Active LearningActive LearningDelivery MethodsDelivery Methods

Critical thinking and Critical thinking and problem solving teaching problem solving teaching

techniques techniques

Organizers of this workshopOrganizers of this workshop

College of EducationCollege of Education

Office of Faculty and Instructional Office of Faculty and Instructional DevelopmentDevelopment

The International Reading AssociationThe International Reading Association

( (IRAIRA ) )

FacilitatorsFacilitators

Professor Gary Moorman (IRA)Professor Gary Moorman (IRA)

Professor Kendra Sisserson (IRA)Professor Kendra Sisserson (IRA)

Professor Eman Zaki (College of Professor Eman Zaki (College of Education)Education)

What are your expectationsWhat are your expectations??

Objectives of the workshopObjectives of the workshop

A-The purpose of this workshop is to acquire critical A-The purpose of this workshop is to acquire critical thinking and problem solving teaching techniques thinking and problem solving teaching techniques related torelated to: :

11--Activating background knowledge and attitudesActivating background knowledge and attitudes’’ 22--Linking new information to prior experiencesLinking new information to prior experiences’’

33--Reflecting on and applying new ideasReflecting on and applying new ideas

B- Design lesson plans using these strategiesB- Design lesson plans using these strategies

Quality EducationQuality Education

A Quality Education is one that A Quality Education is one that provides a rich background of provides a rich background of content information and experience content information and experience that will enable all learners to that will enable all learners to develop the cognitive ,affective ,and develop the cognitive ,affective ,and social strategies that will allow them social strategies that will allow them to become life long learners, creative to become life long learners, creative thinkers, and productive citizensthinkers, and productive citizens..

Why do we need to develop Critical thinking Why do we need to develop Critical thinking and problem solving in our studentsand problem solving in our students??

Why do we need to develop Critical thinking Why do we need to develop Critical thinking and problem solving in our studentsand problem solving in our students??

11--Connect the topic of study to their lives and to other things they have Connect the topic of study to their lives and to other things they have studiedstudied..

22--Set purpose for learningSet purpose for learning..33--Develop meaning from new information they read or hearDevelop meaning from new information they read or hear..

44--Link new information to their prior experiencesLink new information to their prior experiences55--Search for answers to their own questions or to satisfy their curiositySearch for answers to their own questions or to satisfy their curiosity

66--Monitor and sustain one's own learningMonitor and sustain one's own learning..77--Organize and remember important information ,ideas and Organize and remember important information ,ideas and

relationshipsrelationships88--Use new information to solve problemsUse new information to solve problems

99--Evaluate new informationEvaluate new information1010--Re-examine their thinking and incorporate new ideasRe-examine their thinking and incorporate new ideas

A three- phase framework to A three- phase framework to organize lessonsorganize lessons

-A phase refers to Activities that take A phase refers to Activities that take place BEFORE ,DURING and AFTER place BEFORE ,DURING and AFTER reading, writing ,listening , reading, writing ,listening , discussion, lecturing, presenting ,etcdiscussion, lecturing, presenting ,etc..

What’s your instructional plan compared to this What’s your instructional plan compared to this oneone??

Phase 1:Before )reading, writing ,listening , Phase 1:Before )reading, writing ,listening , discussion ,etc.(discussion ,etc.(

Activate background knowledge and Activate background knowledge and attitudesattitudes

We guide learners toWe guide learners to: :

--connect the topic to their lives and to the connect the topic to their lives and to the other things they have studiedother things they have studied

--Set purpose for learningSet purpose for learning

Phase 2:During )reading, Phase 2:During )reading,

writing ,listening , discussion ,etcwriting ,listening , discussion ,etc..Link new information to prior Link new information to prior experiencesexperiencesWe guide learners toWe guide learners to: :

Develop meaning from new information they Develop meaning from new information they read or hearread or hear..Link new information to their prior Link new information to their prior experiencesexperiencesSearch for answers to their own questions or Search for answers to their own questions or to satisfy their curiosityto satisfy their curiosity

Monitor and sustain one's own learningMonitor and sustain one's own learning

Phase 3:After )reading, Phase 3:After )reading,

writing ,listening , discussion ,etcwriting ,listening , discussion ,etc..

