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If, as Plutarch asserted, a mind is not a vessel to be filled, but a fire to be kindled, this course equips teachers to kindle the fire. Teachers, particularly teachers of students ages 11 to 14, will learn to inspire and cultivate critical thinking among their students. Though teachers of all subjects will benefit from the course, the focus is on literacy and language arts, mathematics, science, and citizenship education.
Pedagogical Strategies for Development of Critical Thinking offers both theoretical and practical tools to help teachers embed critical thinking in each part of the teaching process from the lesson plan to the assessment.
Using videos, real-world lesson plans, sample rubrics, and more, participants will define critical thinking and explore how the teaching and learning process changes when shifting from filling vessels with information to fostering independent thinking. Teachers will learn four methodologies that promote critical thinking and study an example of how several academic subjects and methodologies can be connected into a meaningful, multidisciplinary learning activity.
Structured as a toolkit which teachers use at their own pace, the course features eight units, each with prompts for reflection and planning exercises that will help teachers bring to life in the classroom what they learn through the course.
Whether teachers are new to the notion of critical thinking or have long incorporated it into their classrooms but are looking for some new ideas, Pedagogical Strategies for Development of Critical Thinking can help them kindle the fire of learning in their students.
By registering in this course, I agree that my personal information (including full name, country, email address, and details regarding participation in the course) will be sent to the Organization of American States (OAS), for the purpose of being forwarded to the Ministry of Education to which I belong for certification, provided that the ministry has a formal agreement with the OAS for this for this purpose. By registering in the course, I give Udemy permission to share my personal information with the OAS and the Ministry of Education of which I am part for the purposes of certification.
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|Section 1: Toolkit Presentation|
Table of contents
|Section 2: What is Critical Thinking?|
|Quiz 1||10 questions|
Before starting this module, please answer a few questions about critical thinking. We hope this quiz will serve as a space to reflect on your own ideas and to track how your current knowledge could potentially change as you participate in this course.
Before we start analyzing the methodologies to promote critical thinking in the classroom, let’s create a common ground about the concept of critical thinking by analyzing some examples, definitions, characteristics and methodologies.
Characteristics of Critical Thinking and Critical Thinkers
|Lecture 5||3 pages|
Bloom’s taxonomy is a valuable and widely used tool that describes different levels of thinking. The six levels described in Bloom’s taxonomy are divided into higher order thinking and lower order thinking. Critical thinking integrates these two components:
1) Ability to generate information (lower order)
2) Using those skills to guide behavior (higher order)
Thinking critically about a set of facts or other information to make an informed decision requires that the thinker go through all six cognitive levels defined by Bloom.
Quiz Section 1
|Section 3: Collaboration and Critical Thinking Methodologies|
|Quiz 3||10 questions|
Before starting this module, please answer a few questions about collaboration and critical thinking. We hope this quiz will serve as a space to reflect on your own ideas and to track how your current knowledge could potentially change as you participate in this course.
In this unit, we will analyze four collaborative methodologies to promote critical thinking in middle and high school classrooms. First, we will cover the importance of collaborative learning and its relationship with critical thinking, and then we will study each methodology, asking, How does it look in the classroom? How can teachers implement it? We will then consider examples of best practices.
Quiz section 2
Critical Thinking Methodologies
|Quiz 5||10 questions|
Before starting this topic, please answer a few questions about the Socratic Seminar. We hope this quiz will serve as a space to reflect on your own ideas and to track how your current knowledge could potentially change as you participate in this course.
Quiz Socratic Seminar
|Quiz 7||10 questions|
Before starting this section, please answer a few questions about Academic Conversation Skills. We hope this quiz will serve as a space to reflect on your own ideas and to track how your current knowledge could potentially change as you participate in this course.
Quiz Academic Conversation Skills
|Quiz 9||10 questions|
Before starting this section, please answer a few questions about Project Based Learning (PBL). We hope this quiz will serve as a space to reflect on your own ideas and to track how your current knowledge could potentially change as you participate in this course.
Project Based Learning
Quiz Project Based Learning
|Section 4: Teaching to Promote Critical Thinking Skills|
Lesson Delivery and Assessment
|Section 5: Lessons plans examples to develop critical thinking skills|
Best Practices on Critical Thinking
Teaching Critical Thinking in the Science Classroom
Teaching Critical Thinking In The Mathematics Classroom
Teaching Critical Thinking in the Reading and Writing Classroom
Teaching Critical Thinking in the Citizenship Education Classroom
|Section 6: References and Resources|
References and Resources
The Inter-American Teacher Education Network (ITEN) is a project led by the Department of Human Development Education and Employment of the OAS. ITEN has created a professional network which empowers its participants to take the lead and learn from each other. One of its goals is to generate change towards the professionalization of teachers and the improvement of education in the Americas.ITEN therefore promotes innovation in the classroom for teachers to learn and adapt their teaching methodologies. ITEN’s activities provide user-friendly and attractive tools for practitioners to engage in collaborative activities in massive numbers. Technology is a cross-cutting theme in the project, used in all activities and a key strategy for delivery of project support to the target audience.
La Red de Interamericana de Educación Docente (RIED) es un proyecto liderado por el Departamento de Educación, Desarrollo Humano y Empleo de la OEA. La RIED ha creado una red profesional que permite a sus participantes empoderarse de la iniciativa, liderar y aprender unos de otros. Uno de sus objetivos es generar un cambio en la profesionalización de los docentes y la mejora de la educación en el Américas. La RIED por lo tanto, promueve la innovación en el aula, para que los maestros aprendan y se adapten a nuevas metodologías de enseñanza. Las actividades de la RIED proporcionan herramientas atractivas para los profesionales de ala educación, las cuales les permiten participar en actividades colaborativas, de manera masiva y de uso fácil. La tecnología es un tema transversal en el proyecto, la cual es utilizada en todas las actividades y es a su vez una estrategia clave para apoyar los proyectos de los y las maestras de las Américas y el Caribe llevan a cabo.