2007-08 Critical Thinking Session 3 Leslie Opp-Beckman University of Oregon Siriporn “Sao” Payonngkhunjohn.

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Presentation transcript:

Critical Thinking Session Leslie Opp-Beckman University of Oregon Siriporn “Sao” Payonngkhunjohn

Topics, Session 03 Opening Remarks. Activity 1, Discuss. Overview of Critical Reading. Activity 2, Fables. Wrap Up and Questions/Answers.

Activity, Discuss 1) Where are you on this curriculum continuum? FINISH THE BOOK MAKE CHANGES 2) What are some differences (examples) between reading for comprehension and reading critically? 3) How are reading and writing connected in your class? Choose 1 person in your group to be a writer and 1 person to be a reporter.

CT Definition …the intellectually disciplined process of actively and skillfully analyzing, synthesizing, and/or evaluating information…as a guide to belief and action. (Scriven & Paul, 1992)

HOTS Higher Order Thinking Skills (HOTS) Gathering information (reading). Understanding ideas. Breaking ideas into parts. Creating new meaning. Making judgments about ideas.

Blooms Taxonomy Bloom’s Taxonomy relates this to: Comprehend = foundation. HOTS: Analyze HOTS: Synthesize HOTS: Evaluate HOTS: Create

Activity, Fables Task in two parts: PART I… Identify a fable (Thai or other). Write the name of the fable in large letters on paper. Write 4-6 main events that happen in the story. Keep this very short & simple!

Activity, Fables Task in two parts: PART II… Write 2-3 questions to check comprehension. Write 2-3 questions or ideas to develop HOTS. Choose 1 person in your group to be a writer and 1 person to be a reporter.

CT in ELT! Find CT lesson plan ideas you can adapt, see Education World: Be prepared to report back on your own class experiences in the next session. What worked? What didn’t? Why?

Critical Thinking Session 3 Leslie Opp-Beckman University of Oregon Siriporn “Sao” Payonngkhunjohn