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Critical Thinking Across the Language Curriculum, Part II
Cynthia Kieffer
University of Oregon
American English Institute
Introduction Puzzling Picture, Multiple Perspectives Topic I: Objectives of a Lesson Plan Topic 2a: Affective Strategies Topic 2b: Cognitive Strategies (Macro) Topic 2c: Cognitive Strategies (Micro) Topic 3: Recommendations Wrap Up, Q & A
Puzzling PicturesMultiple Perspectives
Old or young woman?
(Hint:old woman facing left;young womanlooking back.)
Topic 1:Quick Review of Bloom Knowledge: define, list, tell, describe Comprehension: explain, give examples Application: illustrate, classify
Critical Thinking Level = Analysis: compare, contrast, analyze Synthesis: substitute, invent, what if? Evaluation: judge, recommend, defend
Topic 1:Objectives of a Lesson Plan Comprehension
Ss retell the story Analysis
Ss compare and contrast the two main characters’ personalities
Evaluation Ss discuss and evaluate the characters’ motivation
Topic 2:Instructional Strategies
See handout:35 Dimensions of Critical Thought
Affective Strategies Cognitive Strategies,
Macro-Abilities Cognitive Strategies,
Micro-Skills
Topic 2a: Affective Strategies
Handout:“35 Dimensions of Critical Thought”S-1 through S-9(S = Strategy)
In a nutshell, these are talking about…
Topic 2b: Cognitive Strategies, Macro-Abilities
Handout:“35 Dimensions of Critical Thought”S-10 through S-26
In a nutshell, these are talking about…
Topic 2b: Cognitive Strategies, Macro-Abilities
S –15 developing criteria for evaluation: clarifying values and standards
What would you have done? How did character X feel? Why?
How do you know? How did the other characters feel?
Why? How do you know?
Topic 2b: Cognitive Strategies, Macro-Abilities
S –19 generating & assessing solutions
Why did he think X was important? Do you think X was important? What were the pros and cons? How else could he have solved the
problem?
Topic 2b: Cognitive Strategies, Macro-Abilities
S –24 Socratic questioning Questions for clarification: What do
you mean by . ..? What is your main point? How does ____ relate to ___? Could you put it another way? What is the main issue here?
Topic 2b: Cognitive Strategies, Macro-Abilities
S –24 Socratic questioning Questions about viewpoints or
perspectives: How would other groups of people respond? Why? What would someone who disagrees say? Can you see this another way?
Topic 2b: Cognitive Strategies, Macro-Abilities
S –24 Socratic questioning Questions about viewpoints or
perspectives: How would other groups of people respond? Why? What would someone who disagrees say? Can you see this another way?
Activity
TASK: Using the story of Romeo and Juliet (or another story/movie), develop activities or discussion questions that target the Cognitive Macro Abilities. Identify the strategy (S-10 to S-26) from “35 Dimensions of Critical Thought.”
Topic 2c: Cognitive Strategies, Micro-Skills
Handout:“35 Dimensions of Critical Thought”S-27 through S-35
In a nutshell, these are talking about…
Topic 2c: Cognitive Strategies, Micro-Skills
S –27
comparing and contrasting ideals with actual practice
Explain the rules of courtship during this time period. Compare and contrast the actions of Paris and of Romero in regard to courting and marriage.
Topic 2c: Cognitive Strategies, Micro-Skills
S –29
noting significant similarities and differences
Compare Shakespeare’s Act V (the original story) with the Leonardo Decaprio film version.
Activity
TASK: Using the story of Romeo and Juliet (or another story/movie), develop activities or discussion questions that target the Cognitive Micro-Skills. Identify the strategy (S-27 to S-35) from “35 Dimensions of Critical Thought.”
Topic 3: Recommendations Create a safe and interactive
environment. Integrate CT into the curriculum. Be proactive with classroom
management. Practice reflective teaching and
engage in professional development opportunities.
Critical Thinking Across the Language Curriculum, Part II
Cynthia Kieffer
University of Oregon
American English Institute