思考能力 (thinking skills) 教學之規劃 與實施 台灣師範大學英語系教授 陳秋蘭

What is critical thinking? 批判性思考 or 嚴謹的思考 The term “analytical thinking” may seem to convey the idea more accurately, critical thinking clearly involves synthesis, evaluation, and reconstruction of thinking, in addition to analysis.

What is Critical Thinking? Healthy skepticism (Lipman, 1991) Reasonable and reflective thinking that is focused upon deciding what to do (Norris & Ennis, 1989) The ability to take charge of one’s own thinking and develop criteria for analyzing and assessing one’s own thinking (Elder & Paul, 1994) To achieve understanding, evaluate viewpoints and, solve problems (Maiorana, 1992)

高中英語課綱與批判性思考 高中課程英文科綱要 ─.doc 高中課程英文科綱要 ─.doc _Thinking Skills_ 秀娟 _revised.doc970523_Thinking Skills_ 秀娟 _revised.doc

What do good readers do while reading?

1. Good readers are active readers. 2. Good readers have clear goals in mind for their reading. 3. Good readers look over the text before they read. 4. As they read, good readers frequently make predictions about the next part of the text. 5. Good readers read selectively. 6. Good readers construct, revise, and question the meanings they make.

7. Good readers try to determine the meaning of unfamiliar words and concepts in the text. 8. Good readers integrate their prior knowledge with material in the text. 9. Good readers think about the authors of the text. 10. Good readers monitor their understanding of the text. 11. Good readers evaluate the text’s quality and value and react to the text. 12. Good readers read different kinds of text differently.

Reference Farstrup, A; & Samuels, S. (2002). What research has to say about reading instruction. Newark, DE: IRA.

Reciprocal Teaching

What is Reciprocal Teaching? instruction and the four comprehension strategies – predicting, questioning, clarifying, summarizing a special kind of cognitive apprenticeship

Four Roles Predictor Clarifier Questioner Summarizer

Predictor Predict what is likely to happen next based on clues from the text or illustrations Stop to predict during reading Use what they know (from text and prior knowledge) to help make a prediction Continue to make logical predictions based on clues from the text

The language of prediction that students use I think…because I’ll bet…because I wonder if…because I imagine…because I suppose…because

Clarifier Give strategies for clarifying words that are difficult to pronounce or understand Express confusion with specific portions of text, such as ideas or events, that are difficult to understand Tell strategies for clarifying ideas, and tell how clarifying helps them to understand text.

The language of clarification that students use ( Ⅰ ) I didn’t understand the part about…, so I.. I didn’t understand the part about…, so I … and… I can’t figure out…, so I

The language of clarification that students use ( Ⅱ ) So I… reread, reread, reread; read on for clues; checked the parts of the word I knew blended the sounds of the word reread the sentence to see if it made sense tried another word

Questioner Ask questions based on the text (that is, the answers are in the text) Ask questions that are based on the main idea or question of the story. Ask some detail-oriented questions, and Ask some inferential questions.

The language of questioning that students use who, what, when, where, why, how, what if.

Summarizer Give only key points in a short one- or two-sentence summary, Summarize in a logical order Reread to remember main ideas Refer to illustrations to retell or summarize the text. Retell the story in their own words and include the setting, characters, problem, key events, and resolution.

The language of summarizing that students use First,… Next,… Then,… Finally,… The most important ideas in this text are… The story takes place… The main characters are… A problem occurs when… A key event is when… This part is about… This book is about…

Predicting 1. Why do you suppose the author choose….? What is his intent? 2. After reading the page (paragraph), what do you expect to learn from this story 3. What is likely to happen next? 4. What happens to ….during ? 5. Based on what you have known already, what will this character respond?

Clarifying 1.Are there any words or phrase that confused you? 2. If you were the character, how might you respond in that situation?

Summarizing 1. What is important /or not important in this section of the text? 2. What do you suppose was the writer’s intent in this chapter? 3. How would you characterize the overall tone of this opening sectioning?

Questioning 1……(state the details in the reading), why? 2.How does the writer’s diction reveal his tone? (What is the tone of the speaker?) 3.How does this chapter relate to our essential question? 4. What connection can we make to our daily life?

