critical thinking across the language curriculum, part ii

Critical Thinking Across the Language Curriculum, Part II

Cynthia KiefferUniversity of Oregon

American English Instituteckieffer@uoregon.edu

Introduction Puzzling Picture, Multiple Perspectives Topic I: Objectives of a Lesson Plan Topic 2a: Affective Strategies Topic 2b: Cognitive Strategies (Macro) Topic 2c: Cognitive Strategies (Micro) Topic 3: Recommendations Wrap Up, Q & A

Puzzling PicturesMultiple PerspectivesOld or young woman?

(Hint:old woman facing left;young womanlooking back.)

Puzzling Pictures, Multiple Perspectives

Rabbit or duck?(Duck faces left; rabbit faces right.)

Definitions Affective Cognitive Macro Micro

Topic 1:Quick Review of Bloom Knowledge: define, list, tell, describe Comprehension: explain, give examples Application: illustrate, classify

Critical Thinking Level = Analysis: compare, contrast, analyze Synthesis: substitute, invent, what if? Evaluation: judge, recommend, defend

Topic 1:Objectives of a Lesson Plan Comprehension

Ss retell the story Analysis

Ss compare and contrast the two main characters’ personalities

Evaluation Ss discuss and evaluate the characters’ motivation

PuzzlingPicture

Upor down?

Topic 2:Instructional Strategies

See handout:35 Dimensions of Critical Thought

Affective Strategies Cognitive Strategies,

Macro-Abilities Cognitive Strategies,

Micro-Skills

Topic 2a: Affective Strategies Handout:

“35 Dimensions of Critical Thought”S-1 through S-9(S = Strategy)

In a nutshell, these are talking about…

Topic 2b: Cognitive Strategies, Macro-Abilities Handout:

“35 Dimensions of Critical Thought”S-10 through S-26

In a nutshell, these are talking about…

Topic 2b: Cognitive Strategies, Macro-AbilitiesS –15 developing criteria for

evaluation: clarifying values and standards

What would you have done? How did character X feel? Why?

How do you know? How did the other characters feel?

Why? How do you know?

Topic 2b: Cognitive Strategies, Macro-AbilitiesS –19 generating & assessing

solutions Why did he think X was important? Do you think X was important? What were the pros and cons? How else could he have solved the

problem?

Topic 2b: Cognitive Strategies, Macro-AbilitiesS –24 Socratic questioning Questions for clarification: What do

you mean by . ..? What is your main point? How does ____ relate to ___? Could you put it another way? What is the main issue here?

Topic 2b: Cognitive Strategies, Macro-Abilities

S –24 Socratic questioning Questions about viewpoints or

perspectives: How would other groups of people respond? Why? What would someone who disagrees say? Can you see this another way?

Topic 2b: Cognitive Strategies, Macro-Abilities

S –24 Socratic questioning Questions about viewpoints or

perspectives: How would other groups of people respond? Why? What would someone who disagrees say? Can you see this another way?

Activity TASK: Using the story of Romeo

and Juliet (or another story/movie), develop activities or discussion questions that target the Cognitive Macro Abilities. Identify the strategy (S-10 to S-26) from “35 Dimensions of Critical Thought.”

Topic 2c: Cognitive Strategies, Micro-Skills Handout:

“35 Dimensions of Critical Thought”S-27 through S-35

In a nutshell, these are talking about…

Topic 2c: Cognitive Strategies, Micro-SkillsS –27

comparing and contrasting ideals with actual practice

Explain the rules of courtship during this time period. Compare and contrast the actions of Paris and of Romero in regard to courting and marriage.

Topic 2c: Cognitive Strategies, Micro-SkillsS –29

noting significant similarities and differences

Compare Shakespeare’s Act V (the original story) with the Leonardo Decaprio film version.

Activity TASK: Using the story of Romeo

and Juliet (or another story/movie), develop activities or discussion questions that target the Cognitive Micro-Skills. Identify the strategy (S-27 to S-35) from “35 Dimensions of Critical Thought.”

Topic 3: Recommendations Create a safe and interactive

environment. Integrate CT into the curriculum. Be proactive with classroom

management. Practice reflective teaching and

engage in professional development opportunities.

Wrap Up More details on the

recommendations to be posted on the supporting web site.

Questions?

Critical Thinking Across the Language Curriculum, Part II

Cynthia KiefferUniversity of Oregon

American English Instituteckieffer@uoregon.edu