Infusing thinking into instruction

1 Infusing Thinking into Instruction

19/11/1430Ah

Supervisors Rana Al-Khudair and Hend Al-Jamal

‫2‬ ‫‪Infusing Thinking into Instruction‬‬

‫قال تعالي:‬
‫(الذيه يذكزون هللا قياماً وقعىداً وعلى‬
‫جىىبهم ويتفكزون في خلق السماوات‬
‫واألرض ربىا ما خلقت هذا باطال ً سبحاوك‬
‫فقىا عذاب الىار)‬
‫آل عمزان 191‬

‫‪Supervisors Rana Al-Khudair and Hend Al-Jamal‬‬


Improving the quality of
student thinking should be
given a high priority in any
educational system as good
thinking is essential in meeting
the challenges of living in a
rapidly changing and
technologically oriented world.
Research on thinking convinced
that skillful thinking process
can be inculcated in students if
thinking skills are taught
explicitly and are integrated
into content instruction. Basic
critical and creative thinking
skills like determining parts-
whole relationships, comparing
and contrasting, classification,
sequencing, finding reasons,
and decision making play an
important role in professional
lives.



Every day we apply our brains to questions and
problems, and there are many possible approaches
to finding solutions. In fact, we often use more than
one way of thinking at the same time:

 turning an idea over in your mind
 examining all sides of an argument
 reflecting on something that’s happened
 looking for connections
 breaking a process into parts
 imagining what might happen in the future
 remembering something from the past
 being aware of what is happening around you

….and no doubt you can think of other
methods we use on a daily basis.



Daily Schedule

Day section Subject presenter
 The Definitions of
Thinking
1st  The Importance of Supervisor Rana
Thinking
One
 The Levels of thinking
 The definition of basic
2nd thinking. Supervisor Hend
 Basic thinking skills

1st Creative Thinking Supervisor Rana
Two
2nd Creative Thinking Supervisor Rana

1st Critical Thinking Supervisor Hend
Three
2nd Metacognitive Thinking Supervisor Hend

The Infusion approach
1st Supervisor Hend
and its steps
Four
An applied lesson on
2nd infusing thinking into Supervisor Rana
instruction

1st Application
Supervisors Rana
Five
- Hend
2nd Evaluation



The Program

Name of the program Infusing Thinking into Instruction

The ultimate improve the participants skills in infusing
objective thinking into instruction
To get the participant to :
 Give the definition of thinking
 Give the importance of thinking
 define the different thinking skills
 apply thinking skills in the syllabus
The thorough aims  mention the meaning of the infusion
approach
 give the importance of the infusing
thinking into instruction
 construct a lesson using the infusion
approach

The recipients English Language supervisors

Duration 5 days (20 hours)

Booklet, computer, projector,
Materials
transparencies, paper poster, markers

Activities, games, workshop, case study,
Training methods
discussion, brainstorming

Assessment methods Application, discussion, review

Assessment tools Questionnaire, presentation



The Program

1-Basic thinking 3-Critical thinking

2-Creative thinking 4- metacognition

5-The infusion approach



Thinking activities need to be
planned and scaffolded.
Students need to be aware that
they are thinking (meta-
cognition) and that different
thinking strategies are required
for different problems.



Day one



Two roads divergent in a wood, I-
I took the one less travelled by
And that has made all the difference.
Robert Frost



KWL Chart

1/1/1

What I think I Connections
What I know for What I would
know, but am between this
sure about this like to learn
not sure about topic and other
topic about this topic
this topic things I know



1/1/2

Write the numbers from (1to 7) inside the circles,
so that the total of the three circles on one line
equals to 12.

Note: use the number only once :



1/1/2

1
5 2
4
6 3
7



1/1/3

The Definitions of Thinking

 It is every mental activity that includes even
the simplest ideas to solving a problem (The
Psychology of Education Encyclopedia)
 It is the detection of experience in order to
reach the aim of understanding, taking
decision, planning, solving problems and
judging work. (De Bono)
 It is the sequence of mental activities when
the mind is exposed to a stimuli received by
one or more of the five senses. (Barell)
 It is the mental analysis of the sensual inputs in
order to form ideas. (Costa)
 It is representative reactions towards stimuli
from internal chemical reactions or external
environmental factors.
(http://en.wikipedia.org)



1/1/4

Re-arrange the following words in each column to
form the correct definition:

student- think – memorize information – student –
develop experience –same experience – pen
down information – choose & try - test – mental
development & experience.



1/1/4



True learning involves
figuring out how to use
what you already know
in order to go beyond
what you already think.



The Importance of Thinking

-

16 verses 129 verses
Thinking Contemplation

148 verses
7 verses reflection Insights

20 verses Meditation 4 verses Prudence



 It helps one to know the greatness of his creator which
is necessary in one’s faith.
 It is related to the importance of the human being
because Allah created and distinguished the
individual from other creatures by enabling him to
speak and think.
 Mind is the greatest blessing from Allah to mankind. It
is necessary in every moment of the daily life because
the way individuals think influence their future.
 It helps in achieving the third strategic goal of
education policy in the kingdom.
 It enables students to view the different international
issues from various prospective.
 It makes learning more enjoyable and last longer.
 It helps students to produce knowledge which enables
them be more confident.
 Independent thinking and problem solving give us our
freedom and the ability to achieve our highest goals.



1/1/5

 Swim at the surface of the sea, then dive slowly till
you reach the depth of the sea. Tell us the difference
between swimming & diving?
 What’s your telephone number?
 What will happen if we stop thinking for twenty
years starting from now?

 What’s the difference between the two type of
thinking?



Thinking differs in its strength & depth like the water of the
sea & ocean.

Thinking skills

Lower-order Higher-order
thinking thinking

1. Lower order thinking: it deals with the limited thinking
activities of the daily routines.

2. Higher order thinking: it deals with the wider range of
mental activities.



Levels of thinking

Complex thinking Basic thinking

classifying

Creative Decision Critical
thinking making thinking
ordering

comparing
Metacognitive Problem
thinking solving
interpreting

summarizing



BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing
things
Designing, constructing, planning, producing,
inventing.

Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting,
judging

Analysing
Breaking information into parts to explore
understandings and relationships
Comparing, organizing, deconstructing,
interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying,
explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming,
finding


One’s destination is
never a place, but a new
way of looking at things.



1/2/1

Try to play the game without loosing any of the
colored balls.

What do we
mean by a
skill?



A skill:

A skill (also called talent) is the learned capacity
to carry out pre-determined results often with the
minimum outlay of time, energy, or both.

