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Appeal to Teachers! Do not bury the Critical Thinking of Our Kids!

Appeal to Teachers! Do not bury the Critical Thinking of Our Kids!. Teacher Research, May 11 th , 2011 Amjaad Mujallid Language, Reading & Culture MA Program Department of Teaching, Learning & Sociocultural Studies The University of Arizona. Before the trip.

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Appeal to Teachers! Do not bury the Critical Thinking of Our Kids!

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  1. Appeal to Teachers! Do not bury the Critical Thinking of Our Kids! Teacher Research, May 11th, 2011 Amjaad Mujallid Language, Reading & Culture MA Program Department of Teaching, Learning & Sociocultural Studies The University of Arizona

  2. Before the trip The same moment repeated many times Reading a book Attending a class Joining an activity Writing something on the board Same reaction Confused Surprised Made efforts to achieve the deep thinking

  3. The trip’s luggage What are the strategies that teachers should apply them to increase the critical thinking of elementary school students? What are the factors make students different from each other in their critical thinking? How we can define the critical thinker? What are the class activities that help students to think more critically?

  4. Driving the ship The place: a bilingual elementary school in Tucson, AZ. Participants: 4th graders and their teacher. Methods: interviews, observations, a survey, and a focus group. Theorists Led the trip: Linda Elder Richard Paul

  5. Facing storm waves during the trip The teacher interview Permission forms The focus group

  6. The Safety Shore Categories: • student’s questions(critical ,expected). • student’s answers (critical , expected). • class activities. • student’s reaction to the teacher questions (welling to answer or confused). • student’s interaction with the teacher and the opposite. • students’ interaction with each other. • students’ interaction with me. The Universal Intellectual Standards: 1- Clarity (e.g. could you give me an example?) 2- Accuracy (e.g. How we could find out if that is true?) 3- Precision (e.g. could you be more specific?) 4- Relevance (e.g. how does that relate to the problem?) 5- Depth (e.g. what factors make this a difficult problem?) 6- Breadth (e.g. do we need to look at this in other ways?) 7- Logic (e.g. does all this make sense together?) 8- Significance (e.g. which of these facts are most important?) 9- Fairness (e.g. do you have any vested interest in this issue?). (Paul & Elder, p.12)

  7. The Safety Shore (cont) Who is the critical thinker? “Someone who does not just accept things as they first appear,” but he is searching for the root of the truth by himself. (A. Mujallid, 12 Apr, 2011). My definition: the one who has curiosity to know more than what he learned, and to learn why things are happened. Implication: The teacher decided to focus on the critical thinking more than she used to and ask the students harder.

  8. Case Study example Tatiana Before: Quite. Does not answer teacher questions. She needs help most of the time to know how to think. After: Asking natural questions.

  9. What is Next? • A teacher Guide. • Combining the funds of knowledge with this study. Teacher Researcher: • My first study (Novice). • Confident. • I became more critical thinker with the process. • Teaching Teachers.

  10. References • A. Mujallid, Tessa, 12 Apr, 2011. • Brainstorming with 5- to 8-year-olds. ( 2008, Nov 4th) Retrieved fromweb log post, In Our Write Minds, http://www.writeshop.com/blog/. • Critical and Creative Thinking - Bloom's Taxonomy. Retrieved from Teacher Tap website, http://eduscapes.com/tap. • Elder, Linda. (2007) an Interview with Linda Elder: About Critical Thinking and Gifted Education. Interview by Michael F. Shaughnessy and Randy Seevers. Retrieved from The Foundation for Critical Thinking, www.criticalthinking.org. • Gonza’lez, Norma, Luis Moll, and Cathy Amanti (2009). Funds of Knowledge. New York: Routledge. • Goswami, Dixie, Ceci Lewis, Marty Rutherford, and Diane Waff (2009). On Teacher Inquiry. New York: Teachers College Columbia University. • Hubbard, Ruth Shagoury, and Brenda Miller Power (1993-2003). The Art of Classroom Inquiry. Heinemann. • Kitzinger, Jenny (1995).Introducing Focus Groups. BMJ, 311, 299-302. • Parson, Linda T. (2006).Visualizing Worlds from. Language Art, 83, 492-500. • Paul, Richard, and Linda Elder (2007). The Miniature Guide to Critical Thinking. Paper presented at the annual meeting of International Conference on Critical Thinking, Berkeley, CA. Foundation for Critical Thinking.

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