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Aspects of critical thinking:1. Critical thinking is a productive and positive
activity.
2. Critical thinking is a process, not an
outcome.
3. Manifestations of critical thinking vary
according to the contexts in which it occurs.
4. Critical thinking is triggered by positive as wellas negative events.
5. Critical thinking is emotive as well as rational.
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1. Are all teachers aware enough of suchproductive process that might be missing during
the note-taking in children classes?
2. Do all teachers put the note-taking stage in
account when teaching children classes?
3. Have there been elicitations during the WB
consolidation or what-so-called note-taking in
children classes? Or do teachers just take it for
granted?
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Not all teachers are aware of the exploringprocess of the childrens English ability in thenote-taking stage.
Some teachers, perhaps most teachers ingeneral, consider note-taking is just ataking-down-the-note activity, not an
interactive student-centered activity in whicha lot of elicitations are involved.
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Days and Months
Monday, Tuesday,Wednesday,Thursday, Friday,Saturday
January, February,March, April, etc
Days and Months
What day is it afterSunday? The dayafter Sunday isTuesday.
The day __________ isFriday.
The month before
March is April. The month _________
is August.
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Critical thinking is . . .
Thinking outsidethe box
Divergent thinkingForming logicalinferences
Limitless thinkingHigher level thinking
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(Involve students to create the dialogue)
Teacher : It is 4:20 now. You are at ILP. What are you doing
now? Are you playing basketball?
You : No, I am not playing basketball now (Why?)
because I am at ILP.
Teacher : So, what are you doing now?
You : I am writing now. (Ask each std to say differently)________________________
________________________
Teacher : What about your mother? What is she doing now?
You : She is working now._________________________
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The question is:
How to produce notes that candevelop critical thinking skillsof the children students?
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Step 5: Provide feedback and assessment oflearning
Provide feedback to students
Create opportunities for self-assessment
Utilize feedback to improve instruction
learningStep 4: Review, refine, and improve
Monitor class activities Collect feedback from students
Step 2: Teach through questioning Develop appropriate questions
Employ questioning techniques
Encourage interactive discussion
Step 3: Practice before you assess
Choose activities that promote active learning Utilize all components of active learningStep
Step 1: Determine learning objectives
Define behaviors students should exhibit
Target behaviors in higher order thinking
5-Step Model to Move Students toward CriticalThinking
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A. T. Wyatt, Ed. D, McMurry Universityhttp://cs1.mcm.edu/~awyatt/csc3315/bloom.htm
http://cs1.mcm.edu/~awyatt/csc3315/bloom.htmhttp://cs1.mcm.edu/~awyatt/csc3315/bloom.htm7/31/2019 Promoting Critical Thinking Skills With Children Classes
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Showing the two different note contents withthe same title to some teachers and askingtheir opinion on which was more meaningful.And the answer was the one without grids.
Surprisingly they said that because that notecould develop stds critical thinking skill.
Giving out the sample of the meaningful notecontent, which was put inside the syllabusfolder of children levels.
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Bear in mind that:
The ability to solve problems is a
necessary life skill
And that is what we have to include inour students learning activity.
Happy creating