We expect our students to use higher-order thinking skills, but we often do not explain to them what that means. Demonstrating how easy it is to use critical thinking skills will help them use them throughout the year.
- Analysis: dividing the whole into its components
Subject analysis requires students to break down information into sections to better understand general meaning. To illustrate the importance of understanding the parts to explain the whole, empty the spring-loaded pen and ask them what each component is for proper pen writing. Then ask them to summarize each line of the song and use it to analyze the general meaning of the song.
- Interpretation: explain or inform the meaning
Showing the true meaning of a source requires a deeper explanation than this definition suggests. If a student is asked to interpret a map of the Atlantic slave trade, they can simply explain that it is a map showing the Atlantic and the four continents. But a true interpretation of the map will link the role of each continent in trade.
- Description: Speech aims to present a mental picture of something being experienced
Descriptions are not usually considered high-level thinking skills, but many students lack the ability to use details appropriately. Representing an accurate mental image, as the definition suggests, requires characteristics such as emotions, looks, sounds, smells, and the reasonable use of adjectives. Ask your students to describe the atmosphere of the school dining room and the quality of the food, paying attention to the flow of the description. Ask them to describe the scene of the Normandy invasion from rescuing Ryan’s soldiers. Then ask them to explain the printed document. Descriptive skills can be honed, but first you should see Education Info.
- Conclusion: It can be reported as a conclusion from a fact or hypothesis
Students often lose contextual clues in reading and become preoccupied with little things that are not crucial to understanding the document. Sometimes I use children’s books (my favorite is Charles J. Shaw’s “It’s Like Spilled Milk”) as a way to show how you can make an accurate assumption about what you’re reading without having all the information you think you need to. fully understood them. Give written introductions to important historical events and ask what you think will happen next and why, so that they not only draw conclusions but also explain the facts that led them to those conclusions.
- Evaluation: to determine significance, value or condition
In their real life, students are often connected to the black and white world, but in the academic community they like to bet. When asked to rate something, students will inevitably ask, “Can I say that it is good and bad? It is difficult for them to take a stand, especially because they are afraid of misunderstanding or not talking enough about a topic. But once you understand the simple principles of critical thinking. Described above, opinions should be firm and explanations long. Always start with a simple assessment that has more weight in their personal lives (explain the importance of Facebook in the social life of adolescents).
The best part of spending precious time in critical thinking classes is that it will always be part of your lectures throughout the year. I taught the skill in September and strengthened it every day until June.
They would be better students for that, and maybe you would even enjoy reading their works. (No, I don’t think so, but at least it’ll be better than before!)
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