Critical Thinking Theories

Critical Thinking Theories-87
The letters in this abbreviation stand for the following elements : A for the intended audience, i.e.students, of this particular objective, B for the new behavior or capability the audience will possess after the task, C for the conditions under which the audience is going to carry out the task, and D for the degree, i.e.

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These two frameworks seem to take two differing approaches to thinking. Bloom’s taxonomy and Paul’s elements of thought might suggest the frameworks being rather theoretical.

Bloom’s taxonomy is about classifying the level of thinking behavior, for example thinking can be classified as being about remembering facts or about applying these facts into practice. The challenge here is to translate these somewhat academic thoughts into instructional practice.

Albeit important, the cognitive objective is set aside for now and the focus is on the affective objective.

Employing the ABCD model, an instructional objective could be formulated in the following way: .

In order for an objective to be a CT objective, all of the elements above should be included in a concise description of an instructional objective for a specific lesson.

The following example of an instructional objective relates to a lesson topic of work motivation and constitutes only a part of the 90-minute lesson.

Even so, to think critically requires more than just being critical; it requires skills and aptitude for applying the skills in practice.

In addition, to become an advanced thinker, the skills need to be practiced, and for that classroom offers a natural venue. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies & Science.

The frameworks for thinking are examples of teachers’ tools to formulate instructional objectives involving critical thinking. The process took the best part of my summer but the insights I had during the stifling summer days – and some nights – next to compensated anything I missed out while contemplating the art of questioning, or the incorporation of CT to lessons. After a thorough literature research, Mosley et al. For practical reasons, it’s appropriate to focus on some of them even if it were highly beneficial to acquire some knowledge of all of them.

With the help of these frameworks, well-designed questions and the ABCD model, a teacher can strive to ensure students engage themselves in critical thinking during lessons. In the course, it became evident that rather than being about criticizing, critical thinking refers to fair-minded thinking which is aimed at reasoning at the highest level of quality Elder, L. Our Concept of Critical Thinking (Side Bar), Foundation for Critical Thinking. In the E-Teacher Scholarship Program, two were selected to be more closely reviewed, namely Bloom’s revised taxonomy of educational objectives , and Paul’s model of critical thinking. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies & Science.

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