Foundations to Critical ThinkingThinking Groups and Collaborative Learning
The KEY to Unlocking
Intelligence and Imagination
Alexander Terego 2007www.AlexTerego.com [email protected]
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A PowerPoint Tutorial
The “Why” IntroductionWhat is Critical Thinking?Why Critical Thinking?Making MeaningThe BrainThe Great Mind/Brain MysteryFeedback LoopThinking GroupsGroup RulesContext – the Big PictureStandardized ThinkingStudent Buy-inWhy Thinking Groups WorkFour Methods of Critical Thinking Group ExercisesExamples of the Four MethodsSummary
The “How”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“We cannot always build the future for our youth, but we can build our youth for the future.”
FDR
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“This program represents one of the better answers to the call for educational change in America’s schools. Finally, a program that provides a method to utilize what we know about learning and the teaching and learning process.”
Stephen B. Graves, PhD,
Professor of Education, University of South Florida
“This program represents an enormous amount of cross-disciplinary, integrative thinking.”
Dr. Peter French
Dean of Academic Affairs, University of South Florida
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Watching students use Terego’s methods is like seeing them finally find the light switch.”
Nancy Clark, Language Arts Teacher, Venice Middle School
“Your ideas and methods are revolutionary and extremely beneficial. Bravo!”
Steven Sloan, 12th grade student, Pineview School
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Congress, the press, schools, and parents* are all calling for an educational change.
*In a poll commissioned by the Partnership for 21st Century Skills, 88% of parents said schools should incorporate critical thinking, problem solving, and communications.
The argument:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical ThinkingThinking Groups and Collaborative
Learning
Here is my analysis and solution:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Why Critical Thinking?
The U.S. House of Representatives Education Committee,
The U.S. Chamber of Commerce, And corporations worldwide…
Identified four skills for the 21st century workforce.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Today’s students will enter a job market that values skills very different from the traditional workplace talents that ably served their parents and grandparents. They must be able to crisply collect, synthesize and analyze information, then conduct targeted research and work with others to employ that newfound knowledge. Traditional academic approaches – those that employ narrow tasks and emphasize rote memorization or the application of simple procedures – won’t develop learners who are critical thinkers or effective writers and speakers. Rather, students need to take part in complex, meaningful projects that require sustained engagement and collaboration.”
Professors Linda Darling-Hammond & Brigid BarronStanford University
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The four skills for the 21st Century workforce are:
1. Clear and unambiguous communications skills;
2. Demonstrated problem-solving abilities;
3. Creative, original and critical thinking; and
4. Ability to collaborate in a group setting.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Critical Thinking Around the Box
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What does Critical Thinking really mean?
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“CRITICAL” has several meanings: “To judge severely.” “A crisis.” “Essential ingredients.” “In math, the minimum point of
inflection.” “In chemistry, the cause of abrupt
change.”OR……… “Careful and exact evaluation.”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“THINKING” has only one meaning:
“Rational judgment.”
SO CRITICAL THINKING MEANS… “Using our rational thought processes to
carefully evaluate a problem or issue, and come to a rational opinion.”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Why Critical Thinking?
To answer we must look at
LearningTeaching
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
That brings up some questions…
What exactly is LEARNING?What exactly is TEACHING?Answer…
They are two sides of the same processIt’s called Pedagogy.
A fancy word.Pedagogy simply means family and schools passing
on Big Ideas and Small Ideas to the next generation.AND the skills needed to process these ideas into
meaning.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What are the Big Ideas?
The ideas that make us fully functioning members of society.
“Who am I?” “Who are the others?” “How do I fit in?” “How do others fit in?” “Why am I here?” “Why are things the way they are?”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What are the Big Ideas? (continued)
“What is possible?” “How can I make sense of all this?” “What am I capable of?” “How should I behave?” “Why should I obey the rules?” “How do I feel about an issue?”
and finally…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“WHAT IS MY IDENTITY?”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Next Question…If those are the Big Ideas; what are the Small Ideas?
FACTS!!!!!! E = Mc² H²O is the chemical symbol for water Washington DC is our nation’s capital Toyota is the largest auto maker in the world The first seven prime numbers are: 2, 3, 5,
7, 11, 13, 17 This famous person who was born in 1732,
and died in 1799
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Let’s look at teaching/learning (pedagogy) another way; beginning with this question…
Should we teach and learn Small Ideas and Big Ideas the same way?
My Answer:
Schools, family, society and most of all, individuals are all responsible for arming the individuals with the facts they need.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Here’s the bad news.
This means listening, reading, writing, quizzes and TESTS.
It is the teacher or parent or author’s responsibility to inform you of the facts.
It is the student’s responsibility to learn them.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
On to the Big Ideas.
The Big Ideas are mainly student’s responsibility.
What’s the value of learning the Big and Small Ideas?
Facts (Small Ideas) + Understanding (Big Ideas) = What?
The Making of Meaning. And that is where CRITICAL THINKING
comes in.
Factstransmission
& memorization
Objective
Lectures – teacher active,student passive
Opinions do not matter
Students listen &take notes: Q&A
Rote learning
Proving right answers
Memorizing right answers
Making meaning
Subjective
Discussion- students active,teacher guides,opinions matter
Students set direction
Students control processStudents teach one another
brainstorm, creative,original, exploresolve problems
FACTS
MEANING
Examination isend result
An essay or otherwriting is result
CONTEXT
Diagram A
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What makes something—a piece of information, a Small Idea—a fact?
Facts are provable truths.
They are objective.
They can be tested.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Nine objects can be represented as nine ones, three groups of three, a group of five and one of four, a group of six and a group of three etc. The groups can be tested and proved.
This fact is true in Florida and true in Finland.
It is a universal truth; a fact.
Students may see the value of some facts and not others.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Students all probably see the value of learning enough facts to pass a driver’s test.
Because the facts about driving are relevant and obvious.
If students do not learn the facts in driver’s education they will not be as independent as those who did.
If students do not learn the facts about operating an iPod, cell phone or computer they will not get the benefits of instant entertainment, enjoyment or connectedness.
And of course they won’t be COOOOOOOL.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
It’s not so simple to see the relevance of math, grammar or history. They are not so immediate.
Most of us will only learn facts if they are relevant and valuable to us.
It’s tough to see relevance.
So, here’s the deal……No one can prove the relevance of anything to you.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
You, and you alone, can prove the relevance of anything.
If you convince yourself of the value of math what happens?
You learn it. That’s what!!!
And Critical Thinking is the best way to see if something is relevant.
Because it allows you to control the process.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Let’s leave facts alone for the moment.It follows that if something is not a fact, it must be something else.
It must be subjective, or not provable.
In other words—it’s an opinion or point of view.
YOUR opinion or point of view.
Taste—the opposite of truth—in other words.
Critical ThinkingYour truthYour philosophy (belief)Your meaningYour modus vivendi
Defy your truth:
• Inauthenticity • Stress • Conflict • Insecurity / discomfort
Live according to your truth:
• Authenticity • Happiness • Harmony • Security / comfort
Diagram B
Think of it this way…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Facts + Experience + Context + Opinion = Meaning
Critical thinking means: Using facts; the Small Ideas Drawing upon your experience Putting things in context Developing an opinion In order to make meaning: Big Ideas
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Critical Thinking leads to Making MeaningSo,
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Question: Why is it vital to make meaning from life’s ingredients: facts, preferences, opinions, and context?
Because most of the important decisions in life are subjective.
Very few people—even juries—base opinions solely on facts.
Most people’s opinions are based on beliefs.Most beliefs are hard to prove or test. They can
only be graded as believable or credible.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Your major life decisions—and mine—will mostly be based on subjective (unprovable) opinions.
College Career Marriage House
Political affiliation Car and friends Even clothes
Decisions about these issues will have the greatest impact on your life!!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Critical thinking is achieved by asking better questions.
“Change the way you think by asking better questions.”
Motto of the Harvard business School
(More—much more—on that later)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
OK: STOP THINKING! NOW!!
Can you? Can anybody? Is it possible to stop thinking? No, No and No. Unless asleep of course.
But isn’t dreaming thinking? No one knows.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
So what is thinking anyway?
Thinking must be important if we can’t stop.
What to do?
