Eclectic Technology
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Tech tools that assist all students to be independent learners & teachers to become better teachers
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3 Simple Strategies to Develop Students' Critical Thinking

3 Simple Strategies to Develop Students' Critical Thinking | Eclectic Technology | Scoop.it
From edtosavetheworld.com - February 9, 2015 8:27 AM

This week we’ve focused on critical thinking using the model developed by the Foundation for Critical Thinking. By now you’re probably excited about the incredible potential that these tools hold…and a little overwhelmed. Where to start...

Beth Dichter's insight:

Teaching student to think...we know this is not as easy as it sounds. This post suggests looking at this through the lens of the visual displayed above (which comes from The Foundation for Critical Thinking) and recommends that you use three simple steps (quoted from post):

1) TELL students that you want them to work on their thinking.

2) Choose ONE element of thought, intellectual standard, or intellectual trait and teach students what it means.

3) Give students something to think about and ask them to practice improving their thinking.  

Each of these ideas are discussed in the post and suggestions are provided to help you implement this in the classroom.

On Feb. 4, 2015 I posted an article "The Question Game: A Playful Way to Teach Students to Think" and a number of people have responded to it. This post provides some additional ways to teach students to think and many of them are playful also. If one of your goals in teaching is to help students gain this skill take the time to read this post.

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Charles Fischer's curator insight, February 11, 2015 7:56 AM

A few great ideas for critical thinking. I particularly liked the activity called "telephone" (not the listening game). Teachers can use all the strategies they can to help their students think better!
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11 Teaching Strategies For Spotting The Blind Spots In Your Classroom

11 Teaching Strategies For Spotting The Blind Spots In Your Classroom | Eclectic Technology | Scoop.it
From www.teachthought.com - August 6, 2013 8:28 PM

"When Stanford Professor Lee Shulman was first enmeshed in the research that led to Board certification of teachers by NBPTS, I asked him – in a hotel bathroom, of all places – what interesting findings were turning up about great teachers as compared to the rest. He replied: 'Well, you might not find this such a big deal, but a big indicator is the degree to which a teacher accurately describes what happens in her classroom.'"

 

Beth Dichter's insight:

In this post Grant Wiggins shares his experience as a teacher. Specifically he lets us know that he discovered his "blind spots" when watching videos of his teaching and and noticing behavior that had gone unnoticed. He states "a surprisingly high number of teachers...are guilty of noticing only what they expect and wish to see and hear rather than what is really there to see and hear."

After a bit more discussion Wiggins shares eleven teaching strategies for spotting blindspots in your classroom. A few are listed below. Additional information is available for the ones listed as well as eight strategies that are not posted below.

* Look beyond the obvious.

* Don't get caught watching.

* Assess formatively every few seconds.

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Kelly Blair's comment, August 8, 2013 8:52 AM
An excellent summary of effective teaching and learning strategies .
Readwritelearnwell's curator insight, August 17, 2013 5:27 PM

Focuses on effective assessment for learning.
Michael Marinkovic's curator insight, June 11, 2017 8:10 AM

    

I taught a lesson on blind spots, highlighting the blind spot that we have physically due to our optic nerve, as well as the spiritual blind spot that we have at times. The eye is a fantastic organ and yet the mind can be deceived very easily. When this concept is applied to teaching, a highly effective teacher needs to be aware of the blind spots in his or her classroom.

 

Self-evaluation is key, as is keeping your eyes “off the ball,” as the article suggests. We need to train ourselves to look past the obvious, the routine assessments that we use formally and informally to gauge student understanding. The article offers several strategies that a teacher could purposefully adopt in the classroom schedule that will ensure a more realistic view of concept comprehension.
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