A Parent’s Guide to Understanding and Using Critical Thinking Tools at Home

1. A Parent’s Guide to Understanding and Using Critical Thinking Tools at Home 7th Grade Humanities

2. Acknowledgements Please note, the concepts for instruction you will see in this presentation are the work of Dr. Sandra Kaplan of USC , her colleagues from the University of Connecticut, and educators from the California Association of the Gifted. We have adapted these elements to best meet the needs of all our learners in 7th grade Humanities. Thank you, The 7th Grade Team

3. All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent.
 - John F. Kennedy- Use of critical thinking tools in the classroom challenges students to learn at a deeper level. You can keep them challenged at home, too! READ ON…

4. Time for Thinking

5. So that you are able to support your child at home… …take a look at the various Thinking Tools that we use in the classroom!

6. Ask your child how they are using the critical thinking tools in class. Support the use of the thinking tools in conversations at home. Depth & Complexity Bloom’s Taxonomy Think Like A Disciplinarian Universal Concepts Origin Paradox Impact Parallel Convergence Contribution Content Imperatives

7. DEPTH Icons: Extending one’s study of the class content • Challenges advanced learners by directing them to extend their understanding of the area of study. • Challenges struggling learners without overwhelming them

8. Depth has the following major components: • Language of the Disciplines:Specialized vocabulary, names of skills or tasks, tools used • Details:Attributes, parts, factors, variables • Patterns:Repetition, predictability • Trends:Influences, forces, direction • Rules:Structure, order, hierarchy, explanation • Ethics: Points of view, different opinions, judging • Big Idea: Generalization, principle, theory • Unanswered Questions: • Missing parts, unclear ideas, incomplete ideas

9. Thinking Tools-Depth (1)

10. Thinking Tools-Depth (2)

11. Using Complexity Icons • Includes making relationships, connecting other concepts, and layering. • This is the “why/how” approach that connects and bridges to other disciplines to enhance the meaning of a unit of study.

12. Complexity encourages students to… • Relate concepts and ideas at a more sophisticated level • See associations among diverse subjects, topics or levels • Find multiple solutions from different points of view

13. Complexity has three major dimensions: • Relationships Over Time: Between the past, present and future, and within a time period • Relationships From Different Points of View: Multiple Perspectives, opposing viewpoints, differing roles and knowledge • Interdisciplinary Relationships: With, between and across the disciplines

14. Thinking Tools-Complexity

15. Students can use a single Depth/Complexity icon • One at a time • Depth • To dig deeper • Complexity • Greater breadth of understanding The thinking tool is like a magnifying glass. It gives greater dimension to what is studied.

16. For example, using one icon… • …to understand a battle in history, students can study the rules, patterns, details, or ethics related to that battle. Patterns Details Rules Ethics Part to whole thinking

17. …or students can use Thinking Pairs • Two thinking tools together joined with the word “AND” • What are the details AND ethical issues surrounding the fall of the Roman Empire? • Using two thinking tools changes the intellectual demand • THE INTELLECTUAL WORK IS RIGOROUS

18. Content Imperative Icons are another thinking tool… • They focus the investigation of a topic of study from a broad, general area to a more structured and specific one. • Content imperatives can be used as prompts to construct questions to stimulate the investigation the subject matter. • Example: What are the CONTRIBUTIONS of weather to farming?

19. Thinking Tools-Content Imperatives

20. Examples of using Content Imperatives: critical thinking at its best… What factors CONVERGED to bring about the fall of the Roman Empire? What PARALLELS do you find between the rise of Ghana and the rise of Mali?

21. How parents can use these tools at home to support critical thinking

22. Movies and TV shows can stimulate questions. Ask your child… • What are some of the patterns of behavior you notice in • a main character? • What are some ethical issues facing a particular character? • What are the multiple ways a character’s • actions might be viewed? • Did you notice any trends in • the evening’s programming?

23. Thinking Tools are relevant to your child’s sports. Ask… • What patterns of play are apparent in your sport? • What are the important rules in your sport? • What trends or predictions can you make about • your sport/team? • How has this sport changed over time?

24. And Then There is the Critical Thinking Pyramid Known as Bloom’s Taxonomy… • In 1956, Benjamin Bloom headed a group of educational psychologists • who developed a classification of levels of intellectual behavior important • in learning. Would you believe that Bloom found that over 95 % of the test questions students encounter require them to THINK only at the lowest possible level, which is the recall (remember/knowledge) of information. • Bloom identified six levels related to the cognitive domain, from simple • recall or recognition of facts, as the lowest level, through increasingly more • complex and abstract mental levels, to the highest order which is now classified • as creating/synthesis. • Examples that represent intellectual activity on each level are listed on • the following page. Students are asked to look at the content using • appropriate levels of thinking. • .