Perhaps we should try to harness thinking so it will help us?
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Ok, let’s try to harness thinking.
Where to begin?
What kinds of actions do we take by thinking?
Well, we all make decisions by thinking.
So why not think about thinking?
That’s called metacognition.
So, what’s thinking called?
Answer: Cognition.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Next logical question:Where does all this thinking and thinking about thinking happen?
The most complex organism in the universe… called?
The brain
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
If I only had a brian brain!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The Brain…
Here is the good news:
ALL of you own one.
The bad news?
It doesn’t come with a user manual.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The Brain…
Billions of neurons; connected by a million miles of cable; and no user manual!!!
Constantly shedding and creating new connections.
Constantly re-wiring itself.
What’s all this called?
Being human!!
Cool!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The brain has another part also.
It’s called the mind. We know a lot about the brain: more each
year.
What do we know about the mind?
Almost nothing except this…
It’s where you live. It’s your real home.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The Great Mind/Brain Mystery
What can your mind/brain do that no other animals can?
Anticipate problems. Analyze alternative solutions to problems. Solve problems. Overcome obstacles. Think about the future. Create original ideas.
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The Great Mind/Brain MysteryWhat can your mind/brain do that no other
animals can? (continued…)
Think about the concrete ideas. Think about abstract ideas. Manipulate its environment. Tolerate ambiguity. Think in color. Stand outside itself and look back.
That’s called reflection.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
If we all have all these gifts, it makes sense to examine them. That way we can learn to use them properly.
“An unexamined life is not worth living.” Socrates. 2300 years ago.
But how do I begin to examine myself?
How do I analyze my beliefs?
How do I decide how I feel about an issue?
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
By standing outside yourself and asking and answering honest and reflective questions—almost as if treating yourself as another person.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What kind of questions?
Hypothetical questions.
What’s an hypothesis?
A supposition or conjecture that requires an answer, such as…
“Why did I do that?”
“What could I have done better or differently?”
“What help or information could I have used to make a better decision?”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
There’s a step you must take before asking reflective questions…
Prepare yourself by willing yourself into a fully aware state.
DUH???
There is a huge difference between being awake and being fully conscious.
The difference is a result of…..
YOUR WILL POWER.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Another feature of your brain/mind that animals don’t have is your will…free will…choice.
You can chose between being just awake and being fully conscious.
In fact YOU are the ONLY one who can make that choice.
If YOU CHOSE to become fully cognitive, then you will.
It’s as simple as that!!!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Two more thoughts about thinking:
There are two kinds of thoughts/ideas:
1. Concrete thoughts/ideas Persons, places and things
2. Abstract thoughts/ideas Truth, beauty, justice or numbers
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Change the way you think by asking better questions.”
Critical thinking is all about asking questions.
But who do you ask?
Yourself and anybody else whose opinion has value.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Talking to others is obviously a good idea.
But how about talking to yourself? Good idea, or not?
Answer…..you can’t help talking to yourself.
In fact you are always debating inside your head.
The ONLY question is, are you doing it well?
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
If you are having a debate within your mind, and thinking things over, you will come to an opinion.
It is called a lifelong dialog whose purpose is…
To make meaning. To understand the big ideas.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Questioning is like a feedback loop.
Feedback loops depend on information.
Information (negative or positive) is used to control a process by making adjustments.
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Adjustment is the key to survival.
See a problem.
Ask questions about it.
Answer questions.
Assess or test your assumptions.
If your assumption is valid…
Adjust your thinking to solve the problem and make your own meaning.
PROBLEM
ASK
ANSWER
ASSESS(TEST)(THINK)
Get new information
Use existing information
ADJUST
Diagram C
Feedback Loop
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
We all have three gifts that allow us to adjust our position or idea or comprehension about anything.
One is EMPATHY.
The other is REFLECTION.
The third is the gift of LANGUAGE.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
It allows you to actually see through someone else’s eyes.
Imagine being able to consider things from another’s point of view!!
Imagine being able to guess what others believe!!
And imagine being able to mostly get it right!!
Imagine being able to hold another person’s ideas in your mind……and not agree with them!!
Aristotle said that is the essence of being human.
Empathy is a magical ability.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Reflection is equally magical.
Think of reflection as mulling things over; meditating on a thought; ruminating; cogitating.
Reflection means using our mind to think.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Language—speaking, understanding and writing—is the gift that civilized us.
If you were the ONLY person on the planet what would be the value of empathy and language?
Not much. If you were alone in the world what would be
the value of reflection? A bit more, but not that much.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
We are not alone, however. We live in society. So these three gifts of empathy, reflection and language are INVALUABLE.
The best news about these gifts is that they give us the chance to…..
Teach. The best way to convince—teach—yourself of
something is to…
Convince—teach—someone else.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Without other people we could never learn by teaching. As Prof. William Glasser proved we learn and remember 90% of what we teach. So we need others in order to learn.
So, the key ingredient for teachers is to get students into a teaching situation.
And that is why we are here.
I call these teaching situations THINKING GROUPS.
The idea is simple: to collaborate in a search for meaning.
Each member brings something to the group that they can teach to the others.
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,
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“A growing body of research demonstrates that students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems. Like the old adage states, ‘Tell me and I forget, show me and I remember, involve me and I understand.’”
“Research shows that inquiry-based teaching and co-operative learning is not so much about seeking the right answer but about developing inquiring minds.”
Professors Linda Darling-Hammond & Brigid Barron
Stanford University
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,
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A THINKING GROUP IS NOT A DEBATE WITH WINNERS AND LOSERS!!!!
The goal is high order thinking by everybody.
If collaboration is done right… it works for everyone.
If it didn’t, none of us would be here.
It takes a family, a tribe, a village, a congregation, a country working as a team, to make it work for all of us.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Group learning has worked since the dawn of time.
Socrates taught, and his students learned, in groups.
The military uses this method; as does government and business.
In business it is called the Group Dynamic. Many times it is used to solve hard problems.
We are social beings and work well in groups.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
This is a mystery to biologists. Why would a member give up something so that all group members benefit?
We do not know.
We do know that group thinking solves problems because…
We have the gifts of speech and thought.
We are able to take on board what others think…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Remember...we have three gifts.
One is EMPATHY.
The other is REFLECTION.
The third is the gift of LANGUAGE.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
We are also a curious lot.
And “Curiosity is the cure for boredom; thankfully there is no known cure for curiosity.” Dorothy Parker.
We can reflect on what we have learned.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
And finally….
Groups work because of
THE NETWORK EFFECT
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The network effect:
Group members speak to other members, and members speak to themselves. Thoughts flow between the left and right sides of the brain via the corpus callosum, a band of nerve fibers joining the two hemispheres of the brain.
Diagram D
corpus callosum
Mike
Peter
Nancy
Leslie Maria
Mike – 8 bilateral relationshipsNancy – 8 bilateral relationshipsPeter – 8 bilateral relationshipsMaria – 8 bilateral relationshipsLeslie – 8 bilateral relationships
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Solving problems, coming to conclusions, forming opinions is often done by building imaginary models.
In Thinking Groups we can practice building imaginary models or scenarios… collectively.
Why build models in our imagination?
Because we can.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Did Einstein build a machine that could travel at 186,000 miles per second (the speed of light) so he could ride along?
Did Einstein build an atomic collider so he could see inside an atom?
Did Stephen Hawking build a machine to send him to the center of a Black Hole?
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
No. They couldn’t…what did they do instead?
They conducted thought experiments—imaginary models. How?
They used their imagination.
Einstein called his thought experiments Gedankenexperiment.
Perhaps we should call this Thinking Group a Gedankenexperimentgrűppen.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Practice is best done in groups. Eventually we all have to conduct these thought experiments alone.
You will be faced with many choices or problems that require critical thinking skills to resolve.
Practicing in a group will hone these skills.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Collaborative learning transfers more responsibility to students, yet provides them with peer support. In any content area, students learn more and retain information longer when they work in productive groups. Students who work in collaborative groups tend to be more satisfied with their classes, complete more assignments and generally like school better.”
“Ideal collaborative learning tasks are those that cannot be accomplished just as well by one individual; they require interaction and the natural give and take of learning”
“Collaborative learning builds connections between previously learned concepts and new ones.”
