big Paper - Building a Silent Conversation



Writing (or drawing) and silence are used as tools

 to slow down thinking and allow for silent reflection, 

unfiltered. By using silence and writing, students can

 focus on other viewpoints. This activity uses a driving

question, markers, and Big Paper. Students work in 

pairs or threes to have a conversation on the Big 

Paper.





Students can write at will, but it must be done in 

silence after a reflection on the driving question. 

This strategy is great for introverts, and provides a 

ready made visual record of thought for later.

 




9. Barometer—


Taking a Stand on Controversial Issues



When posed with a thought-provoking prompt, 

students line themselves up along a U-shaped 

continuum representing where they stand on that 

issue. The sides of the U are opposite extremes,

with the middle being neutral. The teacher starts a

 discussion by giving equal opportunity for individuals 

in each area of the continuum to speak about their 

stand. The students use “I” Wstatements when

 stating their opinion.





10. Journal Data Goals



Last but not the least, Students must be asked to

maintain journals and update them on a regular basis.

This can be done in the form of a blog as well.

By doing so students become their own progress

monitors and can assess the growth within oneself


 



Other Examples


1-Venn Diagram:



A-Down, a diagram where learners can learn

 about synthesis:






B-Down, a diagram where learners can find the

similarities and differences between 2 things, 2

characters or 2 phenomenon.





 


2-Subsequent events series:


Learners can use it in talking about a story events in its

 natural times subsequently. 


Example:


(Prisoner of Zenda), Chapter 1. The chapter "Feed back":


1- First,...................................the first event...........


2-Next,....................................the second event..........


3-Next,....................................the third event............


4-Then,...................................the fourth event.........


5-Later,...................................the fifth event.......


6-Finally,.................................the last event........




3-The range of solving problems:


The independent learner can ask himself simple

questions to reach the solution of a problem( What,Who,

 why, how, how come, where and when). It is called a self

 dialoguing state beside the dialoguing with others as a

group work.



The learner can find several solutions to the problem.

Then, he can select the solution which has less bad

effects. The solution may need a study which needs

 the help of several other subjects like ( History,

Geology, Maths, physics,....) to reach the best solution.


 



Solving problem Exercise:



1-Situation 1:



“A woman was near death from a special kind of cancer.

There was one drug that the doctors thought might save

her.


It was a form of radium that a druggist in the same town had

 recently discovered. The drug was expensive to make, but

the druggist was charging ten times what the drug cost him

to produce. He paid $200 for the radium and charged

$2,000 for a small dose of the drug.



The sick woman's husband, Heinz, went to everyone he

knew to borrow the money, but he could only get together

 about $1,000 which is half of what it cost. He told the

druggist that his wife was dying and asked him to sell it

cheaper or let him pay later.



But the druggist said: “No, I discovered the drug and I'm

 going to make money from it.” So Heinz got desperate

and broke into the man's laboratory to steal the drug

 for his wife.




2-Situation 2:


There is a trolley coming down the tracks and ahead,

there are five people tied to the tracks who are unable

 to move. The trolley will continue coming and will kill the

 five people. There is nothing you can do to rescue the five

people except that there is a lever.



If you pull the lever, the train will be directed to another

 track, which has only one person tied to it.

You have two choices:


Do nothing and the five people will die

Pull the lever and save the five people, but let one

person die.




Did you make your choice?



Situation 3:



There is a trolley coming down the tracks and ahead,

 there are five people tied to the tracks who are unable

 to move.



The trolley will continue coming and will kill the five people.

However, in this situation, you are standing on a bridge

 above the train tracks and you can see the train coming.



There is a man standing next to you, who is so enormous

and heavy that if he places himself in front of the oncoming

 train, it will hit and kill him but the train will stop.



So you have two choices


Do nothing and the five people will die.

Push the big guy down the bridge.

He will be killed but will stop the trolley and save the

five people.



 



Another Example for 


critical thinking skills:




  EDX program course content is:



(To solve an education problem, there are 6 steps):


1-Organizing collaborative work, creating data. 



   Observation,collecting data and Synthesis.  
  

2-digging into students data.                           Analysis


3-finding evidence,                                          Illustration


4-deciding the problem,                                  Evaluation


5--developing plan and assessing progress. 

Experiencing


6-Starting work collaboratively,       

Application of solution 


 


My Critical Thinking skills Research


1- Critical thinking  ( 1 ).


2- Critical thinking  ( 2 ).



1-Cultures.



2-Practice



4-Pre-Shool Education.



5-Reading abilities.



6-A model Lesson.



7-Curriculum Design.



8-Interaction  /  Interactivity



9-Education with a good quality.



10-Human Resources Management. 



11-Mind-Mapping



12- Using technology in teaching.



13-Education with a  good qualit

  English Teaching Forum 2014,


Volume 52, Number 4


1-Spoken Grammar



2-Environments for Learning



3-Integrating Environmental Education
 

4-TOEFL Essay Topics



5-Fish All Around Us



6-Classroom Activities


7-The Lighter Side: "Fish Tanks"


8-Homogeneous VS Heterogeneous.


9-Pedagogy, Andragogy and Heutagogy.


10-Human Resources Management. 


11-Mind-Mapping


12- Using technology in teaching.


13-Education with a  good qualit


14-Human resources management


15-Goup work and playing role


13-Classsroom work rules



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