25. Bloom’s Thinking Words Remembering (Knowledge): Can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding (Comprehension): Can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying (Application): Can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing (Analysis): Can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating (Evaluation): Can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate. Creating (Synthesis): Can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

26. There are many other tools that stimulate critical thinking… The use of the thinking terms on the following pages demands more thought and effort when students consider the content to be learned. They might be thought of as the ACTION that activates learning.

27. Thinking Skills-(1)

28. Thinking Skills-(2)

29. When “visiting” new ideas with your child, develop questions using KEY words-ask… What is/are the… Kinds, characteristics, factors, features, types, attributes… History/development of… Sequence of/steps to… Origin of… Pattern of…. Purpose of Importance of… Relationship of… Trends of… Value of… Problems relating to… Concepts/theories of… Future of…

30. An important way to have students think critically is to have them “Think Like A Disciplinarian”… LEARNING TO APPROACH SUBJECTS FROM NEW POINTS OF VIEW... When students learn to "think like a disciplinarian" they are approaching problems and concepts from the point of view of a professional in a specific field. Examples are on the next pages…

31. Think Like a Disciplinarian • Purpose: • We are going to be Thinking Like A Disciplinarian • --Anthropologist is an example of a disciplinarian • --Economist is an example of a disciplinarian • Questions: • What is a discipline? • • How are these features related to a discipline: • – purpose – language – skills • – tools – methodology –deeds, • and dates • • What do disciplinarians do? • Who are the disciplinarians related to what we are studying? • S. Kaplan, USC

32. Think Like a Disciplinarian Example: Think Like An Anthropologist I study humanity and human culture. I focus on all societies and all aspects of human physical, social, and cultural life. I examine the characteristics that human beings share and the diverse ways that people live in different environments. I investigate culture, the strategies for living that people learn and share as members of social groups. I also analyze beliefs and values. I look for general patterns in human behavior. I try to determine how people who share a culture view their world. S. Kaplan, USC

33. In exploring a character in literature, we may ask our students to “Think Like a Psychiatrist”…and ask the following questions… What behavior is interesting about this character (good or bad)? (Ethics) What is the origin of this behavior? When did it start? Why did it start? What factors contribute to the behavior? What is making the behavior continue? What is making it worse? How do the character’s thoughts and actions form a parallel or a paradox? Does the character mean to do what he does or does it go against his thoughts? (Ethics) S. Kaplan, USC

34. Using Multiple Intelligencesor your “SMARTS” Dr. Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences, which are described on the following pages…

35. Multiple Intelligences or “SMARTS” continued… Gardner believes that the NINE intelligences he has identified are independent, in that they develop at different times and to different degrees in different individuals. It is important to encourage children to explore and exercise all of their intelligences. Creating a rich and stimulating environment filled with interesting materials, games, and books lays the foundation for healthier, happier, brighter children!  Students who have these kinds of experiences know many ways to learn almost anything!

36. Your Multiple Intelligences or “SMARTS” (1) • Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words • Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns • Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber • Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly • FIND YOUR PREDOMINENT INTELLIGENCE:http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm

37. Multiple Intelligences or “SMARTS” (2) • Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully • Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others. • Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes • Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature • Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

38. UnderstandingUniversal Themes Our students learn best when they relate new information to ideas that are familiar. We help them with this by teaching universal themes and concepts. By using this technique, we help students to form “big ideas” that are transferred to future experiences. Universal themes can make the difference between knowledge and understanding—learning many facts vs. being able to apply those facts to something meaningful, as in our case, to social studies and literary concepts.

39. We will use some of these themes throughout the year Conflict Structure Power Systems Change Generalizations: Within each universal theme are generalizations. For example, working with CONFLICT as a theme, students will investigate ideas such as Conflict is composed of opposing forces. Conflict may be natural or man-made. Conflict may allow for synthesis or change.

40. Now you are ready to support your child’s learning at home! First… When reviewing your child’s homework or projects, ask questions such as: “Tell me how you arrived at your answer.” “What evidence do you have to support that statement?” Encourage students to practice skills at home. If students want to become better readers, they have to read more…practice is necessary to excel in any area…

41. Ask your children more questions about what they are studying… • ASK…what is something you learned about today? • How would you describe this idea? What details • would you use? • How is this idea related to something you already know? • What else would you like to know about this topic? S. Kaplan, USC

42. Next, model academic humility • Be willing to say, “I don’t know the answer to that. How can we find out? Let your child brainstorm with with you. • Have family dinners together and discuss a controversial topic allowing everyone to give his or her perspective. Model at home how to have discussions with different opinions.

43. Finally, help build your child’s interests. • Visit museums and cultural exhibits to provide outside experiences • Instill a sense of discovery by asking your child questions and then allowing them to investigate on their own. • Show enthusiasm for reading and cultural experiences. Instill love for art, books, music, dance, and theater. • AND PLEASE • SHARE YOUR • EXPERTISE IN OUR • CLASSROOOM!