Professors Douglas Fisher & Nancy Frey,San Diego State University
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
When a group of beginner tennis players learn to serve; they do it collectively first….over and over again, before trying it alone.
They are not just practicing in a group: they are teaching one another. One way we learn is by imitation.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
By learning how to use Critical Thinking to carefully build imaginary models or scenarios about the future and its possibilities anyone can:
Improve the odds of making better decisions
Protect yourself and those you love Overcome obstacles Solve problems Make better use of information
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
and…
Come to conclusions in a more authentic way Maximize your potential Make wiser choices about competing options Transform yourself by evolving your opinions
and… Move on!!!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Imagine driving at 60 mph and heading for a brick wall…
Your instinct kicks in.
You anticipate the likely outcome.
You imagine your options…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
But! Without the ability to think—practiced over many years—you are doomed!!!
Your skill at anticipation has no use without thought.
The brakes, steering wheel and headlights are of no value without thought.
Life is a lot like that.
Thinking—critical thinking especially—is the difference between mere survival and prospering.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
In life your critical thinking skills are your…
Brake pedal Gas pedal Steering wheel Fuel Transmission Wheels Headlights
Driving directions Driving mirrors Radar Antenna Gauges Spare tire Emergency alert
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
And most importantly, critical thinking is your
Global
Positioning
System
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Co-operative group work benefits students in social and behavioral areas as well, including improvement in student self-concept, social interaction, time on task and positive feelings towards peers and learning from the perspective of others. Low-income, minority and urban students benefited even more from co-operative learning; a finding repeated over several decades.”
“Studies identified social processes that explain how group work supports individual learning, such as resolving differing perspectives though argument, explaining ones’ thinking, observing the strategies of others and listening to explanations.”
Professors Linda Darling-Hammond & Brigid BarronStanford University
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Working in a group to solve problems using critical thinking skills will not only help you…
Identify problems and solve them… Identify options and choose the best
ones… Develop critical thinking skills…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
It will also develop other skills equally as beneficial…
The value of mutual respect and tolerance Team-building skills Listening skills Speaking skills Rhetorical—persuasive—skills Management skills Leadership abilities
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
WHY WOULD YOU NEED THESE SKILLS?
So you can make meaning of your life!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Evidence shows that inquiry-based, collaborative approaches benefits students in learning important 21st. century skills such as the ability to work in teams, solve complex problems, and apply knowledge from one lesson to another. The research also suggests that inquiry-based lessons and meaningful group-work can be challenging to implement since they are new to teachers.”
“A significant challenge to implementing this new kind of teaching is the
capacity and skills of teachers to undertake this more complex form of teaching. Teachers may think of this kind of teaching as unstructured and may fail to provide students with proper support and assessment as projects unfold.”
“But effective co-operative learning can be difficult to implement. Researchers identify at least three major challenges: developing group structures that help individuals work together, creating tasks that support useful co-operative work and introducing discussion strategies that support rich learning.”
Professors Linda Darling-Hammond & Brigid Barron
Stanford University
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Groups work best if there are…
Rules!!!
Without rules you get committees.
If a committee is asked to design a horse, chances are they will come up with a camel.
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
We humans are very individualistic by nature so group thinking is a learned skill.
Egos and jealousies and competitive behavior get in the way.
In fact it’s like herding cats, but worse.
We cannot only talk to one another. We can talk to ourselves, and that creates noise.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
So, here are our rules…
First is the Golden Rule…. Do unto others as you would have them do unto you!!! All members will keep an open mind. Each member has equal value. Each member is to be taken seriously. Each member has to take the other members seriously. Each member’s opinion is valid.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Rules, continued…
Individual members are safe from personal attack. Scorn, ridicule, personal judgments and destructive criticism are forbidden.
Only ideas can be attacked, not people. Even then politeness rules: do not interrupt—let the
other member finish speaking. There are no bad ideas, just ideas.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Rules, almost done…
All members will do their best to keep the focus on the ideas, and not on side issues.
All members will do their best to reach a consensus. Each member will take turns as the group leader. Group leaders will be treated with extra respect.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
That’s the why. Now for the how.
First let’s look at CONTEXT
Another way of saying context is…
The Big Picture
Return to Contents
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Stand blindfolded with your nose close to a painting. Now remove the blindfold and you will experience the exact opposite of context.
All you will see is bits of paint and a frame.
There will be no meaning until…
You step back.
It’s the same with anything.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Looking at the big picture first—context—before drilling down to the details makes meaning.
Michelangelo was a master of this…He looked at a giant block of marble—the big picture
—and saw……a statue trying to release itself.He saw his job was to remove the bits of marble that
did not matter…and reveal…His masterpieces: David or the Pieta
Or, think of context like a bull’s eye target…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A FACTOR SKILL
Diagram E
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Words without context are also meaningless.
Take the word “Rose” for example.
Seen in isolation, we know very little
Is it a noun, a verb or an adjective?
Does it mean a flower?
Or a color?
Or is it the past tense of ‘rise?’
We do not know until we see the other words surrounding and describing it—its context.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007Diagram F
The
scented perfume
ROSE?
The red
won the prize
She used
coloredpaint
He
to the top of his profession
Prices
higher than w
ages
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Facts and skills are a vital part of learning.
Three facts about facts and skills:
1. Facts and skills play a part in making decisions and making meaning.
2. By themselves they do not have much meaning, however.
3. But when examined in context they become highly prized assets.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
You have to know the size, weight and shape of the ball.
You have to know if the ball is stationery or moving.
You have to know the playing surface
You have to know the wind speed and direction.
You have to know which part of the foot to strike with.
But….so what?
Take the skills and knowledge involved in kicking a soccer ball:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
In isolation, all of this knowledge and skill is pointless without…
…you guessed it…
Context!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
In this case, what is the context?
Rules and regulations 11 Opponents 10 Teammates Tactics such as
thinking two moves ahead and running into an open space (anticipation)
Self-protection
Choosing a particular kind of kick
Learning how an opponent thinks
Learning the opponent’s strengths and weaknesses.
Strategy Winning within the rules
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What is the meaning that I make from all this?
I find out how well my skills fit into a team effort.
I find out how well I can adjust and adapt to ever-changing conditions.
So, now my knowledge and facts and skills have contributed to something more….
They have become relevant and meaningful to me.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The skills and knowledge are the small ideas.
How I fit in is the big idea.
Lesson:
Repetitive drills make sense only if they are thought of...
…that’s right…
in context.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The problem is that currently schools are focused mostly on
Memorization of curriculum Standardized testing All of which produces
standardized thinking, when the world is moving to flexible, innovative thinking.
Return to Contents
:,
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Memorization and test-taking do not align with the 21st century smart economy’s needs for:
Critical thinking Problem solving Communication Collaboration
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Cognitive/logical ability Emotional systems
Memorization and test taking also do not align with children’s neuro-biological needs; they have two other functions besides memory:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Neglects cognitive and emotional systems;
And teaches that memorization is the same as problem solving*.
*Dr. David Sousa
An over-emphasis on memory development also…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A feeling of safety.
Safety is best achieved when the Big Questions are asked and answered:
Who am I? What is my role?
Conversely, being tested on the Small Questions leads to dread & insecurity.
The emotion that is pre-eminent for learning is:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The new economy; The neuro-biological needs of
children; And the educational mandates of
federal and state governments.
This is “the quiet crisis in education.” Tom Friedman, The World is Flat
It is clear that there is an asymmetry between the needs of…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What is needed is a technique for simply and efficiently putting learning into context.
That way students “buy in” to learning the Small Ideas as a way to answer the Big Questions.
School districts and teachers cannot ignore the law but neither should they ignore their student’s neurological makeup and the new economy.
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
…an efficient unobtrusive way of permanently embedding critical thinking, collaboration, problem solving, and communications training—especially writing—into the everyday student/teacher curriculum experience (thus ensuring “buy in” by students).
Foundations to Critical Thinking…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Across the curriculum Across gender differences Across racial differences Across income levels
Each child’s reason why subject matter is important to them is different.
Only when children “buy in” does learning take place...
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Why is “buy in” by children important?
