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1. Think of a childhood fairytale.
2. Write a question about the fairytale as though you had assigned it as a reading
in your class.
3. Review Bloom’s Taxonomy of critical thinking on the next slide and determine which level of critical thinking would be required to respond to your question.
Write down the category next to your question.
1. KNOWLEDGE: recalling information2. COMPREHENSION: understanding
meaning3. APPLICATION: using learning in new
situations4. ANALYSIS: ability to see parts &
relationships 5. SYNTHESIS: Use parts to create a new
whole6. EVALUATION: judgment based on
criteria
Bloom’s LevelsBloom’s Levels
4. Share and discuss these questions with your collaborative group.
As a group, rewrite the questions to a higher
Level.
"In the classroom,"In the classroom, wondering wondering should be as should be as
highly valuedhighly valued asas knowing," knowing,"F. James Rutherford and Andrew Ahlgren in
“Science for All Americans”
The Big PictureThe Big Picture• Inquiry is the common thread in a
student-centered classroom: Used in–Cornell notes–Tutorials–Socratic Seminars–Philosophical Chairs–Learning Logs–Critical thinking & decision-making
The Big PictureThe Big Picture• Often begins with a question
• Encourages students to think critically
• Creates the opportunity for students to problem-solve & share analyses
• Inquiry promotes COLLABORATION
Inquiry immediatelyengages students with their own thinking processes.
Why Use Inquiry as a Why Use Inquiry as a Teaching Methodology?Teaching Methodology?
What results isstudent ownershipfor enlargedunderstanding ofconcepts and values.
Why Use Inquiry as a Why Use Inquiry as a Teaching Methodology?Teaching Methodology?
Learner performs activity
Teacher asks students probing questions
Learner reads provactive text
Learner justifies proposed
explanation
Inquiry is when…Inquiry is when…
Which Activities are Which Activities are Inquiry?Inquiry?
Complete a Complete a problem-solving activityproblem-solving activity Describe the stepsDescribe the steps you went through you went through to to solve the problemsolve the problem
– Flowcharts or Concept Flowcharts or Concept Maps? Maps?
– Critique each stepCritique each step: what you did, what was hard, : what you did, what was hard, what was easywhat was easy
Describe how to you would Describe how to you would improve improve the the processprocess for the next time for the next time
Increasing MetacognitionIncreasing Metacognition
• Students need to have an opportunity to reflect on their own thought processes so they can become adept at monitoring, assessing, and improving their own thinking.
““Thinking About Your Thinking About Your Thinking”Thinking”
““You can’t get students to You can’t get students to think critically without think critically without
asking critical questions”asking critical questions”
Carmen Serret-Lopez
1. KNOWLEDGE: recalling information2. COMPREHENSION: understanding
meaning3. APPLICATION: using learning in new
situations4. ANALYSIS: ability to see parts &
relationships 5. SYNTHESIS: Use parts to create a new
whole6. EVALUATION: judgment based on
criteria
Bloom’s LevelsBloom’s Levels
Level 1: Gathering/Recalling Information
Level 2: Making Sense of Gathered Information
Level 3: Applying/Evaluating Information
Costa’s LevelsCosta’s Levels
CompleteCountDefineDescribeIdentifyList
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CompareContrastClassifySortDistinguishExplain (Why)
InferSequenceAnalyzeSynthesizMake AnalogiesReason
CompleteCountDefineDescribeIdentifyList
MatchNameObserveReciteSelectScan
EvaluateGeneralizeImagineJudgePredictSpeculate
InferSequenceAnalyzeSynthesizMake AnalogiesReason
CompareContrastClassifySortDistinguishExplain (Why)
If/ThenHypothesizeForecastIdealizeApply a
Principle
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Three Story IntellectThree Story IntellectJigsaw ActivityJigsaw Activity
1. Form Groups of three. These are your “home” groups.
2. Number off by 3’s. Now all 1’s sit together, all 2’s, etc. These are your “expert” groups.
3. In expert groups, read and discuss your segment.
4. Return to home groups to shareyour expert group discussion.
Why is this important?Why is this important?
State and National surveys indicatethat approximately 90% of the questions K-12th grade students are exposed to are lower level questions.In college this trend reverses, andstudents deal primarily with high level critical questions.