| Online Critical Thinking Course For Those Who Teach Introduction to Critical Thinking For Instruction and Learning. (CT700) Fall 2009 Semester This course is offered in affiliation with Sonoma State University. It introduces critical thinking theory and focuses on application of critical thinking to classroom instruction. The course fosters understanding of how to teach critical thinking skills to students through any subject, discipline, or grade level (while working within given curricula). In this course, you will be introduced to, or deepen your understanding of, the analysis of thought, the assessment of thought, and the development of intellectual dispositions. You will design critical thinking structures, strategies and lessons, and you will engage in ongoing critical dialogue with colleagues. Fall Course Registration Opens July 1, 2009 | Join us for the…
29th Annual
International Conference on Critical Thinking and Educational Reform July 20-23 - 2009
Preconference… July 19-20 Our annual international conference provides a unique opportunity for you to improve your understanding of critical thinking, as well as your ability to more substantively foster it in the classroom and in all aspects of your work and life. This year’s theme focuses on Fostering Intellectual Discipline. The conference will be held in beautiful Berkeley, CA. We encourage institutions to send groups of teachers and administrators who can spearhead critical thinking efforts at your home base. See our special group rates. Click here for more information including session titles and dates.
View video excerpts from the keynote address of last year's conference (2008) on our YouTube Channel |
| Fostering Critical Thinking in the Classroom…Teach students how to assess their listening Skilled listening is essential to learning and communication. However it must be learned. One way of fostering critical listening is by holding students responsible for their listening in the classroom. Consider these approaches: First Strategy: Call on students regularly and unpredictably, holding them responsible either to ask questions they are formulating as they think through the content or give a summary, elaboration, or example of what others have said. Second Strategy: Ask every student to write down the most basic question they need answered in order to understand the issue or topic under discussion. Then collect the questions (to see what they understand or don’t understand about the topic). Or you might: (a) call on some of them to read their questions aloud, or (b) put them in groups of two with each person trying to answer the question of the other. Through activities such as these students learn to monitor their listening, determining when they are and when they are not following what is being said. This should lead to their asking pertinent questions. Reward students for asking questions when they do not understand what is being said |
| There are many ways to “define” critical thinking. We need not seek a single definition; rather we should look for reasonable articulations from different angles which illuminate different aspects of critical thinking. Edward Glaser, who is considered the father of the modern critical thinking movement, said: “The ability to think critically…involves three things: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods.”
Edward Maynard Glaser. An Experiment in the Development of Critical Thinking.
(New York: Teachers College Columbia University 1941) |
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