S-4 exploring thoughts underlying feelings and feelings underlying thoughts S exploring implications and consequences S-6 developing intellectual courage S comparing analogous situations: In small self-selected groups, students identify the social groups at Vintage High School. They list several characteristics and several values of each group. Students discuss the following questions.
Prejudice Equations Program Summary This program offers an approach to teaching critical thinking skills, creating supportive cultures, and targeting underlying academic skills in middle and high Critical thinking lessons for high school.
Almost all of the terms presented here can be used to analyze issues in history, literature, science, and politics, and many are equally effective in the social realm of adolescents, which can be notoriously difficult to navigate.
The ability to make good guesses based on available data and to avoid relying on weak assumptions. The ability to analyze and evaluate sources of evidence and to generate strong evidence for arguments.
Terms include Eight Types of Evidence: Value conflicts which lends itself immediately to conflict negotiationValues as motivating forces, Anti-values ,which we treat as regular values despite the fact that they are predictably disastrous dominance, revenge, ideology, sadism, and exclusivity.
Providing a list of values offers students a quick access to this key vocabulary. I have come to think of it as a periodic table for the humanities. The ability to manipulate emotion both to win arguments and to craft compelling speeches, essays, and creative work.
I like to cover the basics to distinguish rhetoric from reason, to point out logical fallacies rooted in emotional manipulation ad hominem, straw man, etc. See also this resource list. The anti-values are important here — we are motivated by different values in each quadrant of the grid.
The conflict negotiation and values materials are equally important. Role-playing and scenario-discussions help students see the value of these terms and concepts. Most conflicts can be effectively dealt with, though there are some that are truly difficult.
A group of students helped boil them down to three unsolvable problems: Accidental Exclusion, and 3. Recognizing these can help students avoid at least some of their ego-crushing consequences and may keep them from spurring revenge cycles. Despite the fact or because of the fact that these conversations are at the heart of their lives, they rarely analyze status and status currency from a detached perspective.
The analysis and status and status currency is also a profoundly effective lens of analysis in history and literature. Every status ladder puts elites at the top and outcasts at the bottom.
An effective introduction to these concepts is to ask students to list the status currency of their 1st grade classes and how that currency changed through the years. Adolescent groups often value appearance, fashion, humor, athletic ability, willingness to take risks, kindness, exclusivity, and material things.
Some status currency, like kindness, is incredibly valuable, while others, like physical aggressiveness is, obviously, incredibly destructive. A useful exercise if for students to list status currency for their grade-level and list an ideal set of status markers kindness usually tops that list.
This can be valuable if students are able to analyze peer pressure in terms of status and recognize that status is fluid, temporary, and a social construction.
It can give many kids hope that there are brighter days ahead. The goal is to analyze these psychological motivations, to demonize destructive norms and anti-values, and to lionize constructive norms and values.
Not to by overly hyperbolic, but this may be the greatest hope for the survival of humanity. This model focuses on five obstacles to achieving a full appreciation of our common dignity: Labels and Categories, 3.
Status and Rank, 4.
Value Lenses, and 5. Teaching study habits and habit formation is time consuming, but the benefits can be long-term and life-altering.Allowing students room to think deeply and discuss openly during critical thinking activities is the key to them taking true responsibility for the learning.
Through these kinds of activities we foster real thinkers and life-long learners. Games and Activities for Developing CRITICAL THINKING SKILLS THINKING THE WORKBOOK The activity pages in the Critical Thinking Should he: A) Mind his own business B) Report the incident to the school principal C) Confront the boys and defend the student 5.
You witness a bank robbery, and follow the perpetrator down an alleyway. Lesson – Problem Solving and Critical Thinking Lesson Objectives After completing this lesson, participants will be able to: Lesson – Problem Solving and Critical Thinking FOCUS: Steps to Solving a Problem 15 minutes en route to tech school, he married his high school sweetheart.
At his first permanent duty assignment, he could not. LEARN NC has been archived. The website for LEARN NC has been permanently archived at the Internet Archive's Wayback Machine and NCPedia..
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Critical thinking is a skill that young minds will undeniably need and exercise well beyond their school years. Experts agree that in keeping up with the ever-changing technological advances, students will need to obtain, understand, and analyze information on a much more efficient scale.
FUN Critical Thinking Activities - For Students in Any Subject by Monica Dorcz | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more.