The closer to the battlefield, office, factory, store…or classroom decisions are made…
…the more effective they will be. But federal and state capitals and district
offices are far afield from teachers and even more remote from children.
Encouraging children to “buy in” by making decisions and forming opinions for themselves is a goal of this program.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Similarly, studies also show the widespread benefits of co-operative learning, in which small teams of students use a variety of activities to more deeply understand a subject. Each member is responsible for learning what is taught but also for helping his or her teammates learn, so the group becomes a supportive learning environment.”
Professors Linda Darling-Hammond & Brigid Barron
Stanford University
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
To encourage “buy in,” clearly we need to weave strands of new thinking into the existing fabric of teaching.
The question is, “How?”
Let’s begin with the fact that there are two kinds of teaching/learning.
Two Teaching/Learning Styles
FACTS are the small ideas The BIG ideas advancecivilization
Teaching of objective truths.
StudentsMostly passive & believe this is the only way to learn
TeacherMostly active incontrol, direction,& management
Combination lecture, Q & A to find “right” answers
Objective results only sought
ContentScience, Literature, Art, Music
Geography, History, Mathematics
Factual content only is memorized
Students take notes
Students memorize facts
Students are examined by multiple choice or quiz
Learning by making meaningfrom subjective content.
Opinion making.
StudentsMostly active• Listen, question, debate• Students set direction• Think critically,
creatively, originally• Brainstorm• Teach themselves by
exploring topic• Control process• Build respect• Each student has equal
weight• Problem solving, not
rote memorization• Social skills developed• Leadership skills
developed• Multiple intelligences
used• Attack the BIG Ideas
TeacherMostly passive• Offers guidance• Answers questions
Optional, subjective resultsto multiple, cross-curricular issues.
Opinions count, not just facts.
Students are examined by written essay or other outcomes e.g. PPT presentations
Didactic / Lecture Style Maieutic / Self-Directed Groups
Alexander Terego 2007
Two Teaching/Learning Styles
“Stand and deliver.”“Drill and skill.” Intellectual midwifery,
Facilitating ideation
Didactic / Lecture Style Maieutic / Self-Directed Groups
Alexander Terego 2007
“Guide on the side,not a sage
on the stage.”Peter French, PhD
Academic DeanUSF College of Education
“These are processes thatare student-driven, not-teacher-driven.”
Professors Darling-Hammond & Barron
Stanford University
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Self-directed Thinking Groups: why do they work?
Two heads are better than one. The sum is greater than its parts. Organizations have used self-
directed mutual inquiry since Socrates’ time.
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“In a study of 2218 students, the Center for the Organization and Restructuring of Schools at the University of Wisconsin, these practices (inquiry-based teaching, co-operative learning) were found to have a more significant impact on student performance than any other variable including student background or prior achievement levels.”
Professors Linda Darling-Hammond & Brigid Barron
Stanford University
Return to Contents
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
According to Professor Glasser we learn…
10% of what we read; 20% of what we hear; 30% of what we see; 50% of what we hear and see; 70% of what we discuss with others; 80% of what we experience;
and…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
According to Professor Glasser, we learn…
90% of what we teach.
In a group setting all the members can teach.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
There is also the multiplier effect:
The more people talk…
the more the ideas will flow.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The multiplier effect:
Network Effect of Membership Size in Thinking Groups
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10
Number of Participants
Nu
mb
er o
f C
on
nec
tio
ns
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Thinking Groups
Thought experiments built on group imagination;
Not a competitive debate with winners and losers.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
In life, most of the issues and decisions that any citizen will deal with are subjective…unprovable.
Objective facts help; Subjective taste/opinions are
much more important.
Foundations to Critical Thinking
FACTS TASTE / OPINION
Alexander Terego 2007
Gray area
Schools Self/Peers
The Whole Child
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking means…
Using collaborative, problem-solving, and critical thinking skills to solve and communicate issues that involve: All curricular subjects; By combining fact and opinion… Into a conclusion…and a buy in.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Graphic Method Contextual Thinking Spider Diagram Lists
There are four methods used in this program:
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Rules of conduct Rules by which the problem is
addressed Physical setup
Circular tables (4, 6, or 8) Dictionary, thesaurus, encyclopedia,
search engine whiteboard or interactive whiteboard
(IWB)
In all four methods, there are rules to be followed.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
The following are examples using the Graphic Method for Thinking Across the Curriculum, the Contextual Thinking, Spider Diagram, and the simple List Method approach.
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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The Interconnectedness of Learning: an example of Thinking Across the Curriculum using the Graphic Method (and the Contextual Method)
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Prompt:
Is all learning interconnected?
Team leader writes the prompt on an Interactive Whiteboard (IWB).
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Following the rules of the Terego method, team leader re-phrases the prompt:
Is all learning part of the same thing?
Or:
Are there different reasons to learn different subjects?
Step One:
Learning
Verb Form
Alexander Terego 2007
Step two: team leader and thinking group analyze and diagram the key words—in this case, “learning.”
Noun Form
Synonyms:• Studying• Becoming
informed• Schooling
Definition:The act or process of gaining knowledge.
Synonyms:• Education• Knowledge• Scholarship• Comprehensio
n• Wisdom
Definition:Known facts, ideas, and skills that have been transmitted / imparted.
Alexander Terego 2007
Next step: group leader leads a question and answer phase. Each answer is summarized in brackets (parentheses).
Question/Answer form: (WHO—what—why—where—when. )
Who is involved in learning?
• Self, others, teachers, peers, mentors, role models, family, friends, clergy. (Everyone)
Who discovered /invented learning?
• Necessity: how else could knowledge be transmitted from one generation to the next? Teaching/learning are natural instincts. (Necessity)
Alexander Terego 2007
Question/Answer form: (who—WHAT—why—where—when. )
What ways do we learn?
• Experience, practice, reasoning, memorization, multiple intelligences. (Cognition, practice, memory)
What is common to all learning?
• Mastery of content. Integration of content and outcome. (A knowledge/skill)
What is the difference between learning different skills/knowledge?
• In the brain/memory, very little.• Skills/knowledge are transmitted and received similarly.• Therefore, they must be connected. (Very little)
What is the goal of learning?
• Personal preparation. Insight into how the big ideas of self and the small facts of our world fit together. (Insight)
What is learning a part of?
• The shared human database from which we learn and to which we contribute. (Heritage)
What happens if we believe all learning is isolated?
• We stay in a silo and do not connect the dots.• We see the curriculum as partitioned, not connected.• We neglect the big ideas in favor of the small ideas.• We fail to make meaning the purpose of education.• (Lose sight of the big picture)
Alexander Terego 2007
Question/Answer form: (who—what—WHY—where—when. )
Why is learning necessary?
• Each generation inherits the knowledge and wisdom of their ancestors. It is important to know how to use it and add to it. (Don’t re-invent the wheel)
• Preparation for life. (Jobs, responsibilities)
Alexander Terego 2007
Question/Answer form: (who—what—why—WHERE—when. )
Where do we learn? • In school, at home, at play.
• Awake – short-term memory.
• Asleep – information is passed into long-term memory
• In our brain, mind, central nervous system, emotional system, with all our senses.
• (Everywhere)
Question/Answer form: (who—what—why—where—WHEN. )
When do we learn? • (All the time)
• (More if we are open to it)
Alexander Terego 2007
Next step: thinking group populates the diagram on the Interactive Whiteboard (IWB), placing summaries (in the brackets) of all responses to the who, what why, where, when questions into the appropriate section of the IWB.
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Learning
Verb Form Noun Form
Synonyms:• Studying• Becoming
informed• Schooling
Definition:The act or process of gaining knowledge.
Synonyms:• Education• Knowledge• Scholarship• Comprehensio
n• Wisdom
Definition:Known facts, ideas, and skills that have been transmitted / imparted.
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Learning
Verb Form Noun Form
Synonyms:• Studying• Becoming
informed• Schooling
Definition:The act or process of gaining knowledge.
Synonyms:• Education• Knowledge• Scholarship• Comprehensio
n• Wisdom
Definition:Known facts, ideas, and skills that have been transmitted / imparted.
