Post on 24-Jul-2020
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Summer Literacy Institute 2014 San Jacinto College
Pasadena, Texas
Critical Thinking: A Thread
Woven Karen F. Boyce
College Preparatory and ESOL Dept.
Critical Thinking: A Thread Woven...
Throughout the Fabric of the Course
Critical Thinking is the conscious processing of information at different levels of complexity.
• Students must be given explicit instruction and guided practice in critical thinking from the beginning to the end of the semester.
• There are many models on which to base instruction:
• Bloom’s Revised Taxonomy (pyramid)
• Kathy Schrock’s “Bloomin’ Apps” (gears)
Metacognition
• The key to unlocking critical thinking is self-awareness.
• Students need to be shown how to listen to their own thoughts and purposefully focus them at different levels of complexity.
• Students must also be shown ways to record their thoughts and use them to construct appropriate responses to academic tasks.
A Place for Everything... (classification)
Students develop an interactive notebook divided into sections (3-ring binder required).
• Class notes
• Reading/Writing Assignments
• Vocabulary list
• Journal
• Portfolio
What’s in a Word?
Students complete a weekly vocabulary log.
Reading: A Complex Process
Students need to understand that there is a sequence of steps that they should follow to maximize comprehension of academic texts.
Annotation and note-taking are carried out concurrently with each step.
• Pre-read
• Skim
• Reread (Deep Read)
Reading Comprehension
Deep reading requires students to analyze a text with the objective of recognizing and articulating implicit aspects of that text: • author’s assertions, assumptions, biases, and
position
• generally held assumptions relating to a subject
• students’ own assumptions
Annotation – “Not Just For Decoration”
• Students explore and identify important parts of text.
• Students insert their own comments and questions in and around text.
Annotation is a worthwhile
investment of a student’s time.
investment = something on which you spend (time or money) in order to receive some benefit in return
I‘m going to try this on my next reading assignment.
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Organizing Information
The Cornell Notetaking System is an interactive model for arranging notes on a page.
Course: Student’s Name:
Date: Topic:
Prior
Knowledge
information from previous experience, print, or
audio-visual sources)
Keywords,
Key Ideas
definitions
explanations/illustrations/examples
Questions,
Insights
unanswered questions arising from text
insights arising from text/connections to personal
knowledge and experience; to previous print and
audio-visual sources; to events in other places
SUMMARY: main idea and major supporting points in the order they
are presented in the reading
(Do not include your personal opinions or evaluations of the author’s
ideas.)
Sample Cornell Notes
Assessment: Aligned to Levels of
Complexity
• Test Preparation: Study guide items are based on levels of complexity.
• Exams: Exam items contain the same language as those on the study guide.
Sample Study Guide Item
Persuasion
• Remember the definition of argument: state orally or in writing the reasons that support a particular viewpoint.
Sample Test Item
Persuasion
• Write the definition of the word argument as it relates to persuasive writing. (remember)
Writing to Communicate
Students need to understand that there is a sequence of steps that they should follow to communicate effectively in writing for academic purposes. • Planning, Organizing, and Drafting (prewriting
form) • Revise (review Turnitin and/or Smartthinking
feedback) • Edit • Proof
Sample Prewriting Form
Writing in Response to Reading
• Students benefit from have stimulating input to prepare them for processing information from text.
• Short video clips are a good resource for eliciting critical thinking in preparation for reading.
• Encourage discussion and elaboration of responses.
Assessment: Reading Comprehension
and Writing Skills
Sample 1:
• Based on the article (included in exam), what is the position of the CCFC, and what argument do they use to support that position? (Write complete sentences.)
Assessment (continued)
Sample 2:
• Based on the reading, what is the position of the Fisher-Price Company, and what argument do they use to support that position? (Write complete sentences.)
Assessment (continued)
Sample 3
• Based on the reading, what is the author’s counterargument to the Fisher-Price argument? (Write complete sentences.)
Assessment (continued)
Sample 4: Based on the reading, write a standard length persuasive paragraph that includes the following:
• Include your position on this issue?
• Support your argument citing information from the passage as well as other sources.
• Make a specific recommendation to parents regarding the use of electronic devices and infants.
Assessment: Portfolio
• Scope: all semester
• Format: section of interactive notebook
• Contents: table of contents, reading/writing self-assessment, checklist for each assignment, completed assignments
Portfolio: Reading/Writing Self-Assessment
Portfolio: Final Evaluation
Resources • Slide 3: cartoon
http://www.cartoonstock.com/newscartoons/cartoonists/aba/lowres/education-teaching-critical_thinking-pre_pack-curriculum-teacher-new_job-aban1261l.jpg
• Slide 4: woven fabric
http://www.fabricandart.com/web_images/shot_silk_fabric/group.jpg
• Slide 6: Bloom’s Taxonomy original and Revised (pyramid)
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
• Slide 7: Animated Interactive Bloom’s Taxonomy (layer cake)
http://www.coe.uga.edu/epltt/images/bloom.swf
• Slide 8: Bloom’s Taxonomy iPad App (gears)
http://rebeccalucas.edublogs.org/files/2013/03/blooms_gears_ipad_720x952-2cpl0pd.png