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NISOD Presentation - Gail Lancaster

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Overview of Critical Thinking and
Top Ten Strategies to Teach for Critical Thinking

Published in: Education
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NISOD Presentation - Gail Lancaster

  1. 1. Overview of Critical Thinking and Strategies to Teach for Critical Thinking<br />June 1, 2011<br />Gail O. Lancaster<br />
  2. 2. Consider Elements, Standards and Intellectual Traits identified by Paul and Elder<br />Ten Strategies to Teach for Critical Thinking<br />Game Plan<br />
  3. 3. A Fad<br />What Critical Thinking Isn’t<br />
  4. 4. Something you <br />ADD<br />to everything else<br />What Critical Thinking Isn’t<br />
  5. 5. Paul and Elder<br />Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. <br />(Foundation for Critical Thinking 2009)<br />
  6. 6. Paul and Elder: The underlying Principles of Critical Thinking<br />
  7. 7. Paul and Elder: <br />
  8. 8. What do we need to do as educators to encourage critical thinking?<br />The essential question…<br />
  9. 9. Top 10 strategies to teach for Critical Thinking<br />Guido<br />
  10. 10. 1. Create a safe environment<br />
  11. 11. 2. Get students to know each other<br />
  12. 12. 3. Assign reading to be done outside of class<br />
  13. 13. 4. Conduct five minute quiz at the beginning of each class on assignment<br />
  14. 14. 5. Lecture no more than 20% of the total class time<br />
  15. 15. 6. Involve all students in discussions<br />
  16. 16. 7. Ask Essential Questions<br />
  17. 17. 8. Employ Socratic questioning<br />Model<br />
  18. 18. 9. Ask students to write the logic of an article or paragraph or chapter in the text<br />
  19. 19. 10. Relate the current topic or course to the whole (system, discipline)<br />
  20. 20. References<br />Conrad, R., & Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative learning. San Francisco: Jossey-Bass.<br />Dewey, J. (1933). How we think. New York: D. C. Heath.<br />Ellis, D. B., Toft, D., Mancina, D., McMurray, E. L., & Mooney, K. (2006). Master student course manual. Boston: Houghton Mifflin.<br />Ennis, R. (1993). Critical thinking assessment. Theory Into Practice, 32(3). Retrieved October 25, 2006, from Academic Search Premier database.<br />Fink, L. D., & Ebooks Corporation. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, Calif: Jossey-Bass.<br />Foundation for Critical Thinking (2009). Our Concept of Critical Thinking. Retrieved May 26, 2011, from http://www. criticalthinking.org/aboutCT/ourConceptCT.cfm<br />
  21. 21. References<br />Johnson, S. (1998). Skills, Socrates, and the Sophists: Learning from history. British Journal of Educational Studies 46(2). Retrieved March 23, 2009, from JSTOR database.<br />Nosich, G. “Facilitating Critical and Creative Thinking.” A QEP workshop for Eastern Kentucky University presented on 9-10 March 2006 at Richmond, KY<br />Nosich, G. M. (2005). Problems with two standard models for teaching critical thinking. New Directions for Community Colleges, 2005(130), 59-67. Retrieved from EBSCOhost.<br />Paul, Richard, & Elder, Linda. (2005). A guide for educators to critical thinking competency standards. Dillon Beach, CA: Foundation for Critical Thinking. <br />Paul, R., & Elder, L. (2006b). The miniature guide to critical thinking concepts and tools (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking.<br />Pedersen, O. (1997). The first universities: Stadium Generale and the origins of university education in Europe. New York: Cambridge University Press.<br />Rogers, S., Ludington, J., & Graham, S. (1999). Motivation & learning: A teacher's guide to building excitement for learning & igniting the drive for quality. Evergreen, CO: Peak Learning Systems.<br />

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