EveryoneTeaching / learning are natural instincts
Cognition, practice, memory
A knowledge/skill
Very little difference between learning
different skills/knowledge
InsightHeritage
If isolated, lose sight of the big picture
Don’t re-invent the wheel
Jobs, responsibilities
Everywhere
All the time
More if we are open to it
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Any database of information increases its usefulness if all the elements within it can be connected. Conversely, if the information in the database is not able to be connected, then its functionality is diminished. So, if we begin to view our human body of knowledge as one entity—not just silos of math or history or art—but as one great interconnected curriculum—the learning/teaching exercise could be much more productive to each student, teacher, school, and society. --OR--
Next step: Thinking group reviews the completed diagram and produces an outcome: in this case, a thesis statement:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Student perceptions of why they study the small facts will change, once they see the value of all learning as a way to connect the dots and create their big picture of their world; their big ideas. Besides, the 21st Century economy requires integrative thinking.”
Alternative thesis statement:
Note: I prepared this example because of an experience I had when teaching a group of teachers from various disciplines—math, science, stocial studies—and the topic of “All teachers are teachers of English.” They mostly disagreed, displaying a “silo” mentality.
Thanks, Alex
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Is all learning interconnected?
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Or…the thinking group could use the contextual method to analyze the same prompt:
The group leader writes the key word on the IWB and asks the group to answer questions as in the following diagram:ning interconnected?
Alexander Terego 2007
LEARNING
What is learninga part of?
What is knowledgea part of?
Our toolkit for survival
Now, the group leader leads a discussion on the constituent parts
of science?
Sciences Arts
— Math— Computer Science (IT)— Physics— Chemistry— Biology— Social Science
— English— Foreign Languages— Media Studies— Art— History— Geography
Contextual Example: “Learning”
The thinking group leader writes the word “learning” on the Interactive Whiteboard.
KnowledgeWhat is this toolkit
a part of?
Our cultural patrimonyWhat is our
cultural patrimonya part of?
Humankind
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Having built this taxonomy of learning, the response to the prompt, “Is all learning interconnected?” is now drafted under the guidance of the thinking group leader. The outcome of this deliberation can be: A debate; A speech; A PowerPoint; A presentation; A presentation using the proprietary IWB
software; A demonstration; Even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“Humanity’s body of learning or knowledge is like a tree. It is an eco-system of interconnected, mutually dependent parts, working together as a way to survive, grow, prosper, and propagate.”
--OR–
Or in this case, an essay or thesis statement:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
“One way to look at the various branches of learning—the arts and sciences—is to think of them not as nouns but as adverbs. We study artistically or scientifically, but the object of our study is the same: ourselves and the universe, which is why we can study geographically, socially, mathematically, chemically, physically, through information technology or language, biology, the media, and in any other way. Seen this way it seems obvious that all knowledge and learning is connected.”
Alternative thesis statement:
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The following are examples using the Graphic Method for Thinking Across the Curriculum, the Contextual Thinking, Spider Diagram, and the simple List Method approach.
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
An elementary school example of Thinking Across the Curriculum using the Graphic Method
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
An elected group leader writes the beginning prompt on a whiteboard or interactive whiteboard (IWB):
“What are commercials?”
CommercialsAn advertisement...a message, public notice or broadcast in the press, over the air, or online.
Alexander Terego 2007
The main word, “commercials” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).
After discussion and referring to dictionary or search engine, the group leader writes an agreed definition beneath the main word.
CommercialsAn advertisement...a message, public notice or broadcast in the press, over the air, or online.
Alexander Terego 2007
television radio internet magazines newspapers signs
The group brainstorms and determines the constituent parts of the word.
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
A member of the group divides the graphic into five sections.
These are the What, Who, Where, Why, & When sections.
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
Companies
Listeners
Viewers
Adults
Politicians
Kids
Who makes commercials?
Who watches or hears commercials?
Now group members begin to ask and answer what, who, where, why, and when questions.
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
Companies
Listeners
Viewers
Adults
Politicians
Kids
Toys
Cars
Cereal
New movies
Politicians
Beer
Stores
What do commercials talk about or advertise?
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
Companies
Listeners
Viewers
Adults
Politicians
Kids
Toys
Cars
Cereal
New movies
Politicians
Beer
Stores
Television
Internet
Radio
Newspapers
Signs
Magazines
Posters
Where do commercials appear?
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
Companies
Listeners
Viewers
Adults
Politicians
Kids
Toys
Cars
Cereal
New movies
Politicians
Beer
Stores
Television
Internet
Radio
Newspapers
Signs
Magazines
Posters
To sell something
To earn money for the company
To change how people spend their money
To get people to come to a store or to a new movie
To get people to vote a certain way
Why do companies and politicians make commercials?
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
Companies
Listeners
Viewers
Adults
Politicians
Kids
Toys
Cars
Cereal
New movies
Politicians
Beer
Stores
Television
Internet
Radio
Newspapers
Signs
Magazines
Posters
To sell something
To earn money for the company
To change how people spend their money
To get people to come to a store or to a new movie
To get people to vote a certain way
Any timeday or night
Often
When do commercials appear?
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
Companies
Listeners
Viewers
Adults
Politicians
Kids
Toys
Cars
Cereal
New movies
Politicians
Beer
Stores
Television
Internet
Radio
Newspapers
Signs
Magazines
Posters
To sell something
To earn money for the company
To change how people spend their money
To get people to come to a store or to a new movie
To get people to vote a certain way
Any timeday or night
Often
The desired outcome of an examination of a word or a prompt is a thesis statement.
Group members discuss and agree on a main idea—the thesis statement.
Commercials
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
An advertisement...a message, public notice or broadcast in the press, over the air, or online.
television radio internet magazines newspapers signs
Companies
Listeners
Viewers
Adults
Politicians
Kids
Toys
Cars
Cereal
New movies
Politicians
Beer
Stores
Television
Internet
Radio
Newspapers
Signs
Magazines
Posters
To sell something
To earn money for the company
To change how people spend their money
To get people to come to a store or to a new movie
To get people to vote a certain way
Any timeday or night
Often
“Commercials are made to sell things to people of any age. Commercials try to change how people act, whether it is how they spend money, what movie they go see, or who they vote for. Viewers should be careful to make up their own minds.”
Results of the Graphic Method and other critical thinking strategies:
• Better thinking• Authentic writing• Better problem solving• Democratic learning• Goal realization• Love of learning
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking method examples:
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A middle school example of Thinking Across the Curriculum using the Graphic Method
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A middle school example of Thinking Across the Curriculum using the Graphic Method.
An elected group leader writes the beginning prompt on a whiteboard or interactive whiteboard (IWB):
“Biography is the key to history”
The main word, “biography” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).
Biography
The group leader divides the page into five sections.
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
These are the What, Who, Where, Why, & When sections.
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
After discussion and using a dictionary or search engine, the group leader writes an agreed definition beneath the main word.
An account of a life written by another
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
The group brainstorms and determines the constituent parts of the word.
An account of a life written by another
Psychological profile Personal life Public life Achievements Narrative
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
And now, the group begins to ask questions… for example:
An account of a life written by another
Psychological profile Personal life Public life Achievements Narrative
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
Who writes biographies?
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
What sources do biographers use?
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
What is the purpose of a biography?
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
Where did biography start?
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
Where were they written?
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
Why is biography valuable?
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
History predictsthe future
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
Why are we so fascinated by biographies of the famous and influential?
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
Why are biographies important?
An account ofa person
illuminatestheir times
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
When did biographies first appear?
An account ofa person
illuminatestheir times
3330 BC – Egypt1300 BC - Mesopotamia
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
When did it become popular?
An account ofa person
illuminatestheir times
3330 BC – Egypt1300 BC - Mesopotamia
3330 BC – Egypt1300 BC - Mesopotamia
18th Century EuropeBoswell’s Life of Johnson
20th & 21st Centuryexplosion of
celebrity bios
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
The group is left with a completed graphical illustration of their thought experiment.
