2. Rationale
In an effort to attain the depth and
complexity necessary to engage higher
achieving students in the classroom, as well as
encourage growth in lower or average
performing students, Lighthouse Charter
School has embarked on a mission to
assimilate critical thinking activities and
strategies into the curriculum on a daily basis.
The hope is that operating in this manner
becomes the norm for these students, instead
of the exception.
3. What is Critical Thinking?
Critical thinking is more than just “thinking”. It
is the act of consciously making connections
between thoughts, to determine if something
is logical or reasonable. Higher level
questioning requires more synthesis and
analysis from the students. Employing this
routine, rather than just asking students to
recall facts, can help students become more
cognizant of their personal opinions. Teaching
students to make inferences and predictions
throughout reading can also help students
strengthen such skills.
4. Integrating Critical Thinking
into the Curriculum
A number of strategies can be used to integrate
critical thinking into existing curriculum, even if a
lesson is already prewritten or required by a
district. In addition, many of the strategies utilized
in Gifted and Talented Education work for the
whole class.
These are just a few:
Blooms Taxonomy
Questioning Strategies
Cooperative Learning
Project-Based Learning
Authentic Assessment
5. Bloom’s Taxonomy
Bloom’s Taxonomy is a hierarchy of learning.
When generating objectives, focus on the
verbs in the student expectation. Those verbs
that correlate with a higher level of Bloom’s,
naturally invoke a higher level of thinking to
execute.
7. Questioning Strategies
Usingsentence stems when asking
questions and requiring the students to
answer using sentence stems induces
scholarly language. It also requires that
the students really ponder what it is they
want to say (Crawford, 2005).
9. Cooperative Learning
Cooperative learning is an instructional
strategy that utilizes the social aspect of
school. Students work together and learn
from one-another. It involves students in
intense reasoning, elaboration, hypothesis
forming, and problem-solving activities
(Adams, 1996).
10. Cooperative Learning (cont’d)
Discussion Reciprocal Graphic Writing Problem-
Teaching Organizers Solving
Think-pair-share: As Note-taking pairs: Poor note- Group grid: Students Dyadic essays: Students Send-a-problem: Students
probably the best known taking leads to poor prepare for the in-class participate in a series of
performance. Designing an practice organizing and portion of this exercise by
cooperative learning classifying information in problem solving rounds,
exercise which requires students developing an essay
exercise, the think-pair- contributing their
share structure provides
to summarize their understanding a table. A more question and model
independently generated
of a concept based on notes answer based on assigned
students with the taken (with directed questions complex version of this reading. In class, students solution to those that have
opportunity to reflect on such as what is the definition of a structure requires exchange essay questions been developed by other
the question posed and concept, how is it used, what are students to first identify and write a spontaneous groups. After a number of
the three most important answer essay. Students
then practice sharing and
characteristics of a topic) and the classification then pair up, compare and
rounds, students are asked
receiving potential receiving reflective feedback scheme that will be contrast the model answer to review the solutions
solutions. from their partner provides used. and the spontaneously developed by their peers,
students the opportunity to find generated answer. evaluate the answers and
critical gaps in their written Subsequently, questions develop a final solution.
records. and answers can be
shared with the larger class.
Three-step interview: Jigsaw: For more complex Sequence chains: The goal Peer editing: As opposed to Three-stay, one-stray: In this
Students are first paired problems, this structure provides of this exercise is to provide the editing process that structure, students periodically
students the opportunity to often appears only at the take a break from their work
and take turns interviewing a visual representation of a
develop expertise in one of many final stage of a paper, peer (often at key decision making
each other using a series components of a problem by first series of events, actions, editing pairs up students at points) and send one group
of questions provided by participating in a group solely roles, or decisions. Students the idea generation stage member to another group to
the instructor. Pairs then focused on a single component. can be provided with the and peers provide describe their progress. The role
match up and students In the second stage of the items to be organized or feedback throughout the of the group is to gain
introduce their original exercise, groups are reformed asked to first generate these process. For example, the information and alternative
with a representative from each relationship begins as each perspectives by listening and
partner. At the end of the based on a predetermined
expert group who together now student in the pair sharing. The number of times
exercise, all four students have sufficient expertise to tackle end goal. This structure can describes their topic ideas the group sends a
have had their position or the whole problem. be made more complex by and outlines the structure of representative to another
viewpoints on an issue having students also identify their work while their group depends on the level of
heard, digested, and and describe the links partner asks questions, and complexity of the problem. This
described by their peers. between each of the develops an outline based method can also be used to
on what is described. report out final solutions.
sequenced components.