Practice makes perfect
By following the four-step approach, the person is
shifted from being ―consciously incompetent‖
(realising she can’t do it) to being ―consciously
competent‖ (being able to do it with great
thought) . Only with repeated practice will she be
able to perform satisfactorily in a variety of
situations.



1/2/2

Read the following definitions and explain the
difference.

Thinking skills:

Thinking skills include thinking analytically, logically
and creatively to form reasoned judgments and solve
problems.

Basic thinking:

Core thinking skills are relatively discrete operations
that can be considered the building blocks of
thinking. They resemble the lower three levels of
blooms taxonomy.



Thinking:

Thinking refers to the process o f creating structured
series o f connective transactions between items o f
perceived information.

Thinking skills:

Thinking skills are cognitive processes that enable us
to make meaning from and create with information.
Often included under the definition of thinking skills
are habits of mind or thinking behaviors that define
attitudes and dispositions of good thinkers. When
pupils use thinking skills they focus on 'knowing how'
to learn as well as 'knowing what' to learn.
Thinking Thinking Skills

A comprehensive
A specific process
process

Not comprehended Intentional process



Maslow’s hierarchy of
needs

Aesthetic needs

The desire to know and

Understand

The need for self actualization

The esteem needs

The love needs

The safety needs

The psychological needs



“Watch your thoughts, for they become words.
Watch your words, for they become actions.
Watch your actions, for they become habits.
Watch your habits, for they become character.
Watch your character, for it becomes your destiny.”



1-Basic thinking
1/2/3 3rd inter.

Unit 13

How do you shop?

Several women shop for their fridges. Write the number of
each person’s preferences in the correct section of the Venn
diagram.

Fruits Vegetables

Dairy products

1. Huda buys only vegetables.
2. Mona brings apples and low fat milk.
3. Nuha, Sarah’s sister, likes cream cheese and eggplants.
4. Maha prefers fruits.
5. Chili pepper and oranges are Fatimah’s favorites.
6. Yoghurt, grapes and cucumbers are selected by Sarah.



1-Classifying:

Classifying is a thinking skill that we use naturally to
organise information and ideas. It is a vital skill for
processing information and for the ability to use and
apply information in new ways. Students work together
to sort information into groups that have shared
characteristics, which establish criteria for a classification
group.

Classifying develops students’ ability to identify common
features, improves their ability to handle and interpret
information and enables them to retrieve information
from their long-term memories more easily. It encourages
students to critically examine information. They construct
categories and then test them. Through this process they
have the opportunity to develop their own concepts.
This then allows the students to gain an insight into the
principles and structures of the subject for themselves.
Classifying is particularly strong for addressing:

 Information Processing: where students are required
to classify and sequence, compare and contrast
and analyse part and whole relationships.
 Reasoning: where students are required to justify
their categories, thus explaining their decisions
based on inferences and deductions.
 Evaluation.
 Enquiry.



1/2/4
3rd inter.

Unit 3

1. The family vacation

Your family is planning to rent a car to drive on
vacation. Every car rental company claims to be the
best. You have to look carefully to see which offer is
best for your family.

You want the car for three days. You plan to drive the
car about 600 miles.

Awesome Autos Speed Rentals

60 SR per day 50 SR per day

10 SR per 100 miles 40 SR per 100 miles

Comfy Cars Cool Tour

200 SR per day 75 SR per day

No charge for mileage 20 SR per 100 miles

List the rental companies in order from the best deal
to the worst.

1. 2.

3. 4.



1/2/4

2. a. Look closely

Read the set of clues about an ordinary object. Draw a
picture of the object that is being described.

This object can be found in the
kitchen. The top part of this
object is a long, skinny stick. It
can be any color. It feels
smooth to the touch. The
bottom part is made of many
bristles tied together. It is
usually pale yellow in color. The
end of it feels sharp and
prickly. It has no taste. When
used, it makes a swishing
sound.

b. Write down four characteristics on each item and give
the reasons behind each.
Item characteristic reasons
1. 1.
2. 2.
Flag
3. 3.
4. 4.
1. 1.
Coin 2. 2.
3. 3.
4. 4.
1. 1.
2. 2.
brick
3. 3.
4. 4.


1/2/5

4. Name the differences and similarities between:

similarities differences
teacher Screw driver teacher Screw driver



2-Ordering:
Ordering is sequencing entities according to a given
criterion.

3. Observing:

Observing is obtaining new information "from the
environment through one or more senses."

Observe! Think! Do not just look!
 Think about what is happening
 Think about the causes of happenings
 Think about the effects of what is happening.

4. Comparing:

Comparing is "identifying similarities and differences
between or among entities."It could be open or closed
comparison.



1/2/6

1. Give an interpretation on the following:



1/2/6

2. Summarize the following article.
The Green Colour in Quran
Sunday, 07 June 2009 19:26
The word greenness is mentioned several times in the verses of
the Quran; describing the state of the inhabitants of paradise,
and what surrounds them of blessings in a luxury atmosphere of
happiness, amusement and reassurance.
For instance:
Allah says in the holly Quran : (Reclining on green Cushions and
rich Carpets of beauty) (SURAH AL RAHMAN:76).
A psychologist called:
Ardtcham stated that colors exert a marked influence on
humans. In order to prove this idea a number of experiments
have been conducted, demonstrating how colors affect our
enthusiasm and wariness, it also gives a cold or warm feeling,
brings happiness and sadness and have an impact on our
personality and the way we see life.
Nowadays hospitals weigh up the role colors play in changing
the inner of human beings, by taking into account the specialist’s
suggestions about the colors that should be used inside hospitals
for the walls and clothing.
Trials have indicated the stimulation of the nervous system by the
yellow color. The orange brings reassurance and calm, the blue
makes people feel cold unlike the red which makes them feel
warm. However, it was found that the color of joy and happiness
is the green, which makes it the favorite color for surgical rooms
and surgeon’s uniform.
One example concerning this tremendous effects colors have,
comes to our minds, concerning the experiment that was carried
in a London bridge called ―black friar‖ known as the suicide
bridge, as many of the suicides were committed from it. When its
color was changed from grey to a nice green color the rate of
suicide has declined enormously.
It is known that the green color eases the vision due to its small
vision area in addition to its medium wave length which is shorter
than the red one and longer that the blue one.