An account ofa person
illuminatestheir times
3330 BC – Egypt1300 BC - Mesopotamia
3330 BC – Egypt1300 BC - Mesopotamia
18thCentury EuropeBoswell’s Life of Johnson
20th & 21st Centuryexplosion of
celebrity bios
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
The desired outcome of an examination of a word or a prompt is a thesis statement such as this one written by a group of seniors:
An account ofa person
illuminatestheir times
3330 BC – Egypt1300 BC - Mesopotamia
3330 BC – Egypt1300 BC - Mesopotamia
18thCentury EuropeBoswell’s Life of Johnson
20th & 21st Centuryexplosion of
celebrity bios
Alexander Terego 2007
Psychological profile Personal life Public life Achievements Narrative
“History is largely about people. They make history happen. To understand any period in time it therefore helps to understand the make-up of its major players, their influences, and their roles. It also helps to understand the biographer and his agenda.”
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
These are the building blocks to a well-thought, well-written essay.
An account ofa person
illuminatestheir times
3330 BC – Egypt1300 BC - Mesopotamia
3330 BC – Egypt1300 BC - Mesopotamia
18thCentury EuropeBoswell’s Life of Johnson
20th & 21st Centuryexplosion of
celebrity bios
Psychological profile Personal life Public life Achievements Narrative
Alexander Terego 2007
• A thesis statement• Supporting ideas• Clear thinking about each idea
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Biography
An account of a life written by another
Historians(no agenda)
Admirers(agenda)
Detractors(agenda)
Sources—newspapers,
diaries, speeches,letters
To praise subject
To criticize
To set recordstraight
Ancient times• Egypt• Babylonia• Greece• Holy Land
TemplesClay tablets
Humans love to read about other people
History predictsthe future
An account ofa person
illuminatestheir times
3330 BC – Egypt1300 BC - Mesopotamia
3330 BC – Egypt1300 BC - Mesopotamia
18thCentury EuropeBoswell’s Life of Johnson
20th & 21st Centuryexplosion of
celebrity bios
Psychological profile Personal life Public life Achievements Narrative
Alexander Terego 2007
Results of the Graphic Method and other critical thinking strategies:
• Better thinking• Authentic writing• Better problem solving• Democratic learning• Goal realization• Love of learning
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking method examples:
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A middle school example of Thinking Across the Curriculum using the Spider Diagram method
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Next Method: The Spider Diagram
Let’s use a different prompt… “Why do we all play games?”
Most of the time more than one word is dominant or important.
How many important or key words in this prompt?Two: “Play” (a verb) and “Games” (a noun).
Both need to be analyzed and diagrammed.Now, with Idea/Support Forms ready.It’s time to begin the analysis…by free writing.
Idea/Support Form
Topic: Why do we all play games? Idea: Support for Idea:
Turn into a question: ”Do we all need to play games?”
Definition of “Games” 1. A way of amusing ourselves with rules;
2. a competition with rules.
Definition of “play” 1. To occupy ourselves for amusement.
2. to take part in a pastime with rules.
Related words & synonyms Gamble, act, musical instrument, electronics,
competition, exercise, board games, Olympics
rivalry
Other ideas: the who, what, why,
where, & when questions.
Who plays games? Children, adults, sportsmen & women,
many animals
What games are played? Board games, print media (crosswords)
Electronic games, sporting games
Why do we play games? Boredom, peaceful way to release energy,
Competition, mental exercise, & fun
(continued…)
Idea/Support Form
Topic: Why do we all play games? (continued )Idea: Support for Idea:
Where do we play games? Everywhere
When do we play games? Whenever we are awake
How important are games to me? I love to compete
Do animals really “play?” Maybe it’s nature’s way to practice
Are games ever bad? Roman “games” were awful
Grand Theft Auto, Mortal Kombat (video games)
Play
Againstothers
Againstoneself
Gamble/Risk
Compete(contests)
ElectronicMusic
Act
Instruments
TV
Games
Satisfycuriosity
Amuseoneself
Mostlyphysical
Purposes
Video
Mostlymental
Puzzles
Entertainoneself
RewardoneselfFulfill
oneself
Occupytime
PursueRivalry
Internet
Board
Individual
Non-contact
Team
Contact
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The result of an exercise like this is a written thesis statement expressing a point of view about the topic—“Why do we all play games?”
For example; “Even a brief look at the way people occupy their leisure time now, and all through history, leads to the conclusion that games must fill some basic need.”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking method examples:
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A high school example of Thinking Across the Curriculum using the Graphic Method
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
An elected group leader writes the beginning prompt on a whiteboard or interactive whiteboard (IWB):
What is math?
(Note: this example is aimed at college-bound juniors and seniors. )
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The process…
The group asks and answer the following questions about MATH:
Definition; Constituent parts; The Who, What, Why, Where, When
questions.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The group works together to define math:
A symbolic, efficient shorthand code for recognizing and manipulating patterns
Solves and communicates ideas that English language alone cannot
A common set of symbols understood by all to solve problems faced by all
Using a dictionary or search engine, the group agrees on a definition and begins to graph the idea of math on a whiteboard or interactive whiteboard (IWB):
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What are the constituent parts of math?
Arithmetic, algebra, geometry, algorithms, trigonometry, and calculus
During discussion, the group leader graphs the ideas:
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Arithmetic algebra geometry algorithms trigonometry calculus
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
These are the Who, What, Why, Where, and When questions.
The group leader divides the graphic into five sections.
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Arithmetic algebra geometry algorithms trigonometry calculus
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The group asks and answers the who questions:
Who invented math? Early ancestors
Who advanced math? Early Romans, e.g. Thales, Pythagoras,
Archimedes, Euclid Middle Ages – Arabic book “al Jabr” 17th Century – Newton, Leibnitz, Pascal 19th / 20th Century – Russell, Newton,
Hawking, Perelman Who uses math?
Almost all societies
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Arithmetic algebra geometry algorithms trigonometry calculus
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Early humans
Arabs inMiddle Ages
Ancient Greeksand Egyptians
20th centurymost countries
Everybody
17th centuryEuropeans
Ancient Romans
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Next they ask and answer the what questions:
What kinds of math are there? Pure and applied
What are numeric systems? Base 10/decimal; Base 2/binary;
Base 12/distance; Base 60/time, Roman numerals; Arabic numerals
What is math? A symbolic, efficient shorthand code for
recognizing and manipulating patternsWhat are symbols?
Representations of abstract ideas.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
What else?What is geometry?
Solving 2D and 3D spatial problems
What is an algorithm? A set of rules to solve engineering—
especially computer—problems
What is trigonometry? Calculations without direct measurement
What is calculus? Measurement of change and motion
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Arithmetic algebra geometry algorithms trigonometry calculus
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Pure & applied
Pattern recognition/ manipulation
Symbolic code
Arithmetic= + - x,
decimals, fractionsBase 2, 10, 12, 60
Roman, Arabic Numbers are codesfor ideas
Trigonometry: calculationswithout measurement
Algebra: fill in the blank
Solves problems more easilythan just English
Geometry:space, 2D, 3D
Early humans
Arabs inMiddle Ages
Ancient Greeksand Egyptians
20th centurymost countries
Everybody
17th centuryEuropeans
Ancient Romans
Algorithm: to solve engineering problems
Calculus: measureschange and motion
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Now for the Why questions:
Why do we need math? A common set of symbols
understood by all to solve problems faced by all.
Solves and communicates ideas that the English language alone cannot.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Why did ancient people use math?
Early people needed to keep count and records. (Who is missing? Who’s present?)
Ancient Egyptians used geometry to track floods
Greece—as a philosophy…Pythagoras
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Arithmetic algebra geometry algorithms trigonometry calculus
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Math is a problem-solving code accepted
worldwide, unlike language
Needed tokeep count
Geometry in Egypt;tracking floods5000 years ago
Greece—as a philosophy…Pythagoras
Rome—engineering,military
Mesoamerica—engineering,calendars, religion
Early humans
Arabs inMiddle Ages
Ancient Greeksand Egyptians
20th centurymost countries
Everybody
17th centuryEuropeans
Ancient Romans
Pure & applied
Pattern recognition/ manipulation
Symbolic code
Arithmetic= + - x,
decimals, fractionsBase 2, 10, 12, 60
Roman, Arabic Numbers are codesfor ideas
Trigonometry: calculationswithout measurement
Algebra: fill in the blank
Solves problems more easilythan just English
Geometry:space, 2D, 3D
Algorithm: to solve engineering problems
Calculus: measureschange and motion
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Where did math evolve?
