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What is Critical Thinking?
Critical Thinking
“The art of analyzing and evaluation thinkingwith a view to improve it” www.criticalthinking.org
“Critical thinking is Process: actively and skillfully conceptualizes, applies, analyzes, synthesizes, and/or evaluates information/knowledge Method: by observing, experiencing, reflecting, reasoning, or communicating Purpose: for knowledge acquisition and action (e.g., problem solving) by Scriven, (2001)
When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.
A watch tells: the time of a day, the time of seasons, the time of 12 months, and the time of a year.
Therefore, learners need
knowledge, comprehension, application, analysis, synthesis, evaluation.
collect describe identify list show tell tabulate
define examine label name retell state quote
enumerate match read record reproduce copy select
Examples: dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws
Knowledge
associate compare distinguish extend interpret predict differentiate
contrast describe discuss estimate group summarize order
cite convert explain paraphrase restate trace
Comprehension
Examples: find meaning, transfer, interpret facts, infer cause & consequence, examples
apply classify change illustrate solve demonstrate
calculate complete solve modify show experiment
relate discover act administer articulate chart
collect compute construct determine develop establish
prepare produce report teach transfer use
Examples: use information in new situations, solve problems
Application
• Help students develop their thinking skills at all levels of cognition
The ways teachers need
• Deepen student comprehension of text, especially at the higher levels
Chunk and Link
Part-to-Whole
Whole-to-Part
Tim Can ReadTim is a good reader. He uses
clues to help him read. First, he looks at the picture. That helps him know what the story is about. Next, he reads the title of the story. Now he knows a little more. As he reads the story, the words make pictures in his mind.56
words
book
picturestory
look at read
Tomcan
= reader = he
read er
Diagramming Structure through Mapping
listen + er → listener
speak + er → speaker
read + er → reader
write + er → writerVerb
erApply & Transfer
Point of View
Purpose
Question at issue
Information
Implication consequences
Assumptions
Interpretation conclusion
Concepts,Theories
The Skills We Need for Critical ThinkingThe skills that we need in order to be able to think critically are varied and include observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem solving, and decision making. Specifically we need to be able to:
•Think about a topic or issue in an objective and critical way.• Identify the different arguments there are in relation to a particular issue.• Evaluate a point of view to determine how strong or valid it is.• Recognise any weaknesses or negative points that there are in the evidence or argument.• Notice what implications there might be behind a statement or argument.• Provide structured reasoning and support for an argument that we wish to make.
Assessments not just for mastering but for developing the thinking ways For the deeper comprehension:
Cue questions
For the language proficiency: pivot grammar as the basis
There are many symbols that stand for the United States. One symbol is the Liberty Bell. It stands for a free country. The U.S. Flag has 50 stars. Each star stands for a state. What are the colors of the U.S. flag? The bald eagle is another U.S. symbol. The eagle shows America is strong. It is on the U.S. quarter. The Statue of Liberty stands for freedom. Many years ago people came by ship to the United States. They were happy to see the Statue of Liberty. It showed that they had come to their new home.
The power of questions
Cue questions: What? colors, shapes, things, feelings, stand for…How? feelings…Why? history, culture…Which? preference Where?
The questions students can set:
What is the bell for?What are the starts for?What are the colors for?Where is the USA?…….
6 Whs 1 H
Guessing for Critical thinking as well
•Who decided to use those symbols?• What kind of person is he or she?• How did the other people think of those symbols? •If you were this person, what and how would you explain to the citizens?
•Understanding author's tone and voice•Making generalizations•Understanding sequence of events•Making comparisons
Assessments for reading: True or False in a short passage as follows.