Interpretation:
Interpretation is an explanation of the meaning of
another's work.
Prompts that encourage students to interpret when speaking or
writing:
• Explain how the concrete idea of . . . helps to describe the
abstract concept of . . .
• What can this (event, etc.) teach us about how to act today?
• What did his/her/their actions mean?
• Change the end of the story.
• What did he really mean by . . . ?
• Write an entry from the diary of . . . ?
• Come up with ways in which these two very different concepts
are similar.
Summarizing:
Summarizing "is combining information efficiently into a
cohesive statement."
Summary Frame Forms

01. Cause-Effect Summary
02. Character Trait Summary
03. Chronological Summary
04. Comparison/Contrast Summary
05. Conclusion/Generalization Summary
06. Definition Summary
07. Main Idea/Details Summary
08. Problem-Solution Summary
9. Sequence Summary



Day two



2/1/1

The Definitions of Creative Thinking

 Creative or innovative thinking is the kind of thinking that leads to
new insights, novel approaches, fresh perspectives, whole new
ways of understanding and conceiving of things. It is the ways of
putting a question that expand the horizons of possible solutions, or
ways of conceiving of relationships that challenge presuppositions
and lead one to see the world in imaginative and different ways.
Peter Facione, Santa Clara University
 A simple definition is that creativity is the ability to imagine or
invent something new. As we will see below, creativity is not the
ability to create out of nothing (only God can do that), but the
ability to generate new ideas by combining, changing, or
reapplying existing ideas. Some creative ideas are astonishing and
brilliant, while others are just simple, good, practical ideas that no
one seems to have thought of yet. (Robert Harris)
 It is a complex intended mental activity that is inspired by a strong
need to seek new solutions & results. (Jerwain 1999)

 It is an original type of thinking that concentrates on the variety of
results which according to Guilford generates new information.
(Kaleel)
 Creativity is a mental and social process that involves generating
new ideas or new associations of existing concepts. It is inspired by
the process of either conscious or unconscious insight.
en.wikipedia.org/wiki/Creative thinking



The importance of creative thinking:

 Develop your potential beyond the boundaries of
intelligence
Expand on your abilities. Develop all of your potential!
 Rapid growth of competition in business and industry
In a world of increasing complexity, change, and competition,
generating new ideas and bringing them to the table is now
essential for corporate management. Successful businesses are
the ones that instill creativity throughout the organization.
 Effective use of human resources creativity is a human
resource which exists in all organizations
To survive in today's economy, it is imperative for an organization
to nurture the creative potential of its human resources.
 Discover new and better ways to solve problems
Increasingly, the problems you face are complex and open-
ended. Knowledge alone isn't enough to reach innovative
solutions. Creative thinking skills are required.
 Development of society
Creativity is a central factor in our ability to continue to adapt to
the changing environment. If a nation actively seeks to nurture
creativity, it will play a part in making history.
 Building on the nature of knowledge
Creativity skills can assist an individual in enhancing his or her
knowledge base. Without creative thinking, an individual is
condemned to stay within the knowledge base as it is given.
 Natural human phenomenon
Creativity is very democratic! Everyone has some, but to varying
levels and degrees. We know these abilities can be enhanced.
 Important aspect of mental health
Individuals who are capable of incorporating creativity into their


lives can enjoy the experience of discovering, developing, and
utilizing their many talents. Skills relevant to creativity are also
useful in coping with life's challenges. There is no doubt, creative
thinking is a critical life skill.
 Growing body of interest
There is a growing body of literature that represents impressive
progress in understanding the nature of creativity. Moreover,
there have been a large number of national and international
conferences on creativity for over 50 years.
 Builds on all disciplines
Creativity is in all fields-from chemistry to engineering, education
to computer science, sociology to business.
 Contributes to effective leadership
It is the application of creativity skills that distinguishes a
manager who maintains the status quo from a leader who
supplies a new direction or vision. By internalizing the spirit of
creativity and the principles of creative problem solving, an
individual can be transformed into a change leader.
 Enhances the process of learning
The nature of learning requires the use of skills associated with
creativity. Educators adopt a creative approach to teaching
are more likely to deliver content and create a learning
environment that develops higher order thinking skills.



1-Fluency

 It is the ability to generate quickly & easily many ideas or synonyms
or solutions when reacting to a certain stimulus. It is actually a
chosen remembrance process of previous experiences or learned
information.(Guilford)
 It is the ability of the individual to produce the largest number of
ideas or synonyms or solutions in a limited time.

a-Verbal Fluency

It is the rapid ability of producing a large number of verbal words in a
limited time such as saying as many as possible words starting with
the letter (B).



2/1/2



B-Intellectual Fluency

It is the ability to recall a large number of ideas in a limited time
despite their quality or value.

2/1/3



C-Illustrative Fluency

It is the ability to quickly draw a large number of illustrations &
changing them by adding some simple details when reacting to a
visual stimuli. Such as drawing an umbrella by using the two letters
(j/u) or by completing a drawing.(Abu Zaied 1999)

2/1/4



2-Flexibility
 It is the ability to form various ideas that are not expected and to
change the thinking track as the stimulus or the learning situation
was modified.

 It is the ability of the individual to look at the problem or the
situation from different angles.

 It means shifting perspective easily.



1st inter.

Classify the following words in various ways:

Type of Division Words

drink milk-tea-juice

food eggs-bananas-bread-
cheese-tomatoes-mangoes

starts with letter ―b‖ Bread – bananas

starts with letter ―t‖ tea – tomatoes

plural eggs-bananas-tomatoes-
mangoes

uncountable tea-milk-bread-cheese-juice



1st inter.
Unit: 1
Lesson: 1

Name the different
usages of water bottle.



2/1/5

Magic with Letters
Rearrange the letters of the phrase
"The Eyes"
To form a new phrase



2/1/6

One day, I found out blood on the ceiling of
my bedroom. Why?



Fluency
Flexibility

Many ideas
Different ideas

From one direction
From various angles

Concentrates on quantity Concentrates on quantity



3- Originality

It is the ability to come up with a new idea to people in a certain
time & place which might not be new for others in a different era
& location.

2/1/7

Laylia is a teacher and new to motherhood. One day
when she came back from school, she found out that her maid
had run out. She did not know what to do. The house was dirty,
her son was crying and the kitchen was full of dirty dishes. She had
to cook lunch quickly before her husband come back from work.
Suddenly, her husband entered the house & was so angry that
lunch had not been prepared. He shouted at Laylia & went to
sleep in his bedroom.

Come up with a new ending to this story.



Come up with a new ending to this story

A man was walking by. He took a few coins from his pocket and
dropped them into the hat. He then took the sign, turned it around,
and wrote some words. He put the sign back so that everyone who
walked by would see the new words.

Soon the hat began to fill up. A lot more people were giving
money to the blind boy.. That afternoon the man who had
changed the sign came to see how things were. The boy
recognized his footsteps and asked, 'Were you the one who
changed my sign this morning? What did you write?' a



The man said, 'I only wrote the truth. I said what you said but in a
different way.'
What he had written was: 'Today is a beautiful day and I cannot
see it.'

