批判的思考のためのツールグループクラス

From now until the end of January 2025: Get $10 off my class "Tools for Critical Thinking Group Class " with coupon code SARAHNOHT110 until Jan 31, 2025. Get started at https://outschool.com/classes/tools-for-critical-thinking-group-class-oHmDynXr and enter the coupon code at checkout.

In this course we will explore different strategies to help you improve your critical thinking skills. We will use a handout that follows along with the powerpoint/google slides. This handout will have the sentence structures on them that will assist you in the future with knowing how to incorporate your thoughts into a short response answer or a supporting paragraph in a paper.

Week 1: See, Don't See. We will look at what we can see and what we cannot see in a picture. What's not there is just as important as what is there and can provide important information. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 2: Change. We will look at explicit change and implicit change in order to better understand text. Explicit change is really about observation or knowledge. Implicit change is really interpretation or comprehension. Change often comes in the nouns: people, places, things, and ideas. Being able to identify change in a text is the first step to understanding how and why those changes took place. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences. 

Week 3: Agree, Disagree. Foundational to higher level thinking is the ability to determine if you agree or disagree with someone/something or some combination of the two. Knowing if something is true/false is implied with this skill. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 4: Says This, Means That. We will identify what a text says and then determine what it actually means. Often times, an author will say something and mean another. In order for students to comprehend what they are reading, this is an important skill. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 5: Make a List. We will practice close reading in order to make a list of the various parts. This way of disassembling can help students understand meaning. Another form of making a list is itemizing. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 6: Find a Link. Many times, venn diagrams are used to find a link or connection between what students have read to help them form an analysis. Connections/links could include: similarities, differences, patterns, etc. Moving beyond identifying the connection is recognizing the type of connection. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 7: If___, then___. Conditional or hypothetical claims are usually made in three ways: to predict, to conclude, or to deduce. When we say predict, think about the future and what you think could happen. When we say conclude, think what is happening now or what something means. When we say deduce, think past or a conclusion based on something that has happened previously. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 8: Should, Would, Could. This is one of the simplest tools to use. When we say should, we are talking about a recommendation. When we say would, we are talking about either making a prediction or offering speculation. When we say could, we are talking about making a speculation. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 9: Another's Point of View. We will seek to look at things from another's point of view. It is important to be able to see another's point of view even if we do not agree with it. Many things impact a person's point of view and giving someone the opportunity to share theirs can create empathy in the listener. This in turn protects the conversation. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 10: Application. Some things we read or see may or may not apply to our lives. Being able to determine if something does/does not apply to your life and how it does/does not apply to your life can help you make the best decision possible in their circumstance. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences. 

Week 11: Evaluation. We will look at whether something is effective or ineffective; did the intent get the desired result. Often times a character will make a choice hoping for a desired result. Sometimes this happens and sometimes it doesn't. we will determine if the choice or _____ was effective or ineffective at achieving the desired result. We will also look at evaluation by degree using a scale. Many times we base things on a scale of 1-10; 1 meaning strongly disagree and 10 meaning strongly agree. We can use this same skill to evaluate decisions and see if they were effective or ineffective. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

Week 12: Evaluation by Ranking. We will look at why one decision may be better than another. This is not a comparison as in compare and contrast. Evaluating includes determining WHY something is better than another. This is more like prioritizing or rannking. First we will look at pictures and practice this skill. Then we will look at text and apply what we learned to the text. We will use the sentence frames provided on the handout to put our findings into solid sentences.

My goal is to create a meaningful class where students grow in experience and confidence. I hope that students feel comfortable asking questions, encouraging, and challenging one another to create better writing. 

These tools will assist students in improving their critical thinking skills; granting them a better overall comprehension and the ability to discuss material they see and read. 

Critical thinking can seem overwhelming. By breaking down the process, using some simple tools and outlines, students will find success! 

Students will have opportunity to ask questions and engage with other students. 

This class will use a combination of lecture, powerpoint, handouts, interaction, and class participation for those who are comfortable with it, to assist students with learning.