My Reading Journal Name of the Book: Author: Date: Chapter: Clarify I don’t understand the part about so I ___________________________________________________ Question Write down some questions for your friends to see if they have understood this chapter. _______________________________________________________ Summarize Retell this part of the story in your own words. First,___________________________________________________ Next,___________________________________________________ Then___________________________________________________ Finally,_________________________________________________ Predict I think/wonder if/imagine/suppose/predict ________________________because_________________________ Appreciate/Acquire I. The sentences/expressions I like are__________________________ II. The new words I have learned in this chapter are _______________

Bloom’s Taxonomy Bloom's Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

Bloom’s taxonomy Level 1: Knowledge Level 2: Comprehension Level 3: Application Level 4: Analysis Level 5: Synthesis Level 6: Evaluation

Bloom's Taxonomy Level 1: Knowledge exhibiting previously learned material by recalling facts, terms, basic concepts and answers. Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

Questions: What is... ? How is... ? Where is... ? When did ______ happen? How did ______ happen? How would you explain... ? Why did... ? How would you describe... ? When did... ? Can you recall... ? How would you show...? Can you select..? Who were the main.. ? Can you list three. ? Which one... ? Who was... ?

Bloom's Taxonomy Level 2: Comprehension demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify

Questions: How would you classify the type of.. ? How would you compare.. ? contrast.. ? Will you state or interpret in your own words….? How would you rephrase the meaning.. ? What facts or ideas show. ? What is the main idea of.. ? Which statements support. ? Can you explain what is happening.. ? What can you say about..? Which is the best answer... ? How would you summarize... ?

Bloom's Taxonomy Level 3: Application solving problems by applying acquired knowledge, facts, techniques and rules in a different way. Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify

Questions:. How would you use... ? What examples can you find to... ? How would you solve _______ using what you have learned... ? How would you organize _______ to show... ? How would you show your understanding of... ? What approach would you use to... ? How would you apply what you learned to develop... ? What other way would you plan to... ? What would result if... ? Can you make use of the facts to... ? What elements would you choose to change... ? What facts would you select to show... ? What questions would you ask in an interview with.. ?

Bloom's Taxonomy Level 4: Analysis examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

Questions: What are the parts or features of... ? How is _______ related to... ? Why do you think... ? W hat is the theme... ? W hat motive is there... ? C an you list the parts... ? What inference can you make... ? What conclusions can you draw... ? How would you classify... ? How would you categorize... ? Can you identify the difference parts... ? What evidence can you find... ? What is the relationship between... ? Can you make a distinction between... ? What is the function of... ? What ideas justify... ?

Bloom's Taxonomy Level 5: Synthesis compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change

Questions: What changes would you make to solve... ? How would you improve... ? What would happen if... ? Can you elaborate on the reason... ? Can you propose an alternative... ? Can you invent... ? How would you adapt ________ to create a different... ? How could you change (modify) the plot (plan)... ? What could be done to minimize (maximize)... ? What way would you design... ? What could be combined to improve (change)... ? Suppose you could _______ what would you do... ? How would you test... ? Can you formulate a theory for... ? Can you predict the outcome if... ? How would you estimate the results for... ? What facts can you compile... ? Can you construct a model that would change... ? Can you think of an original way for the... ?

Bloom's Taxonomy Level 6: Evaluation presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion,,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence

Questions: Do you agree with the actions/the outcomes... ? What is your opinion of.. ? How would you prove/disprove.. ? Can you assess the value or importance of... ? Would it be better if... ? Why did they (the characters) choose.. ? What would you recommend... ? How would you rate the... ? What would you cite to defend the actions... ? How would you evaluate... ? How could you determine... ? What choice would you have made... ? What would you select... ? How would you prioritize... ? What judgment would you make about... ? Based on what you know, how would you explain... ? What information would you use to support the view... ? How would you justify... ? What data was used to make the conclusion... ? Why was it better that.. ? How would you prioritize the facts.. ? How would you compare the ideas/people... ?

Questions?