I) Reading Comprehension:A) True (T) or False (F)1) Aladdin had an uncle named Abanazar. (T / F) 2) He gave Aladdin a ring to move the white stone. (T / F) 3) After Aladdin moved the white stone, he walked down the stairs. (T / F) 4) Abanazar wanted Aladdin to get into the third door and bring some fruit to him. (T / F) 5) Unluckily, Abanazar got nothing from Aladdin and left Aladdin stay in the dark for three days. (T / F) 6) Finally, he remembered the magic word and moved the white stone, then walked home. (T / F) 7) Aladdin’s mother was worried about him and told him there wasn’t any food. (T / F) 8) Therefore, Aladdin sold the ring and got many pieces of gold in order to get rice and meat back. (T / F) 9) Five years later, Aladdin became a rich man who owned a shop. (T / F) 10) Aladdin was nice to everybody, so everyone liked him very much. (T / F)
Creative writing: Create a country and think of the symbols for the country
Set the questions firstKnow what, how, and why
Precise and concise for using a language
Pivot grammars:Sentence →pivot word + open word
Noun
Adj.Deter.
Prep. Phr.
Adj. Clauses
Participles
Pivot + Open word My sock.P + O + O wordMy white sock.The sign for pivot words
The sign for open words
The sign for open words
Function words adjectives nouns
Nouns
Nounaanthe
Morpheme: the smallest grammatical unit
代換與形容
noun = noun 代換N + be + NS + V + SC
noun = noun 代換John = a studentN. + be + N.John is a student.S + V + SC
代換與形容原則
nounAdj.
代換與形容原則N. + be + Adj. 形容與移位
Blackboarda lot of=lots ofsome (˙/ not)any ( ？ / not)
a/an/s a/an/s many much a few (+) a little (+) few (-) little (-)
several
加強可不可數概念
附加與移位( ) → + not → (not/ ) 肯定到否定 ↓
(?)
直述到疑問
S
It is a book. → It is not a book.Is it a book?
Simple → compound → complex S.S.
附加 → 不重複 → 順序 → 移位
The Two-word Method
尋找 Key words noun
延展 to extend
連結 to link
The stage of two-word Pivot (P) and Open (O)
1) O (N / V, not too much morphemic
consideration)2) P + O (NP / S + V, get into the stage of two-word like simple noun phrases and the idea of intransitive verbs)
3) O + P (Phrasal verbs with spatial expression)4) O + O (no morphemic consideration)
5) P + O + O (get higher hierarchy)
I have a banana.You have an apple.He has a pear.She has an orange.
Teach inductively to deductively
Noun Noun+ v +
Coherence
and
cohesion
We adopt Classroom Assessment Techniques i.e. CATs to check our students’ learning in our class rooms. They evaluate
• Course-related knowledge and Reactions to instruction methods,• Skills like Critical Thinking, Creative Thinking, and Problem Solving
What are CATs? Classroom Assessment Techniques are formative evaluation methods that serve two purposes.
• They help us assess the degree to which your students understand the course content,
• They provide us with information about the effectiveness of our teaching methods.
Time for hands-on
Noun名詞
aan
thisthatthe
所有格 my…
X名詞篇
量化功能 指定功能noun x a/an this/that/the 所有格apple an this/that/the your
命名 :______ 代換 it = an apple ( = is/are)
An apple it = an apple → It is an apple.
A desk it = a desk. → _________________________________ ________ = _________ → _________________________________ ________ = _________ → ________________________
Referenceshttp://eduscapes.com/tap/topic69.htm
https://new.edu/nodes/introduction-to-critical-thinking#./introduction-to-critical-thinking?&_suid=143172341870308639037516248951
http://www.skillsyouneed.com/learn/critical-thinking.html#ixzz3aFIwTtX0
https://www.google.com.tw/url?url=https://www.criticalthinking.org/files/CH-CT_Mini_Guide1.doc&rct=j&frm=1&q=&esrc=s&sa=U&ei=RE9WVdzEHNXv8gWDroOAAQ&ved=0CBgQFjAB&usg=AFQjCNEiflLGWbdTwpU_W7N5wigdx5quiA
http://www.sadhana-school.in/accessment-approach.html
