Critical Thinking Across the Language Curriculum, Part II


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Critical Thinking Across the Language Curriculum
Part II

• Cynthia Kieffer
• University of Oregon
• American English Institute
• ckieffer_at_uoregon.edu

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Introduction

• Puzzling Picture Multiple Perspectives
• Topic I Objectives of a Lesson Plan
• Topic 2a Affective Strategies
• Topic 2b Cognitive Strategies (Macro)
• Topic 2c Cognitive Strategies (Micro)
• Topic 3 Recommendations
• Wrap Up Q A

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Puzzling PicturesMultiple Perspectives

• Old or young
• woman
• (Hint
• old woman
• facing left
• young woman
• looking back.)

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Puzzling Pictures Multiple Perspectives

• Rabbit or duck
• (Duck faces left rabbit faces right.)

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Definitions

• Affective
• Cognitive
• Macro
• Micro

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Topic 1Quick Review of Bloom

• Knowledge define list tell describe
• Comprehension explain give examples
• Application illustrate classify
• Critical Thinking Level
• Analysis compare contrast analyze
• Synthesis substitute invent what if
• Evaluation judge recommend defend

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Topic 1Objectives of a Lesson Plan

• Comprehension Ss retell the story
• Analysis Ss compare and contrast the two main
  characters personalities
• Evaluation Ss discuss and evaluate the
  characters motivation

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PuzzlingPicture

• Up
• or
• down

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Topic 2Instructional Strategies

• See handout35 Dimensions of Critical Thought
• Affective Strategies
• Cognitive Strategies Macro-Abilities
• Cognitive Strategies Micro-Skills

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Topic 2a Affective Strategies

• Handout35 Dimensions of Critical ThoughtS-1
  through S-9(S Strategy)
• In a nutshell these are talking about

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Topic 2b Cognitive Strategies Macro-Abilities

• Handout35 Dimensions of Critical ThoughtS-10
  through S-26
• In a nutshell these are talking about

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Topic 2b Cognitive Strategies Macro-Abilities

• S 15 developing criteria for evaluation
  clarifying values and standards
• What would you have done
• How did character X feel Why How do you know
• How did the other characters feel Why How do
  you know

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Topic 2b Cognitive Strategies Macro-Abilities

• S 19 generating assessing solutions
• Why did he think X was important
• Do you think X was important
• What were the pros and cons
• How else could he have solved the problem

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Topic 2b Cognitive Strategies Macro-Abilities

• S 24 Socratic questioning
• Questions for clarification What do you mean by
  . .. What is your main point How does ____
  relate to ___ Could you put it another way
  What is the main issue here

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Topic 2b Cognitive Strategies Macro-Abilities

• S 24 Socratic questioning
• Questions about viewpoints or perspectives How
  would other groups of people respond Why What
  would someone who disagrees say Can you see
  this another way

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Topic 2b Cognitive Strategies Macro-Abilities

• S 24 Socratic questioning
• Questions about viewpoints or perspectives How
  would other groups of people respond Why What
  would someone who disagrees say Can you see
  this another way

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Activity

• TASK Using the story of Romeo and Juliet (or
  another story/movie) develop activities or
  discussion questions that target the Cognitive
  Macro Abilities. Identify the strategy (S-10 to
  S-26) from 35 Dimensions of Critical Thought.

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Topic 2c Cognitive Strategies Micro-Skills

• Handout35 Dimensions of Critical
  ThoughtS-27 through S-35
• In a nutshell these are talking about

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Topic 2c Cognitive Strategies Micro-Skills

• S 27 comparing and contrasting ideals with
  actual practice
• Explain the rules of courtship during this time
  period. Compare and contrast the actions of
  Paris and of Romero in regard to courting and
  marriage.

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Topic 2c Cognitive Strategies Micro-Skills

• S 29 noting significant similarities and
  differences
• Compare Shakespeares Act V (the original story)
  with the Leonardo Decaprio film version.

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Activity

• TASK Using the story of Romeo and Juliet (or
  another story/movie) develop activities or
  discussion questions that target the Cognitive
  Micro-Skills. Identify the strategy (S-27 to
  S-35) from 35 Dimensions of Critical Thought.

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Topic 3 Recommendations

• Create a safe and interactive environment.
• Integrate CT into the curriculum.
• Be proactive with classroom management.
• Practice reflective teaching and engage in
  professional development opportunities.

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Wrap Up

• More details on the recommendations to be posted
  on the supporting web site.
• Questions

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Critical Thinking Across the Language Curriculum
Part II

• Cynthia Kieffer
• University of Oregon
• American English Institute
• ckieffer_at_uoregon.edu