Reflect on new ideas and apply themReflect on new ideas and apply themWe guide learners toWe guide learners to::

--Organize and remember important Organize and remember important information ,ideas and relationshipsinformation ,ideas and relationships

Use new information to solve problemsUse new information to solve problems

Evaluate new informationEvaluate new information

Re-examine their thinking and Re-examine their thinking and incorporate new ideasincorporate new ideas

Demonstration Activity 1Demonstration Activity 1

Developing Critical Thinking Using Developing Critical Thinking Using List-Pair-ShareList-Pair-Share , , Problem-Solution Map Problem-Solution Map

and Apply-quick writeand Apply-quick write

Activate background knowledgeActivate background knowledgeList-Pair-ShareList-Pair-Share

Teacher introduces the topicTeacher introduces the topic . .

Teacher asks individuals to reflectTeacher asks individuals to reflect..

Participants list and share their lists in Participants list and share their lists in pairspairs..

TeacherTeacher makes a cumulative list on makes a cumulative list on the flip chartthe flip chart..

Construct meaningConstruct meaningProblem-Solution MapProblem-Solution Map

Teacher reads aloud title of textTeacher reads aloud title of text..

TeacherTeacher introduces the introduces the Problem-Solution MapProblem-Solution Map.. Participants predict what the text will say about the topicParticipants predict what the text will say about the topic..

Teacher and ParticipantsTeacher and Participants record predictions record predictions..

ParticipantsParticipants read portions of the text silently, comparing the read portions of the text silently, comparing the text to their predictionstext to their predictions..

ParticipantsParticipants continue to revise their Problem-Solution Mapcontinue to revise their Problem-Solution Map

Problem-Solution MapProblem-Solution MapProblem?______________________________________________Problem?______________________________________________

Who is affected?_________________________________________Who is affected?_________________________________________

Possible Solutions

Most Appropriate solution

New Problems

What are the steps of problem What are the steps of problem solvingsolving??

--Recognize there is a question, issue ,or problem to be solvedRecognize there is a question, issue ,or problem to be solved..--Define or redefine the problem ,look at its features from Define or redefine the problem ,look at its features from

multiple angles; generate questions to clarify the problemmultiple angles; generate questions to clarify the problem. . --Formulate a plan for coming up with possible solutionsFormulate a plan for coming up with possible solutions..

--Generate possible solutions and consider alternative solutions; Generate possible solutions and consider alternative solutions; generate creative possibilitiesgenerate creative possibilities..

--Analyze possible solutions to identify the best ones; hypothesize Analyze possible solutions to identify the best ones; hypothesize their effectiveness and feasibilitytheir effectiveness and feasibility..

--Create a way to test one or more best solutions; analyze failed Create a way to test one or more best solutions; analyze failed attemptsattempts..

--Implement the chosen solutionImplement the chosen solution..

Reflect on new ideas and apply themReflect on new ideas and apply them ApplyApply——Quick writeQuick write

TeacherTeacher provides a writing model provides a writing model..

Participants write in pairsParticipants write in pairs..

TeacherTeacher calls on participants to share calls on participants to share writingwriting..

Comparing and reflectionComparing and reflection

Demonstration Activity 2Demonstration Activity 2

Developing Critical Thinking UsingDeveloping Critical Thinking Using PReP ( List Group Label)PReP ( List Group Label) , , INSERT and INSERT and

Acrostic PoetryAcrostic Poetry

Activate background knowledge PRePActivate background knowledge PReP(List Group Label)(List Group Label)

TeacherTeacher introduces the text theme introduces the text theme . .Teacher asks individuals to associate Teacher asks individuals to associate words and ideas to text themewords and ideas to text theme . .Participants list wordsParticipants list words . .

TeacherTeacher asks participants to categorize asks participants to categorize responsesresponses

TeacherTeacher asks participants to add more asks participants to add more associationsassociations . .

Constructing meaningConstructing meaning INSERT INSERT

ParticipantsParticipants read text silently marking the read text silently marking the texttext Teacher and ParticipantsTeacher and Participants share ideas about share ideas about the textthe text

= I already knew that= I already knew that++ = = That’s new to meThat’s new to me

XX = I disagree = I disagree ! ! = =This is really importantThis is really important

?? = = I wonderI wonder

Reflect on new ideas and apply themReflect on new ideas and apply them ApplyApply——Acrostic PoetryAcrostic Poetry

TeacherTeacher provides a writing model provides a writing model..

