1. PRINCIPLES OF CRITICAL THINKING
Constructivism, multiple intelligences, Bloom’s taxonomy, AND metacognition

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

4. “Human learning is constructed”
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. Construction vs. reception
This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.

7. 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.

8. 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

9. COMMON MISCONCEPTIONS
Particles of solids have no motion. (Chemistry)
Air and oxygen are the same gas. (Chemistry)
Eating less than an hour before swimming does not increase the risk of experiencing muscle cramps or drowning. (Health)
When an event with equally probable outcomes comes out the same way several times in succession, the other outcome is not more likely next time.  (Probability)

10. 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.

11. 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.

12. 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"

13. DEFINITIO N OF AUTHENTI C
LEARNING IS AUTHENTIC
Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers, and experts in a learning community.
DEFINITIO N OF AUTHENTI C
LEARNING
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.
Use of open-ended inquiry, thinking skills and metacognition.
Students engage in discourse and social learning in a community of learners.
Students direct their own learning in project work.

14. TRADITIONAL CONSTRUCTIVIST
Student primarily works alone.
Curriculum presented part to whole, with emphasis on basic skills.
Strict adherence to fixed curriculum is favored.
Curriculum materials rely heavily on textbooks.
Students are viewed as blank states on which teachers “etch” knowledge.
Teachers behave in didactic manner, transmitting knowledge to students.
Teachers rely on right answers to validate student lessons.
Assessment of learning is separate form learning process and occurs at the end.

15. TRADITIONAL CONSTRUCTIVIST
Student primarily works alone.
Students primarily work in groups.
Curriculum presented part to whole, with emphasis on basic skills.
Curriculum is presented whole to part, with emphasis on the big picture or essential question.
Strict adherence to fixed curriculum is favored.
Pursuit of student questions is highly valued.
Curriculum materials rely heavily on textbooks.
Curriculum materials rely on primary sources with emphasis on currency, authenticity, and relevance.
Students are viewed as blank states on which teachers “etch” knowledge.
Students are viewed as thinkers with emerging theories about the world.
Teachers behave in didactic manner, transmitting knowledge to students.
Teachers behave in interactive manner and mediate the environment for students.
Teachers rely on right answers to validate student lessons.
Teachers rely on students point of view and solutions to problems.
Assessment of learning is separate form learning process and occurs at the end.
Assessment of student learning is formative as well as summative and viewed as support for learning.

16. Constructivism Definition of Learning Description of Learner
Learning is an active, constructive process in collaboration with others.
Description of Learner
The learner is an information constructor who acts on knowledge.
Summary of Theory
Learners actively construct or create their own subjective representations of objective reality.
New information is linked to to prior knowledge, thus mental representations are subjective.
Important Contributors
Vygotsky[, Piaget, Dewey
Keywords/Ideas
Learning as experience
Problem Based Learning (PBL)
Inquiry and Discovery Learning

17. Multiple intelligences
“There are multiple types of human intelligence.”

18. HUMANS Have MULTIPLE INTELLLIGENCES
The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed.
Howard Gardner, Harvard professor, proposed the theory in 1983.
There are multiple types of human intelligence.
Each represent different ways of processing information.

19. First Four
Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and s.
Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
Musical intelligence enables individuals to produce and make meaning of different types of sound.

20. SECOND FOUR
Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.
Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

21. IMPLICATIONS FOR CLASSROOM PRACTICE
Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students.
Providing different contexts for students and engaging a variety of their senses -- for example, learning about fractions through musical notes, flower petals, and poetic meter -- is supported by research.

22. STRATEGIES BASED ON THEORY OF MULTIPLE INTELLIGENCES
Provide students with multiple ways to access content improves learning (Hattie, 2011).
Provide students with multiple ways to demonstrate knowledge and skills increases engagement, learning, and academic performance (Darling- Hammond, 2010).
ACCESS CONTENT
Make a game out of the content.
Complete a self-assessment of what you know.
Organize information into a table or chart.
DEMONSTRATE ACHIEVEMENT
Create a poster.
Engage in discussion.
Organize with color.
Create an outline.
Write a song.

23. MULTIPLE INTELLIGENCES
Description of Learner
The learner has different levels of 8 different intelligences that impact the strengths and areas of weakness in his/her learning processes and content.
Summary of Theory
There are multiple types of human intelligence. Each represent different ways of processing information. Teachers should provide students with multiple ways to access content as well as multiple ways to demonstrate knowledge and skills.
Important Contributors
Gardner
Keywords/Ideas
Verbal-linguistic, Logical-mathematical, Visual-spatial, Musical, Naturalistic, Bodily-kinesthetic, Interpersonal, Intrapersonal

24. TAKE ASSESSMENT

25. “Six Levels of Cognitive complexity”
BLOOM’S TAXONOMY
“Six Levels of Cognitive complexity”

26. QUESTION 1
What five to ten scientific discoveries or technological inventions of the last 200 years do you think have had the most impact on people and history?
Make a list of these discoveries. Be ready to share.

27. QUESTION 2 In what categories do your discoveries fit?
Create your own categorization scheme. Be sure to have at least one example in each category you create. Below are some ideas:
Personal/Health/Medicine - antibiotics, salt, polio vaccine, birth control pill, cigarettes, cloning, lipstick, eye glasses
Environmental - Chloro-fluoro-carbons (CFCs), Tetra-ethyl Lead (TEL)
Transportation - automobile, airplane, space travel
Technology - personal computer, mobile phone
Military/Defense - nuclear weapons, drones

28. QUESTION 3 For one of the discoveries in your list, identify:
When, how, why, where, and by whom did the discovery occur?
Be ready to share.

