Professional Documents
Culture Documents
Promote Critical
Thinking Skills
Farmington Trust
Ravi Ramanujam
Contents
Introduction..
The Research.
The Results.
The Activities...
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p. 3
p. 4
p. 5
p. 6
Discussion Bingo.............
Thinking Hats...................
Fishbone Causes................
PMI................
Zone of Relevance..............
Answers for Questions...............
Collage..............
Community of Enquiry................
Consequence Wheel..............
Conversion...............
Creativity Matrix...............
Exchanging Viewpoints..............
Freeze Frame..............
Hot Potato................
Odd One Out................
Points of View..............
Priority Pyramid...............
Pupils Questions................
Revolving Circles................
Story for a Photograph...............
What If? ..............................................................................................
Where Do You Stand? ........................................................................
The Forced Relationship Strategy................
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p. 9
p. 11
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p. 41
Introduction
Rationale
My research proposal was to develop resources and activities that use active
learning to promote critical thinking skills. As a teacher of Religious Education
(RE), I feel that developing critical thinking skills is a major component of the
subject and it is actually a necessary condition of good RE teaching. This is
due in part to the nature of the subject where pupils develop more than just an
understanding of important ideas, but develop their own beliefs regarding
these ideas. Religious Education should not just be content-focused, but
should enable pupils to use knowledge to make informed judgements and
develop their own ideas. It has also been shown that where Critical Thinking
occurs, pupils demonstrate improved comprehension and retention of
information. This suggests that critical thinking is important throughout the
curriculum.
I have often found it difficult to continually think of new, good activities to use
that promote critical thinking. There is an abundance of active learning books
and resources and active learning is now established in many classrooms and
schools. However, active learning seems to have become synonymous with
being physically active rather than mentally active. While it is important to get
pupils up and about, this should not be the extent of active learning. I felt it
would be incredibly useful to have a set of learning activities that specifically
focused on critical thinking and cognitive activity. This is what I aimed to
produce for my research.
The nature of this project has meant that my research is not academic and
does not aim to further knowledge or understanding of educational principles
or ideas. It is intended to make the lives of RE teachers better. It is intended
to make the RE experiences of pupils better. My goal was to give teachers a
resource that does not appear to already exist, or at least is not easily
accessible for busy teachers.
Before focusing on my research, it may be useful to clarify what is meant by
the terms active learning and critical thinking, as my understanding of
these determined the way in which my research was conducted.
What is Active Learning?
Active learning is about pupils taking responsibility for their own learning and
actively learning rather than passively receiving information. There is a large
body of research that demonstrates that learners retain far less information
when they are passive compared to when they are active. There are
numerous resources that focus on active learning strategies and methods.
What is Critical Thinking?
Critical thinking is not a clearly defined term. There are numerous elements
to it and skills that are subsumed into it. Many consider critical thinking to be
about higher order thinking, or thinking about thinking. Such phrases are
regularly used, without there being a clear idea of what they mean. However,
most people can easily recognise a pupil who has highly developed critical
thinking skills. Rather than getting bogged down in the issue of exactly what
critical thinking is and is not, I have focused on a set of abilities whose
inclusion in critical thinking is uncontroverted. These are:
1) Analysis Breaking down information or ideas in to its constituent
parts.
2) Synthesis Combining ideas to create something new.
3) Problem solving Using limited resources and logic to solve a
problem.
4) Creativity Representing information in different formats.
5) Evaluation Deciding between options and giving reasons for choices.
This is not supposed to be exhaustive and I readily accept that there may be
other aspects that I have overlooked. However, I wanted to focus on
developing resources rather than spending all my time considering the nature
of critical thinking.
The Research
Available Literature
I began by looking at the books on active learning that I have had a look
through on a number of occasions when planning a lesson. Due to having
limited time and the books not being easy to use, I had never really delved too
far into these resources. There were about 5 of these books that I had seen in
my school, and I spent some time reading them all. What I found was close to
what I had expected. There were some activities that did focus on critical
thinking, but these were rare and never categorised as to be easily
identifiable. The emphasis in these was on active learning that develops
pupils knowledge and understanding in a fun way.
I also utilised the university library. I found that the number of books
advocating the use of active learning and the importance of critical thinking
seems to be inversely related to the number of books that provide clear
activities that show you how you might achieve the ends that they are so keen
on. Book after book extolled the virtues of giving pupils the skills they need to
excel in a 21st century education and life beyond it, but apart from a few vague
ideas (such as- have a discussion), they lacked any direction about how to
proceed for the interested teacher.
Colleagues
A richer source of good ideas came from teachers. Colleagues, current and
former, were quizzed about how they promoted critical thinking skills. The
experiences of many teachers mirrored that of my own. Many of the activities
that were used were based on discussion and debate, rather than being welldeveloped activities. Teachers emphasised the use of Formative Assessment
techniques such as using open questions, rather than developing specific
activities. Teachers agreed that there was no available source of materials
that they could access to promote critical thinking. However, a few teachers
did have some excellent ideas that have been included in this report.
Internet
I started searching for ideas on the internet, randomly and without much
strategy. This was partly due to my lack of faith that I would find very much,
and due to the fact that the nature of the internet meant that a structured
approach did not appear to be possible. This proved to be hit and miss, but
after a while the hits started to add up. There were many lessons online that
teachers have generously allowed others to use. A vast majority of these I
deemed to be not relevant or not very good. However, many of these activities
were adaptable and could be adjusted to meet the requirement of critical
thinking or they provided inspiration for new ideas. The result was that many
of the ideas included in my report were sourced or inspired from lessons on
the internet.
