Transcript Chapter 6_Mar2612 (new window)

Chapter 6: Asking Critical Thinking Questions
READING 100-710
March 26, 2012
• Return midterms
• View video and do some reflection/group
work
• Discuss Critical Thinking, Blooms
Taxonomy
• Move into reading discussions (as time
permits)
• Create a journal writing as to why you
think that it is important to study and
understand Bloom’s Taxonomy.
– It should be minimum of the equivalent of
one page, double spaced.
– Create three test questions (T/F or multiple
choice) on the information in Chapter 6.
– It will be read only by me.
• Listen to the video
– (5 minutes) If you were going to ask someone
about it, what questions would you ask?
– (10 minutes) Answer those questions in your
group
– Share with the class
• When reading, if you examine the author’s
evidence and form a conclusion based on
the evidence you will be thinking critically.
• Critical thinking takes time – don’t make
snap judgments!
Reading is not an activity you can do on
autopilot. You need to:
• Actively question the author’s words
• Think about the ideas behind the words
• Add your own thoughts into the mix
• Make decisions or solve problems based
on the understanding you have formed.
• Bloom’s Taxonomy is a hierarchy used to
discuss and explore critical thinking.
• The hierarchy has six levels arranged
according to complexity.
• The lowest level is the least complex, and
the highest level is the most complex.
Create
Create your own version of an expressionist
work that evokes strong emotional responses.
Evaluate
Assess the painting as an expressionist piece
as well as decide if it’s appealing.
Analyze
Explain what medium Munch used and how
he used color, line, and distortion.
Apply
Demonstrate how this painting represents
expressionist work and show it is consistent
with Munch’s other works.
Understand
Explain what you know about the artist, style,
and period of the painting. Describe the
painting.
Remember
Recognize the work entitled The Scream. Recall
it is an expressionist work by Edvard Munch.
The ability to recall
and repeat basic
information that
answers the
questions
•
•
•
•
•
•
who
what
when
where
why
how
Example Verbs
identify
list
reproduce
define
The ability to
explain the ideas
in a reading
selection using
your own words.
Example Verbs
paraphrase
conclude
match
exemplify
The ability to use
information in a
new situation or
solve problems
with it.
Example Verbs
diagram
demonstrate
solve
illustrate
The ability to read
a selection and
analyze its parts
and how they
relate to one
another.
Example Verbs
diagram
demonstrate
solve
illustrate
The ability to
decide what value
the information
has or make a
choice based on it.
Example Verbs
assess
rank
critique
justify
The ability to use
information to
draw a conclusion
or come up with
your own ideas.
Example Verbs
develop
design
adapt
imagine
• Hierarchy is he arrangement or
classification of ideas or things, usually in a
vertical structure.
• Hierarchy can also be arranged from
general to specific.
• The fist four levels of critical thinking
enable you to recognize and understand
an author’s hierarchy.
Articles
Paragraphs
Title
Topic
Heading
Main idea
Subheading
Major details
Bullet
Minor details
Corporation
U.S. Government
Board
President
CEO
Vice President
Vice-President
Speaker
General Manager
President pro
tempore Senate
1. Identify the critical thinking verb
2. Decide what level of thinking is
called for
– Multiple choice questions can range
from Level 2 to Level 5.
• Work in pairs for this activity.
• Test questions from a computer science
class appear on the following slides.
• For each question:
1. Identify the critical thinking verb
2. Decide what level of critical thinking is called
for
B
A
C