Do you think the first sign and the second sign were saying the
same thing?

Of course both signs told people the boy was blind. But the first sign
simply said the boy was blind. The second sign told people they
were so lucky that they were not blind. Should we be surprised that
the second sign was more effective?
Moral of the Story: Be thankful for what you have. Be creative. Be
innovative. Think differently and positively.



2nd inter.
Unit: 3
Lesson: 1

1st inter.
Unit: 1
Lesson: 1



1st inter.
Unit: 6
Lesson: 4



4-Elaboration

It means adding various new, minor exaggerated details to an
idea, a solution or even to an illustration that help to enrich it and
make it clearer.

The Domains of Applying Elaboration

 When planning a party & dealing with the various minor details
that help to make it successful.

 When writing an imaginary story and trying to add various details
to let the reader enjoy it.

 It helps in investigation where the policemen need to deal with
every minor detail to find out the criminal.



2/2/1



5-Imagination

It is the ability to come up with various unrealistic, illogical ideas. It
is considered the highest & rarest level of creativity that leads to
invention.

Einstein imagined himself riding ray of light &
this lead him to discover….

Theory of Relativity

2/2/2



1st inter.
Unit: 6
Lesson: 1

Relax & close your eyes, then imagine how houses

will look like in the year 3000!!!!!!!!!!

Imagine that you were an arm-chair. Describe your feeling in
details!!!!!!!!!!



6-Brainstorming

It depends on collective thinking & the discussion between small
groups which leads to generating a collection of new fresh ideas
that help in solving the given problem.

The advantages of brainstorming

 It encourages active participation

 It builds self-confidence.

 Gives various point of views to one idea.

 Useful approach to solving problems

The steps of brainstorming



1-Preparing:

 Prepare the place

 Choose the right time of the period.

 Choose the leader.

 Choose the writer.

2) Performing:

 Presenting the problem to the groups.

 Restating the problem.

 The leader asks her members to state their ideas.

 The writer writes down the ideas so that all members can
see them & combines similar ideas.

3) Evaluation:

Evaluating ideas by deleting wrong & useless ideas



The Rules of Brainstorming

 Don’t judge ideas immediately.

 Correct & combing ideas.

 Encourage a large number of ideas.

 Accept strange ideas.

The main factors to successful Brainstorming

 The clarity of the problem to all members of the group before
starting.

 Each member should state her idea & no one has the right to
judge it.

 Numbering ideas so all members can see them.

 Teacher’s experience & belief in brainstorming as a significant
method that leads to creativity.

 Having a joyful & encouraging classroom environment.



You were looking for a new house. One evening you entered one
and the moment you went in, you heard a strange, loud voice. Then
the electricity turned off and the door was locked.

1) Describe in details your feeling.

2) Work with your friends to come up with a solution to this problem.



Originality Realizing
in ideas Relations
The
Characteristics
of the
Creative
Flexible Generating
ideas

According to Edison, Creativity is
2% inspiration
98% efforts

imagine
Enjoy
challenge
try

Creative Thinkers Hard
curious
worker

optimistic risk



Day three



3/1/1
3-Critical thinking

1. Is Critical Thinking a Creativity Killer?



3/1/2

1. Read the story
There once was a little boy who had a bad temper. His
Father gave him a bag of nails and told him that every
time he lost his temper, he must hammer a nail into the
back of the fence. The first day the boy had driven 37
nails into the fence. Over the next few weeks, as he
learned to control his anger, the number of nails
hammered daily gradually dwindled down. He
discovered it was easier to hold his temper than to drive
those nails into the fence. Finally the day came when
the boy didn't lose his temper at all. He told his father
about it and the father suggested that the boy now pull
out one nail for each day that he was able to hold his
temper. The days passed and the young boy was finally
able to tell his father that all the nails were gone. The
father took his son by the hand and led him to the
fence. He said, "You have done well, my son, but look
at the holes in the fence. The fence will never be the
same. When you say things in anger, they leave a scar
just like this one. You can put a knife in a man and draw
it out. It won't matter how many times you say I'm sorry,
the wound is still there."
A verbal wound is as bad as a physical one. Friends are
very rare. Jewels, indeed! They make you smile and
encourage you to succeed. They lend an ear, they
share words of praise and they always want to open
their hearts to us."

*How did the father use critical thinking?
*In your opinion what do students gain from practicing
critical thinking?


Critical thinking:
Critical thinking is "reasonably and reflectively deciding
what to believe or do." Critical thinking means making
reasoned judgments. Basically, it is using criteria to judge
the quality of something, from cooking to a conclusion of
a research paper. In essence, critical thinking is a
disciplined manner of thought that a person uses to assess
the validity of something: a statement, news story,
argument, research, etc. {Quotation from Robert Ennis,
and paraphrase of Barry Beyer}

Critical thinking involves logical thinking and reasoning
including skills such as comparison, classification,
sequencing, cause/effect, patterning, webbing,
analogies, deductive and inductive reasoning,
forecasting, planning, hypothesizing, and critiquing.

"Critical thinking is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered
from, or generated by, observation, experience,reflection,
reasoning, or communication, as a guide to belief and
action" (Scriven, 1996 ).

"Most formal definitions characterize critical thinking as the
intentional application of rational, higher order thinking
skills, such as analysis, synthesis, problem recognition and
problem solving, inference, and evaluation" (Angelo,
1995, p. 6 ).


"Critical thinking is thinking that assesses itself" ( Center for
Critical Thinking, 1996b ).

"Critical thinking is the ability to think about one's thinking
in such a way as 1. To recognize its strengths and
weaknesses and, as a result, 2. To recast the thinking in
improved form" (Center for Critical Thinking, 1996c ).

Its importance:

At school In life
A constituent of good
Improves self-learning
citizenship
Creates effective Helps to face problem and
dialogues avoid mistakes
gain self trust Gain honesty
Improves educational Contributes in
standards understanding other
peoples’ views



3/1/3

1. Give the rule
We let our cat out of our house and notice that it runs
behind a neighbor’s garage. We let our cat out the next
day and it runs there again. And on the third day our cat
again runs behind our neighbor’s garage. We conclude
from these observations that our cat will ………………..........

2. Give a conclusion for the following:
-All chairs are furniture.
-Some chairs are made from wood.
Therefore,…………………………………………….



