Critical Thinking Pedagogy

Critical Thinking Pedagogy-63
Media and Room Set-Up: Tables that seat 4-6 people, overhead projector with large screen, blank transparencies and pens, lighting that does not obscure the overhead, warm and friendly environment.

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I Never Ideal Grade Levels: K-20 Students form circle. Each student that done the thing the other student has not steps briefly into the center. After game, guessing may be done to predict what “sculpture” was. Silent Line Ideal Grade Levels: K-8 Students are given a criteria, and must silently put themselves in a line as quickly as possible, to meet a goal, compete against other classes, or receive some reward (free reading time, no homework, etc.) The criteria can simple (birthdays), or slightly more complicated (alphabetical order of college or career ambition). Inside-Outside Circle Ideal Grade Levels: 3-20 Students form a circle within a circle with (ideally) equal number of students in both circles.

The game continues until every person has stated something they’ve done. Magic Ball Ideal Grade Levels: K-20 Students form circle. Student sculpts imaginary ball into new shape, handing it to person to their right. Inside circle members pair with outside circle members.

They are given one minute to prepare a scene where they discuss the “event” without every actually saying what happened. Topics can be content related, such as parts of speech, colors, geometric figures, historical figures, etc. One Minute Talk Ideal Grade Levels: 5-20 Students are chosen to give 60 second talks on anything, from self-selected topics they are passionate about, have specific expertise in, etc., to topics given from teacher. Count to Ten Ideal Grade Levels: 3-20 All students stand in circle.

After given time period (1-5 minutes), peers guess “what happened,” but they must give up all four important details: Who, What, Where, and When, e.g.: What: College Basketball game Who: Kentucky and Kansas When: Early April Where: New Orleans 3. Green Door Ideal Grade Levels: 5-20 Leader chooses a topic, but keeps it quiet, only saying that “You can bring a ____ through the green door.” Students are then forced to deduce the topic by asking if other things can be brought through the green door as well, e.g., “Can I bring a _____ through the green door? First student says “1,” or “1,2.” The next student picks up where that student left off, and can say a maximum number of 2 numbers.

The formal development of critical thinking is discussed, and guidance is provided to help faculty insure that critical thinking becomes an integral part of learning.

Theory, research, teaching practice, and college programs pertinent to the development and role of critical thinking are presented in order to show how educators have shaped educational settings to nurture the capacity and disposition to think critically.

Number of Days: Professional development workshops can be scheduled for any number of days depending on purpose and need.

We highly recommend that the initial inservice be at least two days and part of a long-term staff development program.

They develop skills, abilities, and values critical to success in everyday life. In short, over time instructors come to recognize that teaching in a critical manner is essential for: Foundational Workshop: An Introduction to the Fundamentals of Critical Thinking & the Art of Instruction Critical Thinking and Socratic Questioning Critical Thinking and the Process of Assessment Critical Thinking, Socratic Questioning, & Assessment Critical Thinking & the Health Care Professions Critical Thinking and Writing Critical Thinking in the Social Studies & Disciplines Critical Thinking in the Arts & Humanities Critical Thinking in Science & Math Critical Thinking in the Professions Teaching Students to Think Theoretically & Empirically How To Teach Students To Ask Good Questions & Follow Out the Implications of Thought Critical Thinking in Elementary School Instruction How To Teach Students Intellectual Standards & Values Teaching Students to Enter, Analyze, and Evaluate Points of View Teaching For Emotional Intelligence Critical Thinking in Middle & High School Instruction Questioning Students and Teaching Students to Question Critical Thinking and the Affective Dimension: Fostering Rational Motivation in Students Analytic Reading and Writing as Modes of Thinking Ethics Without Indoctrination: Moral Reasoning Across the Curriculum Critical Thinking: The Role of Administration Professional development program costs vary depending on the presenter, number of days, and distance the presenter must travel.

All of this assumes, of course, that those who teach have a solid grounding in critical thinking and in the teaching strategies essential to it., comments on the importance of long term staff development. The honorarium rates for each presenter are listed below.


Comments Critical Thinking Pedagogy

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