Monday: In an attempt to deepen their understanding of how to create an accurate written outline as well as the five obstacles to critical thinking, the students graded each other's homework assignment in class while I explained how to do this exercise. We enjoyed a lively discussion in each class as the students worked to discern whether or not a response was accurate.
Tuesday: To understand the "5-Step Process to Critical Thinking", the students viewed a short video covering this concept (see below). They wrote down each of the 5 steps, and their homework was to memorize each of these steps in the proper order. Memorizing is the lowest level on Bloom's Taxonomy, so I also questioned the students about the meaning of the video (Understanding - Level 2), and then we completed an exercise in class to demonstrate how to apply (Level 3) what they learned about the 5-Step Process. The question the students explored for themselves was: How can I improve (or maintain) my grade in this class?
VIDEO: 5-Step Process to Critical Thinking
Wednesday: I quizzed the students to see how well they were able to remember the 5-Step Process to Critical Thinking. I handed out a Table of Contents that showed the students what we will be covering for the remaining weeks of this year. Next, the students were given a Pre-Test to determine how much they already know and to give them an idea of the types of things we will be covering in this critical thinking course. Their homework was to complete the Pre-Test.
Thursday: Today, we went over the correct answers to the Pre-Test to determine how well each student performed. A grade was given for "completion" (as this was a homework assignment) instead of for competency.
In addition, we began our VOCABULARY LIST with the following words and definitions:
1. metacognition: knowing about your thinking; to have knowledge of your own thoughts and the things that influence your thinking
2. sound: (ie. a sound argument) solid or strong
3. infer: reach a conclusion from reasoning rather than from clearly stated, specific facts
4. insoluble: unsolvable
Friday: Today, we will delve into Lesson 1: Recognizing a Problem. The students and I will work through this first lesson together, annotating the lesson as it is being read aloud.
Homework: Complete Practice Problems #1, #2, and #3.
This week's Bell Ringers:
MONDAY: 1. What is egocentrism?
2. Why is egocentrism an obstacle to critical thinking?
TUESDAY: Correct the grammar:
1. may shaun and me go to riverside beach asked olga
2. yes I think the to of you have youre mothers eyes
WEDNESDAY: Correct the grammar:
1. there reading furry friends a short story
2. last saturday i washed dads truck washed the windows and planted aunt
gabriels bulbs
THURSDAY: Correct the grammar:
1. them boys have chose to order this food fish french fries and salad
2. lightening our cat is the faster of all the cats on our street
FRIDAY: Correct the grammar:
1. she had lain the book on a table in the house but she had forgot exactly where
2. tanya her cousin should of visited washington, dc
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