HOW DO YOU INFUSE CRITICAL THINKING SKILLS INTO STUDENT LEARNING?

HOW THE WORKSHOP WORKS

QUESTIONS
Create a starting point for yourself. Answer the questions , reflect on your own practice. You may wish to jot down a few notes.

DEFINITIONS

EXAMPLES
Click to the online examples.

DISCUSSIONS
Contribute your original ideas to the COMMENTS , at the bottom of each section or respond to someone else's comments. Discuss your own way of doing things, or the online examples. Or ask Judith a question.

back to the workshop start

JOIN ANOTHER DISCUSSION, BUT CHECK BACK HERE OCCASIONALLY TO SEE WHAT HAS BEEN ADDED.

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DEFINITIONS

Critical thinking is, among other things, "thinking that analyzes itself, evaluates itself, and improves itself as a result,"
In science classes, students should learn to think scientifically; in math classes, to think mathematically; in history classes, to think historically; etc… Critical thinking is essential to this internalization. We internalize the logic of scientific thinking when we can analyze, evaluate, and improve instances of it. We internalize the logic of mathematical thinking when we can analyze, evaluate, and improve instances of it. We internalize the logic of historical thinking when we can analyze, evaluate, and improve instances of it.
Quoted from the Critical Thinking Community

Critical thinking is centrally concerned with developing sound judgment. In other words, our responsibility is not simply to expect students to think for themselves in answering these questions. Our educational directive is to systematically nurture their ability and inclination to do so. Consequently, central to our work is teaching (and assessing) the intellectual resources or “tools” for sound thinking. This includes getting students to appreciate the criteria for adjudicating among the options before them, building their vocabulary about thinking, instructing them in strategies for organizing and focussing their thinking and instilling mental habits such as openness to new ideas and intellectual persistence.
Quoted from TC2; The Critical Thinking Consortium