Inductive reasoning:
Inductive reasoning works the other way, moving from
specific observations to broader generalizations and
theories. Informally, we sometimes call this a "bottom up"
approach .In inductive reasoning, we begin with specific
observations and measures, begin to detect patterns
and regularities, formulate some tentative hypotheses
that we can explore, and finally end up developing
some general conclusions or theories.
Inference can be done in four stages:
 Observation: collect facts, without bias.
 Analysis: classify the facts, identifying patterns of
regularity.
 Inference: From the patterns, infer generalizations
about the relations between the facts.
 Confirmation: Testing the inference through further
observation.

Strong induction
 All observed crows are black.
 Therefore:
 All crows are black.
Weak induction
I always hang pictures on nails.
Therefore:
All pictures hang from nails.



Deductive reasoning
Deductive reasoning works from the more general to the
more specific. Sometimes this is informally called a "top-
down" approach. We might begin with thinking up a
theory about our topic of interest. We then narrow that
down into more specific hypotheses that we can test. We
narrow down even further when we collect observations
to address the hypotheses. This ultimately leads us to be
able to test the hypotheses with specific data -- a
confirmation (or not) of our original theories.



Evaluative thinking
Evaluative thinking (ET), on the other hand, is a means of
thinking, of viewing the world, an ongoing process of
questioning, reflecting, learning and modifying. What are
we learning and how can we use those lessons to
improve our performance? Both the lesson and the act
of learning are at the heart of ET: learn to extend what’s
working well and learn to fix what’s working poorly.
Evaluative thinking is an inherently reflective process, a
means of resolving the ―creative tension‖ between our
current and desired levels of performance.1 It allows us to
define the lessons we want to learn, to determine the
means for capturing those lessons, and to design systems
to apply them in improving our performance. By going
beyond the more time- and activity-bound processes of
monitoring and evaluation (M&E), ET is learning for
change. It is learning to inform and shape action.



3/1/4

Thinking Activity: Distinguishing Between Inductive and
Deductive Arguments

Analyze the statements below for the kind of reasoning used.
Place an ―I‖ in front of the inductive arguments and ―D‖ in
front of deductive ones.

1. _____ Anything that questions the fact of its own existence
must exist. I question the fact of my own existence.
Therefore, I must exist.
2. _____ Asma knows French and German, Soad knows
Swedish and Russian, Lana knows Spanish and French, Dania
knows German and Swedish. If French is easier than German,
and Russian is more difficult than Swedish, and German is
easier than Swedish, and Spanish is more difficult than French,
who speaks the most difficult languages?
3. _____ My friend is a very intellectual person but also quite
fearful. So, I think intelligent people in general, perhaps
because they are so overdeveloped in their intelligence,
must be underdeveloped elsewhere, leaving them with
somewhat disturbed personalities.
4. _____ No human being lies all the time. Therefore, Mary
does not, as you suggest, lie all the time – maybe a lot but
not all the time.
5. _____ No species on this planet has survived for more than
100 million years. The human race will be no exception.
6. If Ahmad had taken his medicine, he would have been
cured. Ahmad did not recover because he left out the
medicine.



3/1/5

An Guide lines for critical thinking

Role-play the following guideline:



Guidelines for Critical Thinking:
The following are some guidelines for critical thinking.
 Ask questions; be willing to wonder
 Define the problem.
 Examine the evidence.
 Analyze assumptions and biases.
 Avoid emotional reasoning.
 Don’t use either/or thinking or over generalize.
 Consider other interpretations.
 Tolerate uncertainty.



3/1/6

Each of the statements below violates at least one of the
guidelines for critical thinking. Identify the guideline that
was violated and give a brief explanation for your choice.

1. Mona bought a bottle of pain reliever because a TV
commercial claimed that most hospitals prescribe it.

2. You’re either for us or against us.

3. I get board with my science classes. We study the
―principle of this‖ and the ―theory of that.‖ Aren’t there
any laws? Why can’t scientists make up their minds and
stop acting like they don’t know anything for sure?

4. People tend to become forgetful as they get older.
This is just one of the natural consequences of aging, and
it would be a waste of time to look for specific causes or
ways to prevent the problem.

5. You can tell that Maha is a lot smarter than her
brother. She wears those thick glasses and has a high
forehead.

6. Let’s just make up our minds and buy one or the other
of the houses. I’m tired of thinking about it, and all this
investigation and indecision is making me nervous.



Answers

1. Analyze assumptions and biases (4). Mona is assuming
that the hospital selected the pain reliever on the basis of
its effectiveness. Perhaps the hospital gets the medication
free of charge or at a greatly reduced cost. Define the
problem (2). Defining the problem as ―pain relief‖ may be
too broad. Perhaps the condition causing Mona’s pain
problems calls for a different type of medication.

2. Oversimplification (6). An example of either/or thinking.
Maybe I’m indifferent.

3. Tolerate uncertainty (8). The student seems more
interested in answers than in ―truth.‖

4. Ask questions; be willing to wonder (1). Statement
shows a lack of willingness to search for causes and cures.

5. Examine the evidence (3). The statement expresses
stereotypes for which there is little or no support.

6. Tolerate uncertainty (8). The statement suggests
making a hasty decision to escape the discomfort of
uncertainty.



Teachers as models
Discussion of the teacher's role in fostering critical and creative thinking
must begin from a recognition of the teacher as a person whose
unique character, interests and desires can not be separated out from
the idea of the teacher's role. Good teachers are doing more when
they teach than acting according to prescribed roles. Their desire to
nurture a love for learning, to help students recognize and act upon
their capabilities, and to establish a classroom climate which is based
upon mutual regard and respect gives their teaching purpose and
meaning beyond any technical description of the teacher's role. What
is required is that teachers be authentic individuals who are striving to
improve their practice through the use of critical and creative thought.
Acting upon their belief in the importance of critical and creative
reflection, teachers would attempt to:
 analyze their own thinking processes and classroom practices
and provide reasons for what they do;
 be open-minded, encouraging students to follow their own
thinking and not simply repeat what the teacher has said;
 change their own positions when the evidence warrants, being
willing to admit a mistake;
 consistently provide opportunities for students to select activities
and assignments from a range of appropriate choices;
 exhibit genuine interest, curiosity and commitment to learning;
 undertake the organization and preparation required to achieve
learning goals;
 seek imaginative, appropriate and ethical solutions to problems;
 be sensitive to others' feelings, level of knowledge and degree of
sophistication;
 show sensitivity to the physical elements which contribute to a
stimulating learning environment through the physical
arrangements and displays they provide or facilitate;
 allow for student participation in rule setting and decision making
related to all aspects of learning, including assessment and
evaluation.



