Creating A Culture Of Thinking In The Social Science Classroom
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DEVELOPING A CULTURE OF THINKING IN THE SOCIAL SCIENCE CLASSROOM SHARON L.POITIER Catholic Board of Education Mini Conference 22nd August, 2000
WHAT IS CRITICAL THINKING?
•The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and /or evaluating information. (Scriven, 1996) •The intentional application of rational, higher order thinking skills. (Angelo, 1995) •Making reasoned judgements. (Beyer, 1995)
? “…A disciplined manner of thought that a person uses to assess the validity of something”
Eight Characteristics of Critical Thinking asking questions defining a problem examining evidence analyzing assumptions and biases avoiding emotional reasoning avoiding oversimplification considering other interpretations tolerating ambiguity (Wade, 1995)
Essential Aspects of Critical Thinking • Dispositions • Criteria •Argument •Reasoning •Point of View •Procedures for applying criteria
Why Teach Critical Thinking? ΄ So our students will not become passive receptors of information So our students learn to ask good questions So our students can make sound decisions about personal and civic affairs
Teaching Strategies to Help Promote Critical Thinking • CATS (Classroom Assessment Techniques) •Cooperative Learning Strategies •Case Study/Discussion Method •Using Questions (mastery, understanding, synthesis, involvement)
Teaching Strategies Cont’d
•Conference Style Learning •Use Writing Assignments •Dialogues •Ambiguity
WHAT IS CRITICAL THINKING?
•The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and /or evaluating information. (Scriven, 1996) •The intentional application of rational, higher order thinking skills. (Angelo, 1995) •Making reasoned judgements. (Beyer, 1995)
? “…A disciplined manner of thought that a person uses to assess the validity of something”
Eight Characteristics of Critical Thinking asking questions defining a problem examining evidence analyzing assumptions and biases avoiding emotional reasoning avoiding oversimplification considering other interpretations tolerating ambiguity (Wade, 1995)
Essential Aspects of Critical Thinking • Dispositions • Criteria •Argument •Reasoning •Point of View •Procedures for applying criteria
Why Teach Critical Thinking? ΄ So our students will not become passive receptors of information So our students learn to ask good questions So our students can make sound decisions about personal and civic affairs
Teaching Strategies to Help Promote Critical Thinking • CATS (Classroom Assessment Techniques) •Cooperative Learning Strategies •Case Study/Discussion Method •Using Questions (mastery, understanding, synthesis, involvement)
Teaching Strategies Cont’d
•Conference Style Learning •Use Writing Assignments •Dialogues •Ambiguity
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