29. QUESTION 4a Chose just one of your discoveries:
How has the discovery had a positive impact on individuals and society?
Make a list of all the positive impacts of just one of your discoveries. Be ready to share.

30. QUESTION 4b For the SAME discovery:
How has the discovery negatively impacted individuals and societies?
Make a list of all the negative impacts of just one of your discoveries. Be ready to share.

31. QUESTION 5 For the SAME discovery: Conduct a benefit/risk analysis.
Do the benefits outweigh the risks?
Is the discovery "worth it" for individuals? For society?
Justify your decision.

32. QUESTION 6
How does science positively and negatively impact your personal life and society?

33. Background
In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy of Educational Objectives."
Bloom identified six levels of cognitive complexity that have been used over the past four decades to make sure that instruction stimulates and develops students' higher-order thinking skills.

34. Higher-Level Thinking Skills
Evaluation
Creation
Analysis
Application
Comprehension
Knowledge

35. Knowledge Recall or recognition of information. list classify name
identify
show
define
recognize
recall
match
classify
describe
locate
outline
give examples
distinguish opinion from fact

36. Comprehension
The ability to understand, translate, paraphrase, interpret or extrapolate material. (Predict outcome and effects).
paraphrase
differentiate
demonstrate
visualize
restate 
rewrite
give examples
summarize
explain
interpret
describe
compare
convert
distinguish
estimate

37. Application
The capacity to use information and transfer knowledge from one setting to another. (Use learned material in a new situation).
apply
classify
modify
put into practice
demonstrate
compute
operate
solve
illustrate
calculate
interpret
manipulate
predict
show

38. Analysis
Identifying detail and having the ability to discover and differentiate the component parts of a situation or information.
contrast
compare
distinguish 
categorize
outline
relate
analyze
organize
deduce
choose
diagram
discriminate

39. Evaluation
The ability to judge the value or use of information using appropriate criteria. (Support judgment with reason).
criticize
justify 
debate
support your reason
conclude
assess
rate
evaluate
choose
estimate
judge
defend
appraise

40. CREATION The ability to combine parts to create the big picture.
discuss
plan
compare
create
construct 
rearrange
compose
organize
design
hypothesize
support
write
report
combine
comply
develop

41. Bottom 2 Levels Level Skill Knowledge
Recall or recognition of information
Cues: list, define, tell, show, label
Comprehension
Grasping (understanding) the meaning of informational materials
Cues: describe, explain, identify, restate
A useful structure in which to categorize questions

42. Top 4 Levels Level Skill Application
Transfer from one setting to another
-Cues: apply, classify, illustrate, solve
Analysis
Identify parts and see patterns
Cues: analyze, examine, experiment, organize, compare, contrast
Evaluation
Judge value or use based on criteria
-Cues: argue, defend, justify, predict, support
Synthesis/ Creation
Put parts together to form a new whole
Cues: create, design, develop, plan, support

43. QUESTION
TYPE
What five to ten scientific discoveries or technological inventions of the last 100 years do you think have had the most impact on people and history?
Knowledge
Comprehension
For one of your discoveries/technological inventions: In what ways has the impact been positive? In what ways has the impact been negative? (consider both personal and societal impact)
Analysis
For the same discovery or invention, consider both the benefits and the risks. Overall, is the discovery/ invention worth it ? (consider both personal and society)
Synthesis
Evaluation
How has/how will science impact your personal life and society?
What scientific discoveries or technological inventions seem possible at this time that you feel should not be pursued? Why?
Creation

44. Choose a topic in your discipline and create a set of Bloom’s Questions.
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45. Bloom’s taxonomy Summary of Theory Application to Education
Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding.
Application to Education
Teachers may use Bloom’s taxonomy to inform or guide the development of assessments (tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies.
Important Contributors
Gardner
Keywords/Ideas
Knowledge, understanding, application, analysis, evaluation, creation, critical thinking

46. Gardner and Bloom together!

47. LEARNERS CONSTRUCT KNOWLEDGE (BLOOM/CONSTRUCTIVISM)
Learners apply current understandings, note relevant elements, judge the consistency of prior and emerging knowledge, and, based on that judgment, may modify knowledge.

48. METACOGNITION
processes used to plan, monitor, and assess your own understanding and performance

49. WHY METACOGNITION?
Metacognition is one’s ability to use prior knowledge to
plan a strategy for approaching a learning task,
take necessary steps to problem solve,
reflect on and evaluate results, and
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.

50. 3 categories of metacognitive knowledge
Person variables: What one recognizes about his or her strengths and weaknesses in learning and processing information.
Task variables: What one knows or can figure out about the nature of a task and the processing demands required to complete the task
EX: knowledge that it will take more time to read, comprehend, and remember a technical article than it will a similar-length passage from a novel.
Strategy variables: The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task.
EX: knowing how to activate prior knowledge before reading a technical article, using a glossary to look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it makes sense.

51. 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?

52. 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?

53. 3. 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?

54. 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.

55. 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?”

56. METACOGNITION Summary of Principle Application to Education
Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
Application to Education
Metacognition enables us to be successful learners.
Keywords/Ideas
Person, task, and strategy variables; planning, monitoring, evaluation, and reflection strategies

57. REFERENCES
Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning.
Fact Sheet: Metacognitive Processes. Just Write! Guide (2012).
Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.