Critical Thinking

2021 ◽  
pp. 157-178
Author(s):  
Karen S. C. Thomas
Keyword(s):  
Critical Thinking ◽  
Language Arts ◽  
Reading Instruction ◽  
Professional Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Language Arts Teachers ◽  
Reflective Process ◽  
Arts Teachers

Teaching critical thinking skills to students has become a central focus the language arts classroom. It is therefore important to examine what critical thinking may look like for the language arts teacher: How do language arts teachers come to know and understand? How do language arts teachers engage in critical thinking in order to enhance their pedagogical practices? This chapter examines the ways in which teachers' involvement in developing their critical thinking skills can aid them in establishing their knowledge and understandings. The chapter explores findings from a study that involved teachers in Grades 2 and 4 in the development of a framework for reading instruction in the primary grades. These findings make a case for encouraging teachers to engage in critical thinking in professional learning communities that foster professional development and collaboration in an active and reflective process.

Critical Thinking

2019 ◽  
pp. 255-276
Author(s):  
Karen S. C. Thomas
Keyword(s):  
Critical Thinking ◽  
Language Arts ◽  
Reading Instruction ◽  
Professional Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Language Arts Teachers ◽  
Reflective Process ◽  
Arts Teachers

Teaching critical thinking skills to students has become a central focus the language arts classroom. It is therefore important to examine what critical thinking may look like for the language arts teacher: How do language arts teachers come to know and understand? How do language arts teachers engage in critical thinking in order to enhance their pedagogical practices? This chapter examines the ways in which teachers' involvement in developing their critical thinking skills can aid them in establishing their knowledge and understandings. The chapter explores findings from a study that involved teachers in Grades 2 and 4 in the development of a framework for reading instruction in the primary grades. These findings make a case for encouraging teachers to engage in critical thinking in professional learning communities that foster professional development and collaboration in an active and reflective process.

Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South

2021 ◽  
pp. 1-15
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Paul Agu Igwe ◽  
Ifeanyi Kalu Mong ◽  
Hyginus Emeka Nwosu ◽  
Clementina Kanu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Global South ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices

scholarly journals EFL STUDENTS’ ATTITUDE TO CRITICAL READING

2021 ◽  
pp. 93-96
Author(s):  
Nataliia Hromova
Keyword(s):  
Critical Thinking ◽  
Reading Instruction ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Critical Reading ◽  
Intermediate Students ◽  
English Classes ◽  
General Importance

. Critical thinking skills are one of the key requirements for a modern specialist in the professional world nowadays. Applying critical thinking while reading texts must become the essential approach to dealing with information. This study focuses on an exploratory investigation of the students’ attitude to critical reading tasks at the English classes. The present survey aims at exploring low-intermediate students’ attitude to critical reading assignments used at the English classes. The main tasks are the following: 1) to carry out a survey on students’ attitude towards critical reading and critical reading instruction at university; 2) to test the students’ critical reading skills; 3) to interview the students on their assessment of the reading tasks to identify the habits of mind available to develop their critical reading skills. The data were collected from the students’ questionnaire, the critical reading test and the students’ interviews. The findings support the results of the foreign researchers’ surveys about the lack of curiosity, relevant habits of mind and the majority of textbooks containing factual tasks which hinder the development of the readers’ critical attitude to information. Although the students admitted the general importance of critical reading, they did not seem to understand the essence of these skills and showed indifference to critical reading tasks during the second and third stages of the experiment. Thus, the prospects of the further research aim at designing and implementation of a reading English texts program for university low-intermediate students which could involve more critical reading assignments to promote critical habits of mind.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 27-46
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2017 ◽  
pp. 1235-1254
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 1774-1793
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

scholarly journals How teachers adapt to curricular and structural change : a multi-case study of three middle school language arts teachers

2017 ◽  
Author(s):  
◽  
Stephanie Wightman
Keyword(s):  
Middle School ◽  
Language Arts ◽  
Professional Learning ◽  
Teacher Identity ◽  
Radical Change ◽  
Start Time ◽  
Language Arts Teachers ◽  
Teacher Understanding ◽  
Arts Teachers

