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6/28/16

20th Century Skills – 21st Century Too!

Intentionally Teach
Critical-Thinking Skills

1. Analyzing and utilizing information
2. Addressing complex problems and issues
3. Creating patterns and mental models
4.Understanding and controlling oneself
5. Understanding and interacting with others
Marzano, R., Heflebower, T. (2012).
Teaching and Assessing 21 s t Century Skills:
The Classroom Strategies Series.
Bloomington, IN: Marzano Research
Laboratory.

What is Critical Thinking?
• Critical thinking is the intellectually disciplined
process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by,
observation, experience, reflection, reasoning, or
communication, as a guide to belief and action.

Marzano, R., Heflebower, T. (2012). Teaching
and Assessing 21 s t Century Skills: The
Classroom Strategies Series. Bloomington,
IN: Marzano Research Laboratory.

http://www.criticalthinking.org/pag es/d efining-crit ica l-thinkin g/766

Conceptualizing
Action

Applying

Deductive
Critical
Reasoning:
Thinking
Big to Little
Evaluating
Analyzing
Synthesizing
Bloom’s Taxonomy (1956)

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Why Should We Teach Kids to Think?
• Our modern society is faster
paced, globally networked,
technologically oriented, and
requires workers who can problem
solve and think critically.
• Facts change and information
multiplies at an incredibly fast
rate. It is important for students to
have an understanding of how to
get information and make sense of
it all.

How many
planets do
we have?

What is problem solving?
• The process one engages in to answer
questions such as:

– How will I overcome this obstacle?
– How will I reach my goal but still meet these
conditions?
*Robert Marzano and John Kendall (2007)

~Dr. Lori Elliott

Games
• List as many critical-thinking
games as you can.

How do you have time for
games when you have to teach
the standards?

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Critical Thinking Skills
• Information Seeking: Searching for evidence,
facts, or knowledge by identifying relevant
sources and gathering data from those sources

Source: B.K. Scheffer andM .G. Rubenfeld, “ACons ens us Statement on Critical Thinkingon Nurs ing,” J ournal of Nurs ing
Education , 39, 352-9 (2000).

20 Questions:
What’s in the bag?

Find My Family

Critical Thinking Skills
• Discriminating: Recognizing differences or
similarities among things or situations

Source: B.K. Scheffer andM .G. Rubenfeld, “ACons ens us Statement on Critical Thinkingon Nurs ing,” J ournal of Nurs ing
Education , 39, 352-9 (2000).

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Body Patterns

Set

Be a Mind Reader
1. It’s on the wall. Play
2. It has one syllable. Play
3. It’s a noun. Friend
4. It has six letters in it. Friend
5. It completes this sentence: My ____ is coming
over to play tonight. Friend
Source: B.K. Scheffer andM .G. Rubenfeld, “ACons ens us Statement on Critical Thinkingon Nurs ing,” J ournal of Nurs ing
Education , 39, 352-9 (2000).

Divergent Thinking
• Generating multiple options for solving a
problem.

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3 =?

Critical Thinking Skills
• Discriminating: Recognizing differences or
similarities among things or situations

Source: B.K. Scheffer andM .G. Rubenfeld, “ACons ens us Statement on Critical Thinkingon Nurs ing,” J ournal of Nurs ing
Education , 39, 352-9 (2000).

Pattern Blocks

Pattern Blocks

Critical Thinking Skill

Making 10s Game

• Analyzing: Separating or breaking a whole
into parts

Source: B.K. Scheffer andM .G. Rubenfeld, “ACons ens us Statement on Critical Thinkingon Nurs ing,” J ournal of Nurs ing
Education , 39, 352-9 (2000).

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Physical Spaces
• Physical spaces should be flexible and
adaptable, enable collaboration,
interaction and information sharing, and
should be connected with the larger
community that surrounds the school.

Clutter
• Make sure your classroom is physically
neat before each learning session.
• Analyze storage space. Do you have
enough?
• At least one time per month, look at
your classroom through the eyes of
someone else.

Peripherals

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Classroom:
Cami White
Nixa, MO

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