Skills for Teaching High Level Critical Thinking

LTHS Institute Day – January 2012

Session Objectives

– To instruct teachers how to get students to critically think

– To instruct teachers how to teach students to articulate their analytical thoughts

– To help teachers leave with a strategy that can be immediately implemented in the classroom

L.I.E. – 3 Ways of Thinking

• L.I.E.– L = Literal – restating what the author already says– I = Inferential – combining what the author says

with what you already know and drawing a conclusion

– E = Evaluative – providing your reactions, feelings, opinions, or perspective on a topic

ICEBERGWhat the author gives the reader (literal thinking)

Conclusions the reader can draw about the literal statements (inferential thinking)

What is the Strategy?

• The strategy is to use a 4 part analysis process using verbs for analytical thinking.

• 1 = state the observation you are making• 2 = choose the most appropriate verb (list on next slide)• 3 = state your analysis of the observation• 4 = explain how the analysis makes sense

• It is a tool that helps students organize their analytical thoughts.

• The process forces students to move beyond the literal level of thinking and into the inferential level.

Verbs for Analytical Thinking

• addresses establishesprohibits• allows forces proves• captures foreshadows reaffirms• clarifies forwards refute• conveys highlights reinforces• creates hints reveals• demonstrates illustrates shows• depicts implies suggests• diminishes indicates supports• emphasizes portrays underscores

verifies

Example of Analysis

• 1The fact that Don Anselmo wears an old, faded, formal suit to the bank 2highlights 3how important it is for him to sell his land. 4People usually wear formal attire when something important is going on. Because his best suit is described as faded and old, the reader learns just how little money Don Anselmo has. Clearly, he needs to sell his land.

How do I implement the strategy?

• Explain the difference between literal & inferential questions / answers

• Discuss problems people encounter w/ analysis• Practice making specific & interesting observations• Discuss the difference between the analytical verbs

and how to choose the most appropriate verb• Practice analyzing the observations students notice• Practice the 4th part of the process that explains how

the analysis actually makes sense

4 Part Analysis Process – Rubric

Implementation & Practice, continued …• I use the analysis process in many ways:– in class discussions• Use in journal entry at the start of class. The question

they answer is related to the main questions of the day.• When I ask questions, the kids need to format their

answers to use all four parts of the process.

– for entrance or exit slips to class great for homework

– to explain the results of a science lab– to explain the importance of details in essays

Other Content Areas?

• This strategy can be used in many situations:– Nonfiction texts– Fictional texts– Films– Science labs– Art pieces – Geometry proofs– Body language & facial expressions– Word choice in speeches

Who Benefits the Most?

• Every student at any level will benefit from using this strategy.

• LT English teachers have used this process with students ranging from Trans to A.P.

• It puts the thought into an easily understood format.• It forces students to move beyond the literal. • It forces students to explain their thoughts.• It teaches students to vary the verb choice and

choose the most appropriate verb.

How to Make This Strategy into an Academic Intervention

• If students struggle with answering inferential questions in class discussions, have them write the answer in this format before stating it verbally.

• If student struggles with essay skills, have them use this process to explain the importance of details.

• If the student is doing very well and needs to be challenged, work with that student on choosing the best verbs possible.

Example from History Class

• John Dewey’s childhood environment significantly influenced the way Americans look at public education. His pragmatic parents taught him that real learning happens outside of the classroom and that a true education is not just regurgitating facts. These two philosophies eventually led him to open the Chicago School of Thought at the University of Chicago where the emphasis was to learn to problem solve for practical situations. Clearly, his childhood environment influenced the education world.

Example from Science

• The fact that the inflated balloon increased in size indicates that the couple was driving uphill. Air expands with elevation gain due to lowering atmospheric pressure, and if the balloon size increases, that shows that the air inside of the balloon expanded, revealing that the couple was gaining elevation. If they had been driving downhill, the balloon would have decreased in size.

Science Example in Lab Report Format

• (Observation)The increase in balloon size (verb) indicates (lab

conclusion) that the car was driving uphill. (Hypothesis = correct or

incorrect)Air expands with elevation gain due to lowering atmospheric pressure. My hypothesis stated that the inflated balloon would expand as the car moved uphill and that the balloon would decrease in size as the car moved downhill, and the data supports the hypothesis. (Explanation) The atmospheric pressure no longer matched the air pressure on the inside of the balloon, and the size of the balloon increased because the car was at a higher elevation.

Time for You to Practice

• Read John J. Fialka’s “Meals on Wheels.”• Write an analysis using all four parts of the

process.• Trade with a partner.• Use the rubric to make sure that your partner

used the analysis process effectively.• If you need to, revise the analysis. • Share with someone other than your partner.

ICE Strategy

• ICE – all textual evidence • I = Introduce the evidence– Context – Speaker

• C = Cite the evidence – Author’s last name – Page number

• E = Explain how the evidence supports your claim– Use all four parts of the analysis to do this step

Example of ICEd Textual Evidence

• As Monsieur the Marquis arrives at his chateau, Dickens describes Marquis’ home as a “heavy mass” made of “heavy stone” with “stone urns, and stone flowers, and stone faces of men, and stone heads of lions, in all directions” (Dickens 119). By creating an image of everything being made of stone Dickens implies that the Marquis is an emotionless, cold-hearted man. Every single aspect of the property is described as being made of stone, and this would include those who live in the house – Monsieur the Marquis.

Rubric for ICEing Textual EvidenceThe student did not ICE the quote.

The student attempts to ICE the quote, but the wording and/or construction is very awkward and unclear.

Student is completely missing 1 of the parts – “I,” “C,” or “E.”

The “I” is nonexistent or extremely confusing about speaker / context.

The “C” is nonexistent.

The “E” does not explain importance of quote.

The “E” is nonexistent or missing 2 or more of the 4 parts of the process.

The student attempts to ICE the quote, but it is unclear in parts.

The “I” is missing either information about the speaker or the context.

The “C” does not have author’s last name or page number.

The “C” is not inside the sentence with the quote.

The “C” has extra information or punctuation inside it.

The “E” is missing 1 of the 4 parts of the analysis process.

Quote’s importance is not fully explained.

The student ICEd the quote in an outstanding manner.

The introduction reveals the speaker and the context.

The citation has only the author’s last name and page number inside the parentheses. It is inside sentence with the quote.

The explanation uses all four of the parts of analysis to fully explain the importance of the quote.

3210

ICE

Subtotal ____ / 3

Using Analysis & ICE in Essays

• At the end of these notes is an example literary analysis that uses the 4-part analysis process to ICE textual evidence.

• Also at the end of these notes, there is an example of how to use these strategies with nonfiction. The research paper is clearly made up, but I did that in order to avoid stealing an idea that students might want to use.

Apply to Your Curriculum

• With a partner, brainstorm 2 – 3 ways in which you can work this strategy into your curriculum.

• Begin writing a rough draft of an assignment you will try in the immediate future.

• Be ready to share ideas with the group. • Be ready to steal ideas from others.

Apply to Curriculum – 2

• Create your own poster for your classroom. – Write example that pertains to your subject.– Edit verb list if you want– Include a subject-related photo if you wish

• Email the poster to me, and I will have it printed, laminated, and delivered to you.

• poneil@lths.net