Basic framework for teaching critical thinking in schools
go through Terrell Heck
exist What does critical thinking mean?we propose that “(c)ritical thinking is the suspension of judgment while identifying biases and underlying assumptions in order to reach accurate conclusions.”
Of course, critical thinking has different definitions. The American Philosophical Association defines it as: “Critical thinking is the ability to think clearly and rationally, understanding logical connections between ideas. It involves being active (rather than passive) in the learning process and includes an open mind, curiosity, and the ability to examine and evaluate ideas, arguments, and perspectives.”
But understanding exactly what it means and what it means is not the same as teaching critical thinking—that is, continually integrating it into your units, lessons, and activities. For me, models and frameworks have always been helpful in understanding complex (or confusing– This is usually different from complex) idea. I also find them to be a great way to convey any meaning.
In other words, models and frameworks help think about and communicate concepts.
See Critical Thinking Analogy Examples
A framework for integrating critical thinking into the classroom
Clearly, teaching critical thinking in the classroom is not the same as “teaching” critical thinking outside the classroom, just as it is different from actively practicing and applying critical thinking skills in the “real world.” I have always taught my students that critical thinking is something they do seamlessly throughout their lives.
them analyze The plot and characters in the movie.
them create Make short videos.
them criticism Relationships, punishment, grades, and video games.
them evaluate their favorite athlete’s performance and make a judgment About music.
etc. Now that we have the context, let’s look at the framework, shall we?
level of critical thinking integration
From individual tasks to complete learning models, each level provides specific strategies and classroom examples.
Level 1·Homework
Critical thinking in individual tasks
Individual assignments and activities require students to compare, judge, interpret, or revise rather than just recall or copy.
integration strategy
- Analogy that connects new ideas to familiar ones
- Selection committee requiring reasonable selection
- Structured debate about a claim or explanation
- question asking skills
- Hierarchical tasks that increase cognitive demands
- Think aloud and student explanation routine
Example
- Students make analogies and explain the limitations of each analogy.
- The Selection Committee’s selections must be justified in writing.
- A small debate that requires two pieces of evidence.
- Students ask questions and mark those that require judgment.
- A set of tasks that ends with comparing methods or solutions.
- Thinking out loud, peers identify key decision points.
Level 2·Unit
Critical thinking as a learning framework
Units are built around questions, problems or ideas that cannot be solved without analysis, evaluation and interpretation.
integration strategy
- Fundamental Issues Emphasizing Uncertainty
- Differentiation provides multiple pathways for complex thinking
- Understand through design and backward planning
- Choose topics that elicit a variety of perspectives
- Use dilemmas or conflicts as drivers of learning
- Repeating text sets, data sets, or cases for comparison
Example
- A literature unit centered around “What makes a character believable?”
- A science unit built on “When should we trust models?”
- A history unit organized around “Whose story is this?”
- A mathematical unit that evaluates which solution method is the most transparent.
- Students weigh trade-offs and defend selected health units.
- Students revisit this fundamental question in three stages to demonstrate growth.
Level 3·Teaching Design
Critical thinking is integrated into sequencing and structure
Curriculum maps, spirals and assessment plans reinforce habits of mind experienced across time rather than in isolation.
integration strategy
- Cross-unit spiral concepts and questions
- Design for performance using 6 aspects of understanding
- Inference rules shared across disciplines
- Revision cycle of plans within the unit
- Vertical arrangement of explanation and argument skills
- Repeated reflection prompts built into the pacing guide
Example
- Quarterly report “What makes evidence compelling?” across the curriculum.
- English and Social Studies use the same rules of reasoning.
- Students revise previous conclusions using new evidence.
- Conventional comparison of evolving explanations.
- Perform tasks that require students to interpret and apply ideas.
- Use “What changed your thinking?” as a reflection prompt each week.
Level 4·Learning Model
Critical thinking as a structure for learning
Thinking becomes identity. The learning model assumes that students investigate, question, and argue normally.
integration strategy
- project based learning
- Explore driver instructions
- Asynchronous self-learning
- Heike’s Taxonomy of Learning
- Studio or workshop critique system
- Progress based on mastery or ability
Example
- A one-year project course in which reasoning is the main indicator.
- The unit of inquiry begins with questions from students.
- The learning contract includes the justification for the selected resources.
- The studio’s criticism focused on logic and evidence.
- Progress in ability is related to clarity of reasoning.
- Students use taxonomies to name the types of thinking they are doing.
Level 1: Job-Level Integration Strategy
purpose/idea
Integration at the assignment level is where students most naturally encounter critical thinking in the classroom. The learning activity itself requires them to interpret, judge, compare, infer, or revise rather than simply recall.
- analogy (see also analogy teaching)
- choice board
- debate
- question asking skills
- layered
Specific examples
- Students rank three solutions and explain the order of their choices.
- Students compare the motivations of two characters in the story and support their ideas with evidence from the text.
- Students critique laboratory conclusions using simple rubrics developed jointly by the class.
- Students annotate their thoughts with brief notes such as “I changed my mind here because…”
Examples of integration strategies: Analogy (see analogy teaching); selection committee; debate; this question asking skills;Layering
Level 2: Unit-Level Integration Strategy
purpose/idea
At the unit level, critical thinking moves from a separate activity to an organizing framework. It ceases to be a unit of covered content and returns to a question, problem, or idea that cannot be understood without analysis and judgment.
Your existing strategy
Unit-level integration strategies include:
Specific examples
- A unit centered around “What makes an explanation better?” And not just “photosynthesis”.
- An assessment that requires students to compare two explanations or solutions and demonstrate which explanation or solution is stronger.
- Students revisit a basic question at the beginning, middle, and end of the unit to show how their thinking changes.
Topics (i.e. studying topics that naturally encourage or even require critical thinking)
See 6 critical thinking questions for any situation
Level 3: Instructional design-level integration strategies
purpose/idea
At the instructional design level, critical thinking is incorporated into the structure of learning across time. Sequencing, spiraling, and curriculum mapping are used to help students think about and revisit ideas more clearly and more frequently.
Specific examples
- Students build, test, and revise sequences of claims across multiple units rather than in a single project.
- A rubric that assesses the clarity of reasoning across multiple topics or units.
- A model in which students return to earlier work and revise it with new evidence or more mature thinking.
Level 4: Learning model-level integration
purpose/idea
At the learning model level, critical thinking is not something that is added to existing work. It becomes the structure of learning. Models such as project-based learning, inquiry and self-directed learning assume that students investigate, question and argue as a normal part of how learning proceeds.
Learning model-level ensemble strategies include:
Specific examples
- In a project-based unit, the quality of student decision-making and reasoning is more important than the polish of the final product.
- A unit of inquiry in which students ask their own questions, design an investigation, and defend their conclusions.
- A self-directed learning structure in which students select resources, evaluate their usefulness, and justify their learning paths.
– Project-based learning (see 25 questions to guide teaching project-based learning)
-Inquiry learning (See 14 Teaching Strategies for Inquiry-Based Learning)
-Asynchronous self-directed learning (see our Autonomous learning mode)
