- Remodeled Lessons: K-3
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- Addition: Critical Thinking (Gr. 3)
- Addition: Critical Thinking (Gr. 3) - TeacherVision
Students take positions all the time.
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They defend their love of a television show or character with evidence or support that justifies their position. However, students may struggle to think critically about the books they've read and take a position about events from those books.
Remodeled Lessons: K-3
In this lesson, students either listen to the instructor read a book aloud or read the book silently. After reading, students answer an open-ended question about an issue that could have multiple perspectives. Students take positions, then identify reasons to support their positions.
They then evaluate the reasons and draw their own conclusions.
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The lesson may be followed by additional whole-class discussion sessions that place emphasis on dialogue, eventually transferring more and more responsibility to the students for their learning. Commeyras, M.
Promoting critical thinking through dialogical-thinking reading lessons. Literature discussions based on student-posed questions. All rights reserved. Teacher Resources by Grade.
Students are encouraged to write down the evidence they see that supports their conclusion. GOAL: This activity not only uses evidence, but supports meta cognition skills by asking what prior knowledge brought you to your conclusion.
Addition: Critical Thinking (Gr. 3)
This is a good activity to Bell Work or "Do Now. Set up an inner circle or fishbowl and an outer circle in your classroom. Students should not be sitting in this setup yet, but rather in their regular classroom seats. The class should be presented with a question or a statement and allowed to reflect individually for a few minutes. Students should now transition to the fishbowl setup. GOAL: This activity helps students understand how and if they use evidence, as well as hear the difference between giving an opinion and backing an opinion with evidence.
Introduce a statement written in a clearly visible location.
Addition: Critical Thinking (Gr. 3) - TeacherVision
Example: "Prisons are effective in stopping crime. During this time, the teacher should transcribe the speech of the participants. If possible, this should be done in real-time with the transcription projected onto the board during the debate.
After a decided amount of time minutes , the debate will be concluded and students will return to their seats for debrief, during which the class should evaluate the debate using the transcription as evidence. Ask the class: Was the debate good or bad? Use evidence from the transcription to support your analysis.