Building Critical Thinking Skills Level 2
Children learn to analyze relationships between objects, between words, and between objects and words as they: Observe, recognize, and describe characteristics. Identify and complete sequences, classifications, and analogies. These processes help children develop superior thinking and communication skills that lead to deeper content learning in all subjects. Data collection included both closed-ended and open-ended questions.In addition, the coders of responses made judgments about some important global features of the responses made (using minimalist components of critical thinking as criteria).The first was to ensure that any faculty who had a developed notion of critical thinking (of any kind) would have a full opportunity and much encouragement to spell out that notion.We wanted to make sure that everyone interviewed was encouraged to express their actual views and to express them in detail.The tradition of research into critical thinking reflects the common perception that human thinking left to itself often gravitates toward prejudice, over-generalization, common fallacies, self-deception, rigidity, and narrowness.
To assess faculty understanding of critical thinking and its importance to instruction, we recommend the Critical Thinking Interview Profile For Teachers and Faculty .
The activities are sequenced developmental Building Thinking Skills provides highly effective verbal and nonverbal reasoning activities to improve vocabulary, reading, writing, math, logic, and figural-spatial skills, as well as visual and auditory processing.
This exceptional skill set provides a solid foundation for academic excellence and success on any assessment test. Each skill (for example, classifying) is presented first in the semi-concrete figural-spatial form and then in the abstract verbal form.
The third goal was to determine the extent to which the views expressed demonstrated an internalization of traditional "minimalist" elements of critical thinking.
We sought to determine, in other words, how much of the common core of meaning now attached to the traditional concept by those working in the field of critical thinking research (and reflected in its semantics and history) has been internalized by faculty teaching in teacher preparation programs.