Critical thinking:

TEN KEY CHARACTERISTICS OF CRITICAL THINKING

1. ACCURACY. The information a person is considering and
evaluating must be accurate, factual, true and evidential.

2. CREDIBILITY. The data under discussion must be credible,
believable, objective, consistent, justifiable and rational.

3. SPECIFIC. The statements made and the various arguments
advanced should be specific, clear, precise and complete.

4. IMPARTIALITY. The information provided must be impartial,
without prejudice, unbiased, neutral and free of strongly-held,
personal beliefs.

5. RELEVANCE. The data used to make conclusions must be
relevant and significant to the issue under consideration.

6. SUBSTANCE. The details relied upon to make a conclusion
should be the result of broad, in-depth investigation, inquiry,
research and all-encompassing study.

7. CONSISTENCY. The conclusion reached about an issue must be
such that others assessing and evaluating similar data would
arrive at a like judgment.

8. RELIABILITY. The evidence supporting a point of view being
expressed must be reliable, dependable and trustworthy.

9. LOGICAL. The information presented in support of one’s
argument must be logical, sequential, and progressive leading to
the ultimate conclusion.

10. VERIFICATION. The data used to make a judgment or final
conclusion, should be able to be easily verified, substantiated
and validated Supervisors Rana Al-Khudair and Hend Al-Jamal


4- metacognitive Thinking

3/2/1

Name things that you can see or could touch if you could
physically enter the painting.

Metacognitivee questioning: to raise levels of awareness
1. Describe what kind of thinking you did
 What kind of thinking did you do?
 What do you call this kind of thinking?
 Was this kind of thinking .........? (name a kind of thinking)
2. Describe how you did your thinking
 How did you do this thinking?
 What did you think about? Why?
 Did you have a plan (or strategy)?
3. Evaluate your thinking
 Was your thinking good? Why?
 Did you have a good plan (or strategy)?
 How could you improve your thinking next time? Hend Al-Jamal
Supervisors Rana Al-Khudair and


Metacognitive Thinking:

Metacognition refers to higher order thinking that involves
active control over the thinking processes involved in
learning. Activities such as planning how to approach a
given learning task, monitoring comprehension, and
evaluating progress toward the completion of a task are
metacognitive in nature. Because metacognition plays a
critical role in successful learning it is important for both
students and teachers. Metacognition has been linked
with intelligence and it has been shown that those with
greater metacognitive abilities tend to be more
successful thinkers.



METACOGNITION consists of three basic elements:
 Developing a plan of action
 Maintaining/monitoring the plan
 Evaluating the plan
Before - When you are developing the plan of action, ask
yourself:
 What in my prior knowledge will help me with this
particular task?
 In what direction do I want my thinking to take me?
 What should I do first?
 Why am I reading this selection?
 How much time do I have to complete the task?
During - When you are maintaining/monitoring the plan
of action, ask yourself:
 How am I doing?
 Am I on the right track?
 How should I proceed?
 What information is important to remember?
 Should I move in a different direction?
 Should I adjust the pace depending on the
difficulty?
 What do I need to do if I do not understand?
After - When you are evaluating the plan of action ask
yourself:
 How well did I do?
 Did my particular course of thinking produce more or
less than I had expected?
 What could I have done differently?
 How might I apply this line of thinking to other
problems?
 Do I need to go back through the task to fill in any
"blanks" in my understanding?


3/2/2

Think of a good teacher and then check if she has any
of the following:
A checklist of metacognitive practices:
criteria
 Teacher emphasized thinking about how students learn.
Teacher encouraged students to improve their strategies of

learning.
 Teacher told students how they think in their own learning.
 Teacher asked students to explain how they learn.
 Teacher encouraged students to try different ways to learn.
 Teacher told students how class activities could help them learn.
Teacher encouraged students to think about difficulties in their

learning.
Teacher supported students when students tried to improve their

learning.
Teacher told students how some learning practices might help

them learn.
Teacher asked students to consider how to study/learn more

effectively.
 Teacher supported students when they tried new ways to learn.
Teacher told students how to improve learning with metacognitive

strategies.
Teacher asked students to try new metacognitive strategies for

learning.
Teacher encouraged students to talk with each other about

learning.
Teacher gave ideas to help students think about new ways of

learning.



STRATEGIES FOR DEVELOPING METACOGNITIVE BEHAVIORS

1. Identifying "what you know" and "what you don't know."

At the beginning of a research activity students need to
make conscious decisions about their knowledge. Initially
students write "What I already know about..." and "What I
want to learn about...." As students research the topic, they
will verify, clarify and expand, or replace with more accurate
information, each of their initial statements.

2. Talking about thinking.

Talking about thinking is important because students need a
thinking vocabulary. During planning and problem-solving
situations, teachers should think aloud so that students can
follow demonstrated thinking processes. Modeling and
discussion develop the vocabulary students need for thinking
and talking about their own thinking. Labelling thinking
processes when students use them is also important for
student recognition of thinking skills.

Paired problem-solving is another useful strategy. One
student talks through a problem, describing his thinking
processes. His partner listens and asks questions to help clarify
thinking. Similarly, in reciprocal teaching (Palinscar, Ogle,
Jones, Carr, & Ransom, 1986), small groups of students take
turns playing teacher, asking questions, and clarifying and
summarizing the material being studied.



3. Keeping a thinking journal.

Another means of developing metacognition is through the
use of a journal or learning log. This is a diary in which
students reflect upon their thinking, make note of their
awareness of ambiguities and inconsistencies, and comment
on how they have dealt with difficulties. This journal is a diary
of process.

4. Planning and self-regulation.

Students must assume increasing responsibility for planning
and regulating their learning. It is difficult for learners to
become self-directed when learning is planned and
monitored by someone else.

Students can be taught to make plans for learning activities
including estimating time requirements, organizing materials,
and scheduling procedures necessary to complete an
activity. The resource center's flexibility and access to a
variety of materials allows the student to do just this. Criteria
for evaluation must be developed with students so they learn
to think and ask questions of themselves as they proceed
through a learning activity.



5. Debriefing the thinking process.

Closure activities focus student discussion on thinking
processes to develop awareness of strategies that can
be applied to other learning situations.

A three step method is useful. First, the teacher guides
students to review the activity, gathering data on
thinking processes and feelings. Then, the group
classifies related ideas, identifying thinking strategies
used. Finally, they evaluate their success, discarding
inappropriate strategies, identifying those valuable for
future use, and seeking promising alternative
approaches.

6. Self-Evaluation.

Guided self-evaluation experiences can be introduced
through individual conferences and checklists focusing
on thinking processes. Gradually self-evaluation will be
applied more independently. As students recognize
that learning activities in different disciplines are similar,
they will begin to transfer learning strategies to new
situations.



