1. The Missing Skill: Critical Thinking Developing Higher Level Thinking Skills in Elementary Through High School Classrooms A proposal for a professional staff development program for critical thinking skills Presented by: Marilyn Greenfield Jackie Miller Terrah Myers Angela Olson Lynne West

2. Group activity… Find the critical thinking quote.

3. And the quote? “The problems that exist today cannot be solved by the level of thinking that created them.” -Albert Einstein

4. I. Description of the School District Strong Strong academic programs evidenced by high test scores Full Full complement of curriculum offerings Programs Programs exists for students of all ability levels Knoxville District #202

5. II. Determination of Need Mission Statement: “We are dedicated to enabling each student to reach his/her full potential within his/her aptitudes and interests.” Caring and understanding staff Caring and understanding staff –Nurtures students –Allows students to progress to full potential

6. Students in the district show a marked weakness when asked to analyze, evaluate, interpret, and assimilate ideas. Weakness in higher-order thinking skills… Students do not think critically. Evidence of the problem: Teacher and student journal entries Written assignments that are evaluated Tests that reflect the students’ understanding

7. III. Description of the Project Proposal: a design for staff development in the area of strengthening critical thinking skills. A base group of experience faculty with research experience in critical thinking in the classroom will design and implement the staff development plan. Implementation covers a three-year period 1 st year – Developing the plan 2 nd year – Implementation of the plan 3 rd year – Continue implementation Further staff training Evaluate the results

8. IV.Who will provide the training? A base group of five who have completed an action research thesis on improving critical thinking skills at grade levels K-12 will design and implement the staff development plan. V.When and where will the training take place? Training will utilize School Improvement Plan (SIP) days The first and last days of school Four workshop training days Training will take place on site and at a conference

9. VI. What staff will be involved? –B–B–B–Base group of five –C–C–C–Committee of eight staff members –E–E–E–Eventually, all staff will be included VII. W hat is the goal of the project? –T–T–T–To improve critical thinking skills at all levels throughout the district.

10. VIII. How will student learning be affected? Students will demonstrate a higher level of critical thinking skills Evidenced by: Improvement on standardized tests Observations of classroom discussions Evaluations of student products IX.What will keep the project from becoming successful? Lack of staff interest Ineffective presentation by base group Lack of desired funding

11. X. Implementation of the Project Year One Summer 2003Presentation August 2003Faculty / staff presentation September 2003Committee training December 2003Identify CT weaknesses February 2004Prepare lesson plans April 2004Prepare district materials May 2004District tools developed June 2004Faculty / staff presentation July 2004CNECT Conference

12. X. Implementation of the Project Year Two August 2004Two-day workshop for base group and selected committee Staff development workshop September 2004Critical thinking project initiated October 2004Knowledge-level thinking November 2004Comprehension-level thinking December 2004Application-level thinking January 2005Analysis-level thinking February 2005Synthesis-level thinking March 2005Evaluation-level thinking April 2005Integration of all levels of thinking May 2005Evaluate project; offer improvements June 2005Present building augmentations

13. X. Implementation of the Project Year Three August 2005Application school-wide Staff development workshop September 2005CT project initiated in classrooms October 2005Knowledge-level thinking November 2005Comprehension-level thinking December 2005Application-level thinking January 2006Analysis-level thinking February 2006Synthesis-level thinking March 2006Evaluation-level thinking April 2006Integrate all levels of thinking May 2006Evaluate program for following year June 2006Integrate analysis and improvements into CT

14. XI. Rationale and Alignment to Illinois Learning Standards (Bloom’s Taxonomy) KnowledgeAnalysis ComprehensionSynthesis ApplicationEvaluation

15. Knowledge Observation and recall of information Observation and recall of information Knowledge of dates, events, places Knowledge of dates, events, places Knowledge of major subject areas Knowledge of major subject areas Question cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. Analysis Seeing patterns; organization of parts Seeing patterns; organization of parts Recognition of hidden meanings Recognition of hidden meanings Identifications of components Identifications of components Question cues: Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Comprehension Understanding information; grasp meaning Understanding information; grasp meaning Translate knowledge into new context Translate knowledge into new context Interpret facts, compare, contrast Interpret facts, compare, contrast Order, group, infer causes Order, group, infer causes Predict consequences Predict consequences Question cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend Synthesis Use old ideas to create new ones Use old ideas to create new ones Generalize from given facts Generalize from given facts Relate knowledge from several areas Relate knowledge from several areas Predict, draw conclusions Predict, draw conclusions Question cues: Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if:, compose, formulate, prepare, generalize, rewrite Application Use information Use information Use methods, concepts, theories in new situations Use methods, concepts, theories in new situations Solve problems using required skills or knowledge Solve problems using required skills or knowledge Question cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover Evaluation Compare and discriminate between ideas Compare and discriminate between ideas Assess value of theories, presentations Assess value of theories, presentations Make choices based on reasoned argument Make choices based on reasoned argument Verify value of evidence; recognize subjectivity Verify value of evidence; recognize subjectivity Question cues: Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

16. XII. Funding and Expenses Projected Expenses 2003-2004 National Council for Excellence in Critical Thinking (NCECT) conference ($615.00 per person) 13 attendees7,995.00 Lodging for conference ($435.00 per room, 6 occupants) 2 rooms 870.00 Airfare ($275.00 per person, round trip)13 attendees3,575.00 Materials / refreshments for all meetings 500.00 Miscellaneous minor expenditures 900.00 Total = $13,840.00

17. XII. Funding and Expenses Projected Expenses 2004-2005 Stipend paid to experienced faculty and selected committee a total of four days ($50.00 per day) 13 members$1300.00 Materials / refreshments for all meetings 500.00 Miscellaneous minor expenditures 280.00 Total = $2080.00

18. Projected Expenses 2005-2006 XII. Funding and Expenses Stipend paid to experienced faculty and selected committee a total of four days ($50.00 per day) 13 members$1300.00 Materials / refreshments for all meetings 500.00 Miscellaneous minor expenditures 280.00 Total = $2080.00

19. XIII. Funding Sources Gifted Education$2,000.00 per year Reading Improvement (K-6)3,000.000 per year Title I 500.00 per year Title II 500.00 per year Total expenditures for three-year plan = $18,000.00

20. Documentation through staff anecdotal record and student journals Documentation through staff anecdotal record and student journals Increase in student scores on standardized tests Increase in student scores on standardized tests Classroom evaluations through existing curriculum Classroom evaluations through existing curriculum XIV: Evaluation

21. Dirt dessert is like critical thinking because…?

22. Thank you for your consideration of this proposal. Presented by: Marilyn Greenfield Jackie Miller Terrah Myers Angela Olson Lynne West