Using 3-2-1 Learning Strategy for Critical Thinking – Teaching

go through Terry Heick

What is the 3-2-1 strategy? The 3-2-1 strategy is just a format that can be framed, it is actually anything.

3-2-1 Example of strategy

It doesn’t even have to be about teaching. You might ask someone to name…

There are 3 of your favorite music, 2 of your favorite songs, and you have noticed a list of 1 genre and songs

3 cities you have visited, 2 favorite memories of these 3 cities, and the next place you want to go

3 causes of pollution, 2 solutions that may help with these causes, and 1 thing a person can do every day to help / produce immediate results

You get it. This is just an easy way to develop a topic or task to make it appear accessible and “fast”. For teachers, this means higher student engagement and more possible uses from journal or discussion tips to assessment forms or exit slips.

The most common use of 3-2-1 I’ve seen is to respond to reading or courses – usually 3 things you’ve learned, 2 things that make you curious or confused, and the most important thing you’ve learned, or should do it with what you’ve learned.

Use 3-2-1 Learning Strategy for Critical Thinking

exist 15 Reflection Strategies to Help Students Keep What You Just Teached themI wrote, “3-2-1 is a tried-and-true way to frame anything from a pair-share or journal entry (eg, ask students to write 3 things they think they know, 2 things they know they don’t know, and one thing they’re certain of about a topic) pre-assessment to a post-assessment (eg, list three ways your essay reflected mastery of skill X, two ways skill Y still needs improving, and one way you can make your argument stronger in the next five minutes) to a post-reflection assessment. ”

When I recently reread the post, I thought that the 3-2-1 (or 1-2-3 or just 2-1 and 1-2) format might be a simple strategy for critical thinking. The “3-2-1” sequence itself does not have huge potential other Strategy.

Note that these are just rough examples of learning with 3-2-1. Feel free to do any of these based on the ideas you read, or improve them or create your own. :))

Also note that I sometimes use vague or inaccurate words like “things”, “name” and “maybe there” and “maybe”. I do this to make it general enough to be useful for a range of levels in a range of content areas. From fractions or water cycles to discussions about Shakespeare’s sonnets, “stuff” can be anything. (Thus, it’s similar to 6 fields of cognitive teaching learning classification)

The point I hope to make is that the 3-2-1 strategy is an easy way to build anything – meaning it is a useful tool for teaching critical thinking.

Analysis/Concept

3 Differences between Metaphor and Symbolism, 2 things about them and 1 general effect on the text, they each have

3 The basic assumption of democracy, 2 The common misunderstanding of democracy, which is the reason why democratic countries are a form of modern government

You can also ask students to enumerate three advantages of democracy, two forms of democracy, and one way that may have to develop when staying relevant in a changing world (misinformation, deep information, propaganda, party, etc.)

Write 3 questions on recall or understanding level, 2 questions on “application” level, 1 question on evaluation level

Discussion/Hearing/Defense

Three ways you agree, three ways to disagree, and 1 thing you learned during the conversation (or surprise you)

3 things they say, 2 points, 1 thing you want to know more about

3 things I know (usually) about mindset, 2 examples of mindset effects (usually), I noticed my way of thinking today/before or this course/recent mindset, etc. (in particular)

My mind happens easily or naturally in my mind, my mind needs to focus or focus on my way, I can make 1 adjustment

I remember 3 things I thought about in the course, 2 things I remember doing in the course, 1 more, 1 thing I can do, but no

Based on time

Take 3 minutes to summarize, 2 minutes to clarify, write a sentence in 1 minute to summarize “things” in a concise way

3 things I can do with the knowledge I learned, 2 things others do with this knowledge or skills, 1 thing I yes To deal with what I learned

3 Similarities, 2 Differences, 1 Question and Guide – Future Learning

3 things I’ve learned, 2 things that are a little confusing, 1 “big idea” sums up the relevance of everything

3 open-ended questions, 2 closed questions, 1 deepening question

3 clarification issues, 2 detection issues, 1 contextualisation issue

Lesson Plan: What are the three ways I design, with enough flexibility to meet the needs of a range of learners? What are the two questions or challenges I’m looking forward to? If they can only learn one thing from this course, what would I hope it is (ideally a sentence)?

Curriculum Plan: What are the three most important “big ideas” in this course? (Obviously, this could be any number – six, ten, etc.) How to unify the broad idea of ​​”not too important” or less? What lesson planning strategies can I use to promote lasting understanding (or critical thinking, transfer, etc.)? What changes can I make to this course to make it more flexible for all learners?

look 20 Types of Questions for Critical Thinking

Read the response prompt example

Non-fiction text/simple: Name 3 things you remember or learn from reading, 2 things you confuse or surprise and 1 thing you want to know

Non-fiction text/less simple: Example of name 3 text structure, analyzing 2 ways to affect its meaning, and claiming that the text seems to be or is not well supported.

Novel: Describes 3 ways the author develops the protagonist in the process of this book, describes two ways in which development affects the development of the plot, and identifies and explains 1 changes that the author can make in that development, and how the change affects the meaning of the text/your enjoyment of the text, etc.

Use 3-2-1 Learning Strategy for Critical Thinking