Implicit & Explicit Metacognitive Thinking:
Implicit Metacognitive Knowledge is the ability to
monitor ones own cognitive activites. A perfect example
from in the text (Children's Thinking by Siegler and Alibali)
was about a child who continually is monitoring his/her
own speech. When the child makes a mistake when
speaking they will stop and say the sentence over again
but correctly. They are aware that they had made a
mistake in their language whether it be a grammatical,
pronouncing or naming error because their are
monitoring their cognitive activities. Though in this type
of metacognitive knowledge the individual is unaware
that they are infact monitioring themselves.

Explicit Metacognitive Knowledge is ones knowledge about
tasks, strategies and people. An example of explicit
metacognition would be taking a test at school. The student is
aware of what they understand and what they need to work on
(knowledge of self/people), they realize that if they don’t
understand something they will have to search for the right
information or ask for help (knowledge about tasks), and they
are able to choose from a variety of strategies to assist them in
studying for the test (knowledge about strategies). Most of the
information gained about each of these categories occurs
between the ages of 5 and 10. Lastly individuals are aware of
their thoughts about these categories.



Day four



4/1/1

Arrange the steps of infusing thinking into instruction. Use the stars.

Introduction to
Content and
Process Applying the
thinking

Thinking
Actively
Thinking About
Thinking



Explicit introduction of thinking skills facilitates:
1. Students to reflect on what ways of doing specific types
of thinking are good for them to practice, and what
plans are the best ones for them to adopt in doing these
kinds of thinking.
2. Practice directed at building the habit of doing specific
types of thinking, and
3. Familiarity with occasions on which such thinking is
appropriate or called for.



Components of an Infusion Lesson
Introduction to Content and Process
• What do you understand by this component?
• What examples did you see, read, or hear about in this
workshop that illustrates this component?
Thinking Actively
• What is happening in this component?
• What is the teacher’s role?
Thinking About Thinking
 Applying the Thinking
• What value do you think these two components add to the
teaching of thinking skills?
Applying the thinking
 Immediately transfer the learnt skill (near or far)
 Reinforce later



Infusion lesson Plan Infusion Lessons
Introduction
Title: Thinking Actively
Subject: Grade: Thinking about thinking
Applying your thinking

Objectives

Content Thinking Skill/Process

Methods And Materials

Content Thinking Skill/Process

Lesson
Introduction to content and thinking skill/process
Introducing thinking
1. Importance of
thinking.
2. How do you do the
thinking?
3. Importance of the
content.



Thinking Actively

Thinking about thinking

Thinking about thinking
1. Kind of thinking?
2. How did you do it?
3. Is it effective?



Applying Thinking

Applying thinking
1. Immediate transfer
a. Near transfer
b. Far transfer
2. Reinforcement later

Reinforcement Later

Extension

Assessing Student Thinking



What Does Good Thinking Look Like? Here are few examples
of the types of thinking skills and behaviors evident in a
Thinking Classroom. Notice how each point involves some sort
of deliberate "action" around an idea, concept, or topic. The
key to teaching thinking is to get students to take cognitive
action. Thinking Classroom students tend to:

 Take think time
 Generate lots of options when making a decision
 Look beyond the obvious toward a richer conception of
a topic
 Challenge assumptions and question the validity of given
information
 Find problems and solve them
 Wonder about deep issues or structure
 Seek alternative solutions and perspectives
 Pay attention to detail to achieve deeper understanding
 Make connections to ideas and subjects students
already know about in or out of school
 Seek hidden causes and explanations
 Give examples and evidence to make a point
 Produce reasons and arguments from multiple
perspectives
 Find new and effective ways to apply knowledge
 Anticipate potential consequences
 Demand and provide proof
 Make plans, set goals and standards
 Anticipate obstacles
 Use diagrams, graphs, and organizers to illustrate ideas
and concepts
 Detect patterns of thinking
 Describe strengths and weaknesses in learning



Levels of integration/infusion of teaching thinking into a curriculum

Level of use Possible outcomes/implications
Level 0: No teaching thinking National curriculum possible not
strategies used. being delivered.

Level 1: Occasional ready- Increased student interest in
made strategies from books, lessons. National curriculum
etc., used. beginning to be addressed.

Students beginning to listen and
Level 2: Many strategies used,
respond to each other and
most of which are ready made,
thinking beginning to be
some developed by dept.
addressed.

Debriefing process familiar and
integral to students' learning.
Level 3: A lot of teaching Activities may be suggested by
thinking strategies designed by students. Concepts (subject
department and integrated into specific and generic)
curriculum. understood and transfer to other
topics and curriculum areas
beginning.

Students begin to be
Level 4: Full consideration is independent learners.
given to subject specific and Debriefing is integral to
generic aims of lesson and IT most/many lessons. A high
activities are designed to meet degree of metacognition.
these. Improved examination results
and uptake.



4/1/2
Decide the parts of the infusion lesson
I’m going to tell you about a time when I had to make a decision. I wanted
to take a vacation away from home, and I had to choose between going
to abha where it was cold or going to Dammam where it was hot. I
couldn’t go to both places, so I finally chose to go to Dammam. Now, think
about a time when you had to decide about something and weren’t sure
what was best. Take turns and tell your partner what you were thinking
about doing. Give students enough time for both students in each pair to
relate their decisions. If necessary, prompt the class to switch roles in order
to give each partner a chance to relate his or her decision.
•Let’s hear some of the examples you just discussed. Ask for three or four
examples from the class.
•What kind of thinking helped you figure out what to do? POSSIBLE
ANSWERS: Picking, choosing, deciding. Write these words on the top of the
board as a main heading.
•The different things you were thinking about doing are called ―choices‖ or
―options.‖ Write these words on the board under the main heading. Let’s
hear one of the choices or options you were thinking about when you were
trying to decide. ANSWERS VARY.
•In order to pick the best thing to do, we usually think about what will
happen if we do it. We do this to figure out the good and bad things that
might happen. These are usually called ―Results‖ or ―Consequences‖ of our
options. Write these words on the board under options, and write ―Pro‖ and
―Con‖ after them. Explain that we use ―pro‖ for things that are good, things
we want to happen, and ―con‖ for things that are bad, things we don’t
want to happen.
•Pick one of your options and discuss with your partner what might happen
if you chose it. Which of these consequences would you want to happen
and which would you not want to happen?
•After we’ve thought about the consequences of our options, we can pick
the best thing to do. The best thing will be the choice that has more pros
and fewer cons than any of the other choices. Write ―Choose the best
thing to do‖ under ―Consequences—pro and con.‖ This thinking map
shows what we need to think about when we make a decision.