Egypt, China, India, Greece, the Arab-speaking world, Italy, Germany, France, U.K., U.S
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Arithmetic algebra geometry algorithms trigonometry calculus
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Math is a problem-solving code accepted
worldwide, unlike language
Needed tokeep count
Geometry in Egypt;tracking floods5000 years ago
Greece—as a philosophy…Pythagoras
Rome—engineering,military
Mesoamerica—engineering,calendars, religion
• Egypt• China• India• Greece• Arab world• Italy• Germany• France• U.K.• U.S.
Early humans
Arabs inMiddle Ages
Ancient Greeksand Egyptians
20th centurymost countries
Everybody
17th centuryEuropeans
Ancient Romans
Pure & applied
Pattern recognition/ manipulation
Symbolic code
Arithmetic= + - x,
decimals, fractionsBase 2, 10, 12, 60
Roman, Arabic Numbers are codesfor ideas
Trigonometry: calculationswithout measurement
Algebra: fill in the blank
Solves problems more easilythan just English
Geometry:space, 2D, 3D
Algorithm: to solve engineering problems
Calculus: measureschange and motion
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
When did math start?
Early (pre-writing) scratch marks or pebbles to keep count.
Geometry – Egypt, 5000 years ago measuring the Nile’s floods
India, Greece, Rome
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
When did numeral systems begin?
Decimal – Hindu, 2300 years ago Base 12 – Roman, 2300 years ago Base 60 – Babylon, 2300 years ago Mesoamerican numeral system – 1200
years ago Base 2 – Leibnitz 400 years ago
Math
Alexander Terego 2007
Solves problems that are beyond the English language
Arithmetic algebra geometry algorithms trigonometry calculus
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Math is a problem-solving code accepted
worldwide, unlike language
Needed tokeep count
Geometry in Egypt;tracking floods5000 years ago
Greece—as a philosophy…Pythagoras
Rome—engineering,military
Mesoamerica—engineering,calendars, religion
Before writing, notches on sticks,
pebbles
• Egypt• China• India• Greece• Arab world• Italy• Germany• France• U.K.• U.S.
Early humans
Arabs inMiddle Ages
Ancient Greeksand Egyptians
20th centurymost countries
Everybody
17th centuryEuropeans
Ancient Romans
Pure & applied
Pattern recognition/ manipulation
Symbolic code
Arithmetic= + - x,
decimals, fractionsBase 2, 10, 12, 60
Roman, Arabic Numbers are codesfor ideas
Trigonometry: calculationswithout measurement
Algebra: fill in the blank
Solves problems more easilythan just English
Geometry:space, 2D, 3D
Algorithm: to solve engineering problems
Calculus: measureschange and motion
Geometry – Egypt,5,000 years ago
Ancient India,Greece, Rome
Decimal – Hindu, 2300 years ago
Base 12 – Roman, 2300 years ago
Base 60 – Babylon, 2300 years ago
Mesoamerican numeral system –
1200 years agoBase 2 – Leibnitz
400 years ago
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Once the graph is completed:
The group discusses and agrees on a thesis statement.
"Math evolved from a necessity to solve problems language could not. Some of these problems were practical such as keeping count, measuring and predicting floods or sun and moon cycles for planting and harvesting. Some of the problems addressed by math had religious, government, military or engineering purposes. Some math was purely theoretical. Many civilizations built on the discoveries of others; in China and Mesoamerica math developed independently. Math is now a universal code for solving universal problems."
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Results of the Graphic Method and other critical thinking strategies:
• Better thinking• Authentic writing• Better problem solving• Democratic learning• Goal realization• Love of learning
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking method examples:
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A career/technical example of Thinking Across the Curriculum using the Graphic Method
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
An elected group leader writes the beginning prompt on a whiteboard or interactive whiteboard (IWB):
“Why is it important to choose a career path?
(Note: this example is aimed at non-college-bound juniors and seniors. )
CareerA chosen occupation, job, or profession.
Alexander Terego 2007
The main word, “career” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).
After discussion and using a dictionary or search engine, the group leader writes an agreed definition beneath the main word.
Career
Alexander Terego 2007
job occupation vocation work profession duty
The group brainstorms and determines synonyms of the word.
A chosen occupation, job, or profession.
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
A member of the group divides the graphic into five sections.
These are the What, Who, Where, Why, & When sections.
job occupation vocation work profession duty
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models Who do I know who can help me in my career choice?
Now group members begin to ask and answer what, who, where, why, and when questions.
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
Who are examples of role models who made good career choices?
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
What is a vocation?• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income
What is a job?
A repetitivetask done for
moneyWhat is an occupation?
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
money
What is work?
A means toearn a living
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
money
What is a profession?
A means toearn a living
An occupation thatrequires specialized, advanced
training
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
What is a duty?
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
What are my strengths and weaknesses?
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Good at communicating; not
good at math
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
What have famous people said about careers?
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Good at communicating; not
good at math“Finding out what kind of work
you are best suited for,and finding a way to do that work,
is the key to happiness.” John Dewey, psychologist, philosopher, and educator
“To find joy in work is to discover the fountain of youth.” Pearl S. Buck,
Nobel prize winning author.
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
Why is this decision important?
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Good at communicating; not
good at math“Finding out what kind of work
you are best suited for,and finding a way to do that work,
is the key to happiness.” John Dewey, psychologist, philosopher, and educator
“To find joy in work is to discover the fountain of youth.” Pearl S. Buck,
Nobel prize winning author.
Means the differencebetween happiness and not
Work will consumea huge part of my life
I will workan average of 7 jobs
in my career
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
Why do I find this issue difficult to deal with?
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Good at communicating; not
good at math“Finding out what kind of work
you are best suited for,and finding a way to do that work,
is the key to happiness.” John Dewey, psychologist, philosopher, and educator
“To find joy in work is to discover the fountain of youth.” Pearl S. Buck,
Nobel prize winning author.
Means the differencebetween happiness and not
Work will consumea huge part of my life
I will workan average of 7 jobs
in my career
Too remote
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Good at communicating; not
good at math“Finding out what kind of work
you are best suited for,and finding a way to do that work,
is the key to happiness.” John Dewey, psychologist, philosopher, and educator
“To find joy in work is to discover the fountain of youth.” Pearl S. Buck,
Nobel prize winning author.
Means the differencebetween happiness and not
Work will consumea huge part of my life
I will workan average of 7 jobs
in my career
Too remote
I just knowthat I do
Why do I want to especially do one thing with my life?
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Good at communicating; not
good at math“Finding out what kind of work
you are best suited for,and finding a way to do that work,
is the key to happiness.” John Dewey, psychologist, philosopher, and educator
“To find joy in work is to discover the fountain of youth.” Pearl S. Buck,
Nobel prize winning author.
Means the differencebetween happiness and not
Work will consumea huge part of my life
I will workan average of 7 jobs
in my career
Too remote
I just knowthat I do
Where do I find out about my options?
Friends
Counselors
The internetCurrent
practitionersParents
Associations
Teachers
Books
Career
Alexander Terego 2007
A chosen occupation, job, or profession.
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
job occupation vocation work profession duty
Parents
Teachers
Friends
Role models
• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers
A calling An activity that is a source
of income A repetitivetask done for
moneyA means toearn a living
An occupation thatrequires specialized, advanced
training
A course of actionrequired by social custom
or moral obligation
Good at communicating; not
good at math“Finding out what kind of work
you are best suited for,and finding a way to do that work,
is the key to happiness.” John Dewey, psychologist, philosopher, and educator
“To find joy in work is to discover the fountain of youth.” Pearl S. Buck,
Nobel prize winning author.
Means the differencebetween happiness and not
Work will consumea huge part of my life
I will workan average of 7 jobs
in my career
Too remote
I just knowthat I do
When do I decide?
Friends
Counselors
The internetCurrent
practitionersParents
Associations
Teachers
Books
Now – beforehigh schoolgraduation
Soon
People can change their mind
any time
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Once the graph is completed:
The group discusses and agrees on a thesis statement.
“On average, most Americans study for 13 – 17 years, work for 45 years, and are retired for another 16 years. So it makes sense to prepare to make good choices about something we will spend 40% of our waking life doing.”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking method examples:
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A “teach the teacher” example of Thinking Across the Curriculum using the Graphic Method
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
An elected group leader writes the beginning prompt on a whiteboard or interactive whiteboard (IWB):
“Why is learning necessary?
