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Increasing Critical Thinking

Improve critical thinking skills with a comprehensive set of power verbs and corresponding graphic organizers. Help students comprehend, analyze, evaluate, and apply knowledge effectively.

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Increasing Critical Thinking

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  1. Increasing Critical Thinking with POWER VERBS

  2. Recall Level (Knowledge/Comprehension)

  3. identify - name All the information I know What the question asks Whatmatches

  4. list - itemize or give in order • 1. ________ • ________ • ________ • ________ • ________

  5. define - give the meaning Frayer Model Definition (in own words) characteristics word examples non-examples

  6. describe - tell everything you know; give details and examples or

  7. summarize - tell the main points or ideas details and examples big ideas

  8. explain - tell all about

  9. discuss - tell about in detail

  10. ApplicationLevel

  11. trace - give events or steps in order • ______ • ______ • ______ • ______ • ______ or

  12. predict - forecast; tell what will come next

  13. interpret – tell about the meaning or significance

  14. AnalysisLevel

  15. analyze -break apart

  16. support - give examples, details, or reasons • I. General Statement • A. Example/detail/reason • B. Example/detail/reason • C. Example/detail/reason • II. General Statement • A. Example/detail/reason • B. Example/detail/reason • C. Example/detail/reason • III. General Statement • Example/detail/reason • Example/detail/reason • Example/detail/reason 1 2 General Statement Example/ detail/reason or Concept 3 4 Example/ detail/reason Example/ detail/reason

  17. infer – read between the lines; make an educated guess

  18. SynthesisLevel

  19. formulate -make up; create

  20. EvaluationLevel

  21. criticize - give good and bad points

  22. compare -tell about similarities and differences item 1 item 2 similarities Venn Diagram or differences with regard to. . . item 1 item 2

  23. evaluate -judge; rate

  24. justify - prove; give evidence or facts

  25. How to Use Power VerbsIncluded are charts for 18 “power verbs.” You may wantto select only those that are most appropriate to your grade level and content area. If you would like to add other verbs or edit these, contact Jeanette Hodges for the PowerPoint slides.Each power verb has a simple definition, a visual cue, and at least one graphic organizer that would fit. Our at-risk populations need to have simplistic language that they can understand; otherwise, they may know the content but not understand what the question is asking.

  26. Recent brain research tells us that we learn by visual cues. As you introduce the power verb charts to the class, you may want to discuss the visual cue and how it relates to the verb. • All of our students --- gifted as well as special needs --- need to be explicitly taught how to organize their thinking. They also need to understand that there is no “magic” way to organize their thinking for all types of questions. For instance, the popular three or four-column method works for some questions and for some students. Each power verb chart includes at least one graphic organizer, but students need to understand that there are others. The best district-wide method is ROAR. (Read the entire question. Organize your thinking. Answer the question.Review your answer.)

  27. You may want to introduce the power verbs just a few at a time or perhaps even one a week. Larry Bell says that some schools have had great success by having a “power verb of the week.” The verb is mentioned in the morning announcements, teachers use the verb in class, and students may even be stopped in the hall or the cafeteria to define and give an example of the word of the week. • Teachers and students need to be aware of the level of cognition (i.e., Bloom’s Taxonomy). The power verbs in this packet are listed in order, according to level. However, these levels are fluid rather than rigid. In other words, the same verb may be used on more than one level of thinking (e.g., compare, explain, infer). It just depends on the way the verb is used. • As you post the verbs in your classroom, you may want to cluster the verbs around the most common level of thinking for that verb. (The levels and the verbs are presented in order in the packet.) If so, you may want to color-code the poster for each level to fit a traffic light. Recall would be on red paper; application would be on yellow paper; analysis would be on green paper; synthesis and evaluation would be on blue paper to indicate that “the sky is the limit!” Color-coding is just one other visual cue that may help some students, especially our at-risk populations.

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