CHOOSING
1. What are some things I can do?
2. What will happen if I do these things?
3. Which are good things to do?
•Now tell your partner what you decided to do. What did you think about in
order to pick the best thing to do?
•When we read stories, we hear about many characters who make


•Now tell your partner what you decided to do. What did you think about
in order to pick the best thing to do?
•When we read stories, we hear about many characters who make
decisions. It’s interesting to think about whether they picked the best thing
to do. We’re going to read part of a story. As we do, we’re going to think
about a decision that one of the characters makes and try to figure out the
best thing to do. Our aim today is
 to read a story about future plans.
 To practice decision making through the ―choosing chart‖
 I’m going to read the first part of the passage. Listen for the decisions that
the main character makes. Let’s try to understand why she makes them.
Read the first passage to the students and ask them to join in.
•What decision did the character make at the beginning of the passage?
ANSWER: I wanted to go to college and major in elementary education.
 What does that tell you about the character? POSSIBLE ANSWERS: she’s a
good person. She’s helpful. She wants to do good.
 Were there any consequences that the character didn’t think about
when she decided to be a teacher? POSSIBLE ANSWERS: She didn’t think
about how difficult would it get.
 Answering this question, ask them what things happened that the
character didn’t expect.
 Was it a good decision t? If you had thought about the consequences
 before agreeing, would you have decided choose this career
 Now let’s read a little farther in the story. Continue up to the part where
the character writes an easy.
 Suppose that you were the character. Let’s use our plan to decide
what the character should do. Remember what comes first: What are
the character’s options? What could she do? Talk to your
partner and try to come up with three or four options.
After a few minutes, ask the students to report. Get
as many options as possible, one at a time, from
different groups. Write the options on a transparency
or drawing of the graphic organizer.
 Now let’s figure out which option is the best thing to
do. Let’s think about the consequences and list them
as pros or cons.



 Let me summarize the pros and cons of each option. Discuss with
your partner what you think the best option is. Ask the students to vote
on the best option. Check the one that gets the most votes. Then ask
students why they voted for their option.
 Is the character’s decision better than yours? Why? Ask this question
only if what she decides is different from what the class decides.
 When you were making your decision, you thought about the
character’s options. Were the character’s options important to think
about? Why or why not?
Was it a good idea to think about the consequences of her’s options
the way we did? Why?
 If she had to make another decision, what would you tell her to think
about?
 Use your plan for decision making to figure out what you can do next
weekend.



References :

Websites:
(1) Mind Power @work Judith Jewell

(2) http://en.wikipedia.org/wiki/Skill

(3) http://www.mja.com.au/public/issues/181_06_200904/lak10499_fm.html

(4) http://www.sbctc.ctc.edu/college/_e-assessglossary.aspx

(5) http://www.tahoma.wednet.edu/SubSite/teachlearn/Basic_Skills/thinkingskills.htm

(6) http://www.qcda.gov.uk/1841.aspx

(7) http://www.nottinghamshire.gov.uk/home/learningandwork/cpd/cpd-teaching/cpd-
teaching-thinkingskills/thinkingskills-strategies/thinkingskills-classifying.htm

(8) http://www.asa3.org/ASA/education/think/skills.htm


(10) http://www.qcda.gov.uk/5363.aspx


(12) . http://capetips.blogspot.com/2008/12/deepening-interpretation-skills.html


(14) http://www.aea267.k12.ia.us/cia/files/thinking_skills/corethinkingskills.pdf

(15) http://www.borg.com/~rjgtoons/edu.html

(16) http://homepage.mac.com/bobbdarnell/Show/Web%20page/sumframelist.ht
m

(17) http://www.tnewfields.info/Articles/sum.htm

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(19) http://www.55a.net

(20) http://www.almarefh.net/show_content_sub.php?CUV=359&Model=index&Sub
Model=136&ID=365&ShowAll=On

(21) http://lateralaction.com/articles/critical-thinking/



(22) http://blessingsforlife.com/favforwards/nails.htm

(23) http://www.sasked.gov.sk.ca/docs/policy/cels/el4.html

(24) http://www.mb.com.ph/articles/223707/critical-creative-and-productive-
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(25) http://www.cdtl.nus.edu.sg/ctp/critical.htm

(26) http://www.copyblogger.com/critical-thinking/

(27) http://www.asa3.org/ASA/education/think/critical.htm#critical-thinking

(28) http://eduscapes.com/tap/topic69.htm

(29) http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDe
velopment/CriticalThinking/index.html#what is

(30) http://www.criticalthinking.com/company/articles/inductive-deductive-
reasoning.jsp

(31) http://www.socialresearchmethods.net/kb/dedind.php

(32) http://home.cc.umanitoba.ca/~mdlee/Teaching/critical1.html

(33) http://changingminds.org/disciplines/argument/types_reasoning/induction.htm

(34) http://www.absoluteastronomy.com/topics/Inductive_reasoning

(35) http://www.idrc.ca/uploads/user-
S/1226604834112265956911Chapter_5%5B1%5D.pdf

(36) http://www2.csusm.edu/patrick/images/Inductive%20Reasoning.pdf

(37) http://www.hent.org/world/rss/files/metacognition.htm

(38) http://www.ericdigests.org/pre-9218/developing.htm

(39) https://eprints.kfupm.edu.sa/14851/2/FEC3931.pdf

(40) http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.html

(41) http://www.nctt.net/infusion_chapter1.html

(42) http://www.nctt.net/lessonsarticles.html

(43) http://cognitivepsyc.tripod.com/id2.html

(44) http://www.wabash.edu/sotl/docs/3_Thompson%20IIB.pdf



(45) http://www.cal.org/caela/esl_resources/Health/story/stressed.html

(46) http://learnweb.harvard.edu/ALPS/thinking/intro.cfm

Books:

(1) ‫تدريس مهارات التفكير د. جودت أحمد سعادة‬

(2) Make your child brilliant Bernadette Tynan

(3) ‫د.فتحي جروان‬ ‫تعليم التفكير مفاهيم وتطبيقات‬

(4) Mind Power @work Judith Jewell

(5) Thinking Skills Jill Norris

(6) ‫توني بوزان‬ ‫قوة الذكاء اإلبداعي‬

(7) Letting Students Be creative Viva-Continuum Edition

(8) ‫دليل المعلم لتنمية مهارات التفكير‬

(9) ‫د. صالح محمد‬ ‫تعليم التفكير النظرية والتطبيق‬

(10) Transforming Learning and Teaching Barbra Macgilchrist &..

(11) ‫تنمية مهارات التفكير أ.د. حسن زيتون‬

(12) ‫روبرت سوارتز‬ ‫دمج مهارات التفكير الناقد واالبداعي في التدريس دليل تصميم الدروس‬


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