(Note: this example is aimed at teachers)
Learning“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
Alexander Terego 2007
The main word, “learning” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).
After discussion and using a dictionary or search engine, the group leader writes an agreed definition beneath the main word.
Learning
Alexander Terego 2007
schooling study information erudition scholarship inquiry
The group brainstorms and determines synonyms of the word.
“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
A member of the group divides the graphic into five sections.
These are the What, Who, Where, Why, & When sections.
Learning
schooling study information erudition scholarship inquiry
“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Individuals
Anyone who wants empowerment or wisdom
SocietyWho benefits from learning?
Learning
schooling study information erudition scholarship inquiry
“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
Who needs to learn?
Now group members begin to ask and answer what, who, where, why, and when questions.
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Individuals
Anyone who wants empowerment or wisdom
Society
Learning
schooling study information erudition scholarship inquiry
“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
• Growth in wisdom• Problem solving• Change agent• Adapt to change• Anticipate change• Lifelong love of learning
• Collective• Individual• Occupational training• Theoretical• Practical• Academic• K-12• Postsecondary• Tertiary
“The purpose oflearning is growth”
Mortimer Adler“Children need to betaught and also left
to themselves to learn.”Abbé Dimnet
“The mind, once stretched by a new idea,
never regains its original dimensions”
Oliver WendallHolmes
What kinds of learning are there?
What is education for?
What have famous people said?
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Individuals
Anyone who wants empowerment or wisdom
Society
Learning
schooling study information erudition scholarship inquiry
“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
• Growth in wisdom• Problem solving• Change agent• Adapt to change• Anticipate change• Lifelong love of learning
• Collective• Individual• Occupational training• Theoretical• Practical• Academic• K-12• Postsecondary• Tertiary
“The purpose oflearning is growth”
Mortimer Adler“Children need to betaught and also left
to themselves to learn.”Abbé Dimnet
“The mind, once stretched by a new idea,
never regains its original dimensions”
Oliver WendallHolmes
Adapting tonew economy
Why is learning important?
Making a living
Self improvement
Renewable resource
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Individuals
Anyone who wants empowerment or wisdom
Society
Learning
schooling study information erudition scholarship inquiry
“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
• Growth in wisdom• Problem solving• Change agent• Adapt to change• Anticipate change• Lifelong love of learning
• Collective• Individual• Occupational training• Theoretical• Practical• Academic• K-12• Postsecondary• Tertiary
“The purpose oflearning is growth”
Mortimer Adler“Children need to betaught and also left
to themselves to learn.”Abbé Dimnet
“The mind, once stretched by a new idea,
never regains its original dimensions”
Oliver WendallHolmes
Adapting tonew economy
Where do we learn?
Making a living
Self improvement
Renewable resource
Formally – in school
Informally – living
Alexander Terego 2007
WHAT Section WHO Section WHERE Section
WHY Section WHEN Section
Individuals
Anyone who wants empowerment or wisdom
Society
Learning
schooling study information erudition scholarship inquiry
“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.
• Growth in wisdom• Problem solving• Change agent• Adapt to change• Anticipate change• Lifelong love of learning
• Collective• Individual• Occupational training• Theoretical• Practical• Academic• K-12• Postsecondary• Tertiary
“The purpose oflearning is growth”
Mortimer Adler“Children need to betaught and also left
to themselves to learn.”Abbé Dimnet
“The mind, once stretched by a new idea,
never regains its original dimensions”
Oliver WendallHolmes
Adapting tonew economy
Making a living
Self improvement
Renewable resource
Formally – in school
Informally – living
When we are conscious—we can’t stop learning
When do we learn?
When we anticipate
When we manipulate
When we attempt solutionsWhen we fail/succeed
When we apply facts
When we develop opinions
When we synthesize new and old
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Once the graph is completed:
The group discusses and agrees on a thesis statement.
“Socrates said that education is not the filling of the lamp but the lighting of the flame. In fact it is both—putting in and drawing out. ”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking method examples:
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
A middle school example of Thinking Across the Curriculum using the Contextual Thinking approach
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The Contextual Approach
To appreciate a painting, a visitor to an art gallery does not stand six inches from the painting first.
They begin by viewing it from a distance which puts it into context.
Then they move in for a closer examination.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
The Contextual Approach
We tend to teach students to do the reverse; a minute, close-up examination first.
Contextual Thinking shows a teacher how to get a group to think UP before breaking a subject into its contextual parts.
Alexander Terego 2007
GEOGRAPHY
What is geographya part of?
Science: investigation& explanation of
natural phenomena
What is sciencea part of?
Body of knowledgeabout natural world
So…what are theother sciences?The cousins of
geography?
Biology Math Chemistry Physics Botany
Now, what aregeography’s
constituent parts?
The natureof the earth
The relationshipof life
to the earth
— The earth in space
— Climatology
— Oceanography
— Rivers
— Bedrock
— Biological geography
— Human geography
— Economic geography
— Political geography
Contextual Example: “Geography”
The Group Leader asks the group to think up by asking context-based questions: what is the subject a part of?
Next, questions focus on parallel ideas: what other contexts are there?
Finally, questions focus on breaking down the subject into its parts.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Now ask a question:
Why is the study of geography important?
“All the other sciences help us investigate the nature of life and the earth. In other words, geography is the object of all the other sciences. ”
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical Thinking method examples:
Return to Contents
Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List
Or, click here to continue past examples…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
An elementary example using the simplest method: The List
(Click here to return to menu)
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Is it possible to examine even a word like “HATS” critically?
My answer is YES. And here is how I did it with a
group of fourth and fifth graders.
Team leader writes the word ‘HATS” on the whiteboard or interactive whiteboard (IWB) and invites the group to free write anything that comes to mind into notebooks.
HATS:• Are wigs hats?
• Are veils and turbans hats?
• Hats protect heads.
• Hats are a kind of adornment.
• Hats are important to the military.
• Hats show someone’s rank or occupation.
• Hats show religious belief.
• Special hats are worn on special occasions.
• Hats show memberships in an organization.
• Hats can be used to communicate.
• What is the history of hats?Here are some of the free-written notes.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
After discussion, the group then chooses some of the main categories/observations and the team leader writes them on the whiteboard or interactive whiteboard (IWB) so that further headings can be inserted underneath them.
HATS as protection:• Against crashes
• Against falling debris
• Against rain, sun, cold, and heat
• Against weapons
• Against poisonous chemicals and viruses
• Against sports opponents in football, hockey, etc.
HATS for fashion:•Wedding hats
•Easter hats
•Homecoming queen
HATS in the military:•Protection
•Rank
•Camouflage
HATS as occupation:•Clergy
•Wigs/lawyers
•Crowns/royalty
Ceremonial HATS:•Serious like a coronation
•Festive such as weddings and Halloween
HATS in communication:•Raise a hat in greeting
•Toss the hat into the ring
•Disguise (miscommunication)
The history of hats:•From fur to cloth, to metal
•From cave-dwellers to knights in armor, to astronauts
•All needed hats
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
This is the thesis statement that one of the groups came up with:
“As a practical person, I believe that the most important function of hats is protection. Our head is where our brain is, and without that we have no reason to wear hats to show off how clever or rich or important we are. ”
Hat’s off to the group!
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Output of the Thinking GroupThe outcomes are a measure of a student’s
accountability and progress and can include:
(Click here to return to menu)
A PowerPoint presentation to classmates; A presentation to classmates using Interactive
Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
Foundations to Critical ThinkingThinking Groups and Collaborative Learning
The key to unlocking intelligence.
Thinking Around the BoxOur future depends on it.
And your students depend on you.
Return to Contents
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
It is critical to develop children who are:
Thoughtful—those who can use their intrapersonal gifts;
Collaborative—those who can use their interpersonal gifts in a team;
Curious (the cure for boredom);Continued…
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007
It is critical to develop children who are:
Passionate about learning;
Comfortable with novelty, abstractions, ideas and ambiguity;
Good at connecting the dots—synthesizing;
Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007www.AlexTerego.com [email protected]