This study examined the experiences of three middle school language arts teachers during a time in their teaching careers where their school district underwent structural and curricular changes. During the restructuring of the grade configuration, curriculum, course assignments, teachers, teams, start time, and schedules, teachers at Smiley Middle School teachers experienced a radical change. Through interviews, blogs, professional learning team observations, and field notes, this qualitative case study examines the experiences of three language arts teachers one and a half years after the transition. The findings indicated that these teachers were largely impacted by the transition. They relied on their teacher identity to ground their day-to-day classroom changes. Their agency was disrupted, but the teachers were able to rely on professional learning teams and units of instruction to help them build back their agency. Finally, resilience was a large factor in helping the three teachers power through the changes. This study has lasting implications for building leaders, teachers, and pre-service teacher. Understanding and building up identity, agency, and resiliency among teacher may play a role in helping teachers negotiate complex changes in their school structure.

scholarly journals Importance of Evaluative Reading for the Development of Critical Thinking

2019 ◽  
Vol 2018 (1) ◽  
pp. 344
Author(s):  
Michio Mineshima ◽  
Rie Imai
Keyword(s):  
Critical Thinking ◽  
Reading Instruction ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Other ◽  
Critical Reading ◽  
Japanese Education ◽  
Level 3 ◽  
Level 2

Critical thinking is widely recognized as important in Japanese education including English teaching, as is stipulated, for instance, in MEXT’s Course of Study. However, there is no clear indication that students are successfully learning this generic higher-order thinking skill in secondary- or tertiary-level education. One way to enhance critical thinking is Level 3 reading instruction. This paper shows how Level 3, or evaluative, reading instruction in EFL classrooms can foster learners’ critical reading and by extension critical thinking skills. The other two levels of reading are factual (Level 1) and interpretive/inferential (Level 2). By comparing two different versions of an interpretation of the same text, one using Level 2 reading and the other using Level 3 reading, the authors demonstrate the crucial importance of Level 3 evaluative reading for the development of learners’ critical reading skills. 日本の教育における批判的思考力の重要性は，文科省の学習指導要領の規定にみられるように，広く認められている。しかし，この汎用的高次思考力が高等教育や大学教育において十分に習得されているようには思われない。批判的思考力を伸ばす一つの方法がレベル3の読みである。本稿は，英語の授業においてレベル3の読み，すなわち評価読みの指導が学習者の批判的読みを，ひいては批判的思考力を伸ばす可能性について論じる。他の二つの読みは，レベル１の事実読みとレベル2の解釈・推論読みである。同一テキストをレベル2とレベル3の2つの読みで解釈し，両者の違いを比較することで，レベル３の読みが学習者の批判的読みの技能の伸長にいかに重要であるかを論証する。

Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process

2018 ◽  
Vol 41 (3) ◽  
pp. 149-158 ◽  
Author(s):  
Kate Shively ◽  
Krista M. Stith ◽  
Lisa DaVia Rubenstein
Keyword(s):  
Critical Thinking ◽  
Design Process ◽  
Student Development ◽  
Design Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Process Skills ◽  
Classroom Assessments ◽  
Problem Solvers

The field of gifted education has a rich history of proposing and implementing innovative pedagogical practices to develop students’ creative and critical thinking, yet less attention has been given to the assessment of these learning experiences. If creative and critical thinking are both inherently important in developing global problem solvers and further represent the goals of gifted curriculum, then classroom assessments must be designed to measure student development of these process skills. Many assessment rubrics emphasize the end product or superficially address process skills. This article provides sample rubrics to assess creative and critical thinking skills independently. Then, we consider anchoring larger projects’ assessment within the Design Thinking Model (DTM), which embeds creative and critical thinking skills into the design process. Teachers may tailor these rubrics to assist in measuring the essential, yet complex, cognitive processes, and clearly convey to students the characteristics and practices of a good thinker and designer.

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