(Barkley, Cross & Major, 2005)
11. Project Based Learning
Project–based learning allows students to
explore real-world situations and develop
a deeper understanding of the subjects
they are studying (Ellis, 2009).
Introduction to Project-Based Learning--
Video
12. Authentic Assessments
Using authentic assessments gives a more robust picture of
what a student does and does not know. Asking a child to
name the three states of matter on a paper-pencil exam
will let you know that the child has memorized that fact.
However, asking a student to draw an example of each
state of matter informs you of the level of understanding of
the concept of the states of matter.
While this is an elementary example, it speaks to managing
complexity and difficulty separately. According to S.M.
Brookhart,“Realizing that level of difficulty (easy versus
hard) and level of thinking (recall versus higher-order
thinking) are two different qualities allows you to use higher
order thinking questions with all learners (Brookhart, 2012).”
13. Authentic Assessments
(cont’d)
Authentic Assessment examples:
Conduction research and writing a report
Character analysis
Student debates (individual or group)
Drawing and writing about a story or chapter
Experiments - trial and error learning
Journal entries (reflective writing)
Discussion partners or groups
Student self-assessment
Peer assessment and evaluation
Presentations
Projects
Portfolios
Tiered learning classrooms
("Types of authentic," 2008)
14. Example of a Critical Thinking
Activity
Group Cooperation Activity
An activity that doesn't require much space or special equipment is
Marshmallow Architects. Give each group a bag of regular or mini
marshmallows and 75 toothpicks. Set a time limit, 7 to 10 minutes, in
which the groups must build the largest tower they can, using only
marshmallows and toothpicks. At the end of the competition, the
winners' tower must be freestanding for at least 15 seconds. Have the
teams discuss their experiences and observations afterward (Meyer).
In the following scenario (slide 15) the activity is enhanced one step
further and the parameters of communication are set. Students can not
talk while doing this activity. The only means of communication are
gestures and written communication. This activity combines critical
thinking, cooperative learning, and Blooms Taxonomy since they are
tasked with creating a viable structure.
The following link provides more Teambuilding Activities and Games:
Find more Teambuilding Activities & Games
16. Conclusion
Criticalthinking can be infused into any
curriculum, for any level learner. It is the
epitome of differentiated instruction
without watering down the content. It is
important that teachers recognize the
value of thinking skills and realize that
even elementary age students are
capable of far more than is usually
expected of them.
17. References
Adams, D. M., & Hamm, M. (1996). Cooperative Learning : Critical Thinking
and Collaboration Across the Curriculum. Charles C Thomas.
Barkley. , Cross, , & Major (2005). Cooperative learning techniques. Retrieved
from http://serc.carleton.edu/introgeo/cooperative/techniques.html
Brookhart, S. M. (2010). How to Assess Higher-order Thinking Skills in Your
Classroom. ASCD.
Crawford, A. (2005). Teaching and Learning Strategies for the Thinking
Classroom. International Debate Education Association.
Ellis, K. (Producer). (2009). 130share on email36 an introduction to project-
based learning. [Web Video]. Retrieved from
http://www.edutopia.org/project-based-learning-introduction-video
King, A. (1995). Critical thinking question stems. Retrieved from
http://bama.ua.edu/~sprentic/695 King questions.htm
Maas, D. (2012, April 26). linking ipads & bloom’s taxonomy. Retrieved from
http://maasd.edublogs.org/2012/04/26/linking-ipads-blooms-taxonomy/
Meyer, C. (n.d.). Teambuilding activities & games. Retrieved from
http://www.ehow.com/way_5485067_teambuilding-activities-games.html
Types of authentic assessment. (2008, May 14). Retrieved from
http://tccl.rit.albany.edu/knilt/index.php/Unit_2:_Types_of_Authentic_Assessm
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