Осы сабақ білім алушылардың
- Бұл бет үшін навигация:
- Identifying and challenging assumptions.
- Imaging and exploring alternatives.
| Useful Verbs
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Design |
• Can you design a ... to ...? |
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Compose |
• Why not compose a song about...? |
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Plan |
• Can you see a possible solution to...? |
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Hypothesize |
• If you had access to all resources how would you |
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Revise |
deal with...? |
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• Why don't you devise your own way to deal |
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with...? |
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• What would happen if...? |
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• How many ways can you...? |
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• Can you create new and unusual uses for...? |
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• Can you write a new recipe for a tasty dish? |
Pupil’s critical thinking, which enables to have a better understanding of ideas, data, arguments and situations, in addition, can also be developed in the process of active teaching and learning according to the following aspects of critical thinking (identified by Brookfield,1987):
Identifying and challenging assumptions. Testing the taken- for-granted nature of assumptions and generalizations against our own experiences and understanding. Questioning and challenging passively accepted traditions and habitual patters.
Challenging the importance of context. Developing the awareness of the importance of relating our thinking to the context in which it is set. Practices, structures and actions are never context free.
Imaging and exploring alternatives. Thinking beyond the obvious and the immediately logical. Adopting different perspective and standpoints. Thinking laterally and imaginatively.
Developing reflective skepticism. Being wary of claims to universal truth or ultimate explanations. Because other think differently than we do, doesn’t mean that they are right.
(Brookfield (1987) cited in Leicester (2010, p. 4))
In accordance with this ideas please see possible practice to develop abovementioned aspect of critical thinking offered by Leicester (2010):
Identifying and challenging assumptions.
Generalizations based on limited experiences are convenient but it may lead to poor judgments. Thus it useful to become aware of possible limitations, so that to find out more before forming provisional beliefs. Possible practice:
Recognize when we need to ask: am I interpreting what is being said accurately, or it is distorted by my own prejudice or emotion?
Let your students practice recognizing more than one meaning in a text and discussing when multiple readings are valid and when are simply mistaken.
Try to be accurate when making generalizations and be cautious about sweeping claims made by others.
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