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Georgia Adult Educator Fall Institutes 2016. Reading and Writing Institute: Critical Thinking, Using Evidence, and Contextualizing Instruction. Themes. Critical Thinking. Evidence. Contextualization. Instructional Model. Pre-Work Recap.
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Georgia Adult Educator Fall Institutes 2016 Reading and Writing Institute: Critical Thinking, Using Evidence, and Contextualizing Instruction
Themes Critical Thinking Evidence Contextualization
Pre-Work Recap • Read the “Teaching Critical Thinking” article from American Educator and use only the Reading Annotation Key to take notes • Video List (review and reflection) • Review handout on contextualized instruction • Video List (review and reflection) • Review Webb’s Depth of Knowledge • Video List (review and reflection) • Bring in a copy of a lesson plan or activity instructions related to using evidence in reading and/or writing
Can You Catch It? • Contextualize content for you • Ask you how you can relate or apply content • Not answer a question directly but reverse it by asking a question back to you • Get you critical thinking about something • You have an “aha” moment
Teaching Critical Thinking Reading Assignment What are some ideas that came from the critical thinking text?
Defining Critical Thinking The ability to objectively analyze and evaluate an issue to form a judgement. Informed decision making Thinking about thinking and how to improve it Actively analyzing, synthesizing and evaluating the thinking process
Two Types of Thinking Step 1 • Divergent Thinking • Analyzing and evaluating as many possibilities as you can Step 2 • Convergent Thinking • Narrowing in on a particular viewpoint
The Stats… • can describe how to teach critical thinking 9% • state students lack critical thinking skills 78% • can clearly define critical thinking 19% • of teachers claim critical thinking is a primary objective 89% • use critical thinking standards in their assessment techniques 8% Mark Jon Snyder; CEO, MSA Consulting Group Adjunct Professor, Elon University
What Can you Do to Promote Critical Thinking? • Brainstorm before you do anything • Classify and categorize • Compare and contrast • Make connections • Provide group opportunities • Don’t always jump in to help • Socratic Questioning
What is Socratic Questioning? A form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas.
What Does a Critical Thinking Classroom Environment Look Like? Students share in the responsibility of a classroom environment Teachers model thinking and support students as they share their thinking strategies The classroom has an atmosphere of inquiry and openness Students are supported, but also challenged to think independently The classroom arrangement allows students to work together
Scaffolding Critical Thinking https://www.teachingchannel.org/videos/scaffolding-critical-thinking
Frame Lessons around Questions Open-ended No right or wrong answer Require synthesis Relevant themes Webb’s DOK
Question For The Next Two Days… Can you teach critical thinking?
Critically Reading vs. Critically Thinking What is the difference? • Critical readingis a technique for discovering information and ideas within a text • Critical thinkingis a process for evaluating information and ideas, and for deciding what to accept and believe
Example Parents are buying expensive cars for their kids to destroy them. Critical Reading Critical Thinking Deciding if the context of the text as a whole, “them” refers to the parents, kids, or cars, and does the text support that Deciding whether the chosen meaning was indeed true, and whether or not you, as the reader, should support it
Facts vs. Interpretation Non-Critical Readers Critical Readers • Texts provide facts • Gain knowledge by memorizing statements in text • A single text provides but one portrayal of the facts • Recognize what the text says and how that text portrays the subject matter
Outcomes of Critical Reading Recognize the author’s purpose Understand tone and persuasive elements Recognize bias
Three Steps in Analysis Non-Critical Reading Critical Reading • What a text says • Talks about the same topic as the original text • What a text does • Discusses aspects of the discussion itself • What a text means • Analyzes the text and asserts a meaning for the text as a whole Restatement Interpretation Description
Critical Reading What was your purpose when you read the critical thinking text? How did that influence your reading experience? • Purpose: • To learn information about metacognition and critical thinking to help us answer our framing question
Close Reading Steps First Read Second Read • Skim the text and circle unknown vocabulary or phrases • Look up definitions and reread those sentences • Using your thinking notes to read the text again • Avoid using colored highlighters
Author’s Purpose: What is the intent of the following types of text?
Examining Author’s Purpose • What type of text is this? • What was the author’s purpose for writing? • Who is his intended audience?
Primary, Secondary, Peripheral • What is a primary idea from this article? What other ideas are connected to this primary idea? How do the secondary and peripheral ideas support the primary idea?
Close Reading Checklist • I have read the title of the passage. • I have read the passage for the first time. • I have reread the passage • I have read all of the questions. • I have gone back through the text and searched for evidence to help me answer the questions correctly
Small GroupCan you teach critical thinking? • Provide the group with your individual stance • As a group determine a stance • Identify evidence from both texts that supports your group’s stance • Use stop light method
Evaluating Evidence • Pick the three strongest pieces of evidence you feel support your claim • Is the evidence sufficient? Is there enough evidence to fully support your stance? • Is it relevant? Does your evidence directly relate to the topic and stance? Is there any evidence that doesn’t belong? • Is it fully representative of the issue?
