1. CONSTRUCTIVISM, MULTIPLE INTELLIGENCES, BLOOM’S TAXONOMY, AND METACOGNITION PRINCIPLES OF CRITICAL THINKING

2. WHAT IS CRITICAL THINKING? Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.

3. TWO COMPONENTS 1.a set of skills for generating and processing 2.the habit of using those skills to guide behavior It is contrasted with: 1.the mere acquisition and retention of information alone because it involves a particular way in which information is sought and treated 2.the mere possession of a set of skills because it involves the continual use of them

4. CONSTRUCTIVISM “HUMAN LEARNING IS CONSTRUCTED”

5. HUMAN LEARNING IS CONSTRUCTED Constructivism’s central ideal: human learning is constructed learners build new knowledge upon the foundation of previous learning

6. LEARNERS HAVE PRIOR KNOWLDGE Learners come to learning situations with knowledge gained from previous experience. Prior knowledge influences what new or modified knowledge they will construct.

7. LEARNERS HOLD ON TO MISCONCEPTIONS Learners confront their understanding when they encounter a new learning. If what learners encounter is inconsistent with their current understanding, their understanding can change to accommodate that experience. Or not. Misconceptions are shown to persist. EXAMPLES OF MISCONCEPTIONS

8. LEARNERS WORK COLLABORATIVELY When people work collaboratively, they bring their own framework and perspectives to the activity. They are able to negotiate and generate meanings and solutions through shared understanding.

9. LEARNERS DEVELOP METACOGNITION In an authentic environment, learners assume the responsibilities of their own learning. They develop metacognitive abilities to monitor and direct their own learning and performance. thinking about one's thinking awareness and understanding of one's own thought processes the processes used to plan, monitor, and assess one’s understanding and performance higher order thinking which involves active control over the cognitive processes engaged in learning Examples include: planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task tools to "drive the brain"

10. LEARNING IS AUTHENTIC Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers, and experts in a learning community. 1.An activity that involves real-world problems and that mimics the work of professionals; the activity involves presentation of findings to audiences beyond the classroom. 2.Use of open-ended inquiry, thinking skills and metacognition. 3.Students engage in discourse and social learning in a community of learners. 4.Students direct their own learning in project work. DEFINITIO N OF AUTHENTI C LEARNING

11. BLOOM’S TAXONOMY “SIX LEVELS OF COGNITIVE COMPLEXITY”

12. LEARNERS CONSTRUCT KNOWLEDGE Learners apply current understandings, note relevant elements, judge the consistency of prior and emerging knowledge, and, based on that judgment, may modify knowledge.

13. POSSIBLE TOOLS LEVEL OF THINKINGPOSSIBLE TOOLS Knowledge/Understa nding Quizlet ApplyingSimulations, Geogebra, AnalysisMindMap, TimeToast EvaluationIntel Visual Ranking, Showing Evidence CreationWeebly, Prezi, PPT, PicCollage, Voki, ThingLink

14. METACOGNITION PROCESSES USED TO PLAN, MONITOR, AND ASSESS YOUR OWN UNDERSTANDING AND PERFORMANCE

15. RECOMMENDED INSTRUCTIONAL STRATEGIES Metacognition is one’s ability to use prior knowledge to 1.plan a strategy for approaching a learning task, 2.take necessary steps to problem solve, 3. reflect on and evaluate results, and 4.modify one’s approach as needed. It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.

16. 1. PLANNING PHASE Learners should develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem. During the planning phase, learners can ask: What am I supposed to learn? What prior knowledge will help me with this task? What should I do first? What should I look for in this reading? How much time do I have to complete this? In what direction do I want my thinking to take me?

17. 2. MONITORING PHASE Monitor their understanding; use “fix-up” strategies when meaning breaks down. During the monitoring phase, ask: How am I doing? Am I on the right track? How should I proceed? What information is important to remember? Should I move in a different direction? Should I adjust the pace because of the difficulty? What can I do if I do no tunderstand?

18. 3./4. EVALUATION PHASE Evaluate their thinking after completing the task. During the evaluation phase, learners ask: How well did I do? What did I learn? Did I get the results I expected? What could I have done differently? Can I apply this way of thinking to other problems or situations? Is there anything I don’t understand—any gaps in my knowledge? Do I need to go back through the task to fill in any gaps in understanding? How might I apply this line of thinking to other problems?

19. METACOGNITIVE STRATEGIES Reading: Teach learners how to ask questions during reading and model “think-alouds.” Have them compose their own Bloom’s Question Series. Ask learners questions during read-alouds and teach them to monitor their reading by constantly asking themselves if they understand what the text is about. Have them complete anticipation/reaction guides. Teach them to take notes or highlight important details, asking themselves, “Why is this a key phrase to highlight?” and “Why am I not highlighting this?” Writing: Model prewriting strategies for organizing thoughts, such as brainstorming ideas using a word web, or using a graphic organizer to put ideas into paragraphs, with the main idea at the top and the supporting details below it. Use quick-writes at the beginning, in the middle, or end of class to prompt higher levels of thinking.

20. MORE METAGOCNITIVE STRATEGIES Social Studies and Science: Teach learners the importance of using organizers such as KWL charts, Venn diagrams, concept maps, and anticipation/reaction charts to sort information and help them learn and understand content. Learners can use organizers prior to a task to focus their attention on what they already know and identify what they want to learn. They can use a Venn diagram to identify similarities and differences between two related concepts. Math: Teach learners to use mnemonics to recall steps in a process, such as the order of mathematical operations. Model your thought processes in solving problems—for example, “This is a lot of information; where should I start? Now that I know____, is there something else I know?”

21. REFERENCES The Critical Thinking Community Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning.Performance Counts: Assessment Systems that Support High-Quality Learning Fact Sheet: Metacognitive Processes. Just Write! Guide (2012).https://teal.ed.gov/tealguide/metacognitiveuhttps://teal.ed.gov/tealguide/metacognitive Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.Visible Learning for Teachers: Maximizing Impact on Learning