ParticipantsParticipants write in pairs write in pairs.. TeacherTeacher calls on participants to share writing calls on participants to share writing

((It’s a piece of writing in which particular letters in It’s a piece of writing in which particular letters in each line ,usually the first letters ,can be read each line ,usually the first letters ,can be read downwards to form a word or wordsdownwards to form a word or words))

A sample Acrostic PoemA sample Acrostic Poem

RReading makes me thinkeading makes me think

EEverybody has a story to tellverybody has a story to tell

AAnyone can see the worldnyone can see the world

DDrawn in the pages of a bookrawn in the pages of a book

Comparing and reflectionComparing and reflection

Demonstration Activity 3Demonstration Activity 3

Developing Critical Thinking Using Developing Critical Thinking Using Tricky DictionaryTricky Dictionary, , Question the AuthorQuestion the Author,,

and and CinquainCinquain

New VocabularyNew Vocabulary

Storage BatteriesStorage Batteries

InexhaustibleInexhaustible

Capital investmentCapital investment

AtmosphericAtmospheric

Buoy- basedBuoy- based

Activate background knowledgeActivate background knowledge

Tricky DictionaryTricky Dictionary

TeacherTeacher introduces the text theme introduces the text theme..TeacherTeacher identifies several key terms identifies several key terms..ParticipantsParticipants write sentences using the write sentences using the key wordskey words..Teacher Teacher asks participants to compare asks participants to compare sentencessentences..Teacher Teacher asks participants to asks participants to summarize probable meaningssummarize probable meanings

Constructing meaningConstructing meaningQuestion the AuthorQuestion the Author

ParticipantsParticipants read text silently marking read text silently marking the textthe text

Participants Participants develop questions they develop questions they would address to the author of the would address to the author of the texttext

TeacherTeacher and Participants and Participants share share questions for the author of the textquestions for the author of the text

Reflect on new ideas and apply themReflect on new ideas and apply them ApplyApply——Cinquain PoetryCinquain Poetry

TeacherTeacher provides a writing model provides a writing model..

ParticipantsParticipants write in pairs write in pairs . .

TeacherTeacher calls on participants to share calls on participants to share writingwriting . .

Cinquain PoetryCinquain Poetrythe Cinquain is a type of pattern poem with the Cinquain is a type of pattern poem with

5 lines5 lines . .One word title (noun)One word title (noun)two adjectivestwo adjectivesthree action words ending in –ing (related to three action words ending in –ing (related to the topic)the topic)four-word phrase expressing feelings about four-word phrase expressing feelings about the topicthe topicone word synonym for the theme of the one word synonym for the theme of the topictopic

LoveLoveBrotherly MotherlyBrotherly Motherly

Beginning FallingBeginning FallingEndingEndingGift from the GodsGift from the Gods

PassionPassion

Comparing and reflectionComparing and reflection

Demonstration Activity 4Demonstration Activity 4

Developing Critical Thinking Using Developing Critical Thinking Using Know-Want to Know-Learn (KWL+)Know-Want to Know-Learn (KWL+),,

and and CubingCubing

Activate background knowledge—KWLActivate background knowledge—KWL+ +

TeacherTeacher introduces the text topic introduces the text topic..ParticipantsParticipants list things they already know list things they already know about this topicabout this topic..Teacher Teacher models questions of what he/she models questions of what he/she wants to know about this topicwants to know about this topic..Participants Participants write their own questionswrite their own questions..Teacher Teacher records volunteer responses on records volunteer responses on class chart/participants record on class chart/participants record on individual chartsindividual charts . .

Constructing meaning—KWLConstructing meaning—KWL+ +

ParticipantsParticipants silently read text in passages silently read text in passages..Teacher Teacher asks participants to review text to confirm asks participants to review text to confirm known information and answers to questionsknown information and answers to questionsTeacherTeacher encourages participants encourages participants to add new to add new questionsquestionsParticipantsParticipants continue reading and revising their KWL continue reading and revising their KWL chartchart..ParticipantsParticipants list what they have learned list what they have learned..Participants list what is it they still need to learnParticipants list what is it they still need to learn..

Reflect on new ideas and apply themReflect on new ideas and apply them ApplyApply——CubingCubing

TeacherTeacher provides a model cube and provides a model cube and discusses the six analytical discusses the six analytical questionsquestions..

ParticipantsParticipants write in pairs write in pairs . .

TeacherTeacher calls on participants to share calls on participants to share writingwriting . .

Comparing and reflectionComparing and reflection

Before strategiesBefore strategies--List-pair-shareList-pair-share

--PReP( List-Group-Label)PReP( List-Group-Label)

--Tricky dictionaryTricky dictionary

--KWLKWL++

During strategiesDuring strategies--Problem-solution mapProblem-solution map

--INSERTINSERT

--Question the authorQuestion the author

--KWLKWL++

After strategiesAfter strategies

--Apply-Quick writeApply-Quick write

--Acrostic poetryAcrostic poetry

--Cinquain poetryCinquain poetry

--CubingCubing