The Results
When suitable ideas had been sourced, they were written in a standard format
that is used for all the activities. I aimed for simplicity, brevity and usability. I
have tried to include no information that is not helpful or useful for a teacher
that is looking for lesson ideas.
After reading many of the resources on active learning, I found that a lot of
reading had to be done before finding out what the activity is. I have tried to
ensure that the activity descriptions below do not use any more of a readers
time than is absolutely necessary.
The result, I hope, is that any teacher who is looking for an activity that will
develop critical thinking in their pupils now has a handy resource that will
engage pupils and create an excellent learning experience.
Conclusion
While compiling the resources, I found myself becoming increasingly more
excited about returning to school and employing them in my teaching. I hope
that anyone who reads them has the same experience. While I am happy with
the final outcome, the process also made me well aware that there is a
significant gap in resources for teachers in the area of developing thinking
skills, and I think there is more work to be done in this area of teaching.
The Activities
The activities are set out below. Where I felt it would be helpful to have a
template, I have created one that can be printed out to use in class. This is to
reduce the amount of work that a teacher needs to do in preparation.
I have included variations for the activities which are at the bottom of each
page. There is not a variation for each activity as I did not want to include
them where I did not feel they would add to the value of the activity.
I have also not included examples of how these ideas can be used. The
activities are broad enough that they can be used for almost any subject and I
worry about how providing examples might actually restrict how teachers think
that some activities can be used. It is my hope that when a teacher is looking
for a good idea when planning a lesson, the connection between the subject
matter and the activity will jump out at the teacher.
Discussion Bingo
Overview
This activity encourages all pupils to engage in a discussion by giving them
specific roles. This means that pupils dont dominate or hide away. It also
focuses pupils on the types of contributions they can make, sharpening their
critical and analytical awareness.
How it Works
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Resources
A set of cards: Each one should say one of four words, Propose,
Support, Challenge and Question. There should be at least 2 of each for
each pupil in the class. Each pupil should therefore have at least 8 cards.
These cards are available below.
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Challenge
Support
Question
Propose
Thinking Hats
Overview
There are six hats; each representing a different element of thinking. Pupils
are encouraged to use all 6 elements of thinking themselves in order to fully
analyse an issue or idea. Pupils may initially forget what each of the hats
represents, but this activity is intended to be used regularly to develop critical
thinking.
How it Works
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Resources
Variations
Pupils could work in groups and each be assigned a different hat. Pens or
Post-it notes (or even real hats) can be used to identify the different colours.
Turns can be taken as to who is each colour hat.
Yellow
Hat
Green
Hat
Black
Hat
Red Hat
Blue
Hat
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Fishbone Causes
Overview
Using a particular effect as a starting point, this activity encourages pupils to
consider and generate a list of causes which may feed into the effect.
How it Works
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Pupils in small groups receive a page with the outline of a fish skeleton.
Pupils place the effect at the tip, or nose, of the skeleton.
The four bold lines (or fish bones) represent possible main causes.
The smaller horizontal bones add further detail to the main bones.
Example
Resources
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How it Works
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4.
The facilitator may need to discuss with pupils the meaning of PMI and
explain what each term means: Plus = a benefit, Minus = a downside,
Interesting = an interesting point stemming from the topic under
discussion.
Pupils use a Plus-Minus-Interesting template to note the plus points of
the issue as they see it, followed by the drawbacks and then any
interesting points.
Pupils might hopefully come to understand that ideas which they
perceive to be bad can also be interesting, if they lead on to other ideas.
A debrief afterwards could compare and contrast pupils PMIs, followed
by an exploration of any interesting points highlighted.
Resources
Variations
Once the activity has been completed pupils can identify which points they
find the most important by labelling the points and then deriving a conclusion
at the bottom of the template.
This activity can also be used in preparation for debates and encourage pupils
to argue positions that they do not actually agree with.
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Minus
Interesting
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Zone of Relevance
Overview
This activity allows pupils to consider what points may be relevant or
irrelevant when considering a key question. It subsequently asks pupils to
prioritise ideas and information on the question and discuss justifications for
their choices.
How it Works
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Resources
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How it Works
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Resources
Show-Me Boards This activity works especially well with small whiteboards.
Pen
Paper
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Collage
Overview
This activity asks pupils to represent their views on an issue or concept in a
visual, creative and engaging way. It encourages pupils not only to
communicate effectively, but also to develop their interpretation skills of other
peoples work.
How it Works
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Resources
Backing paper
Glue
Scissors
Magazines, newspaper, pictures and other material to make the collage.
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Community of Enquiry
Overview
This activity gives pupils responsibility for creating the questions that will be
examined and discussed.
How it Works
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Resources
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Consequence Wheel
Overview
This activity encourages pupils to think about the direct and second order
consequences of a particular event or action. Pupils map these consequences
in a visual manner and expand from the central idea. This activity helps pupils
to understand the idea of indirect consequences.
How it Works
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Pupils write the main event or action in a centre circle in the middle of the
page.
Pupils write a direct consequence of the event in a circle which is linked
to the main circle with a single line. Pupils try to think of as many direct
consequences as possible.
Pupils then consider second order consequences. These are drawn once
again in circles and linked to the direct consequences with double lines.
Third order consequences have a triple line, etc.
Pupils could colour circles depending on whether the consequence is
positive or negative.
Feedback afterwards could compare and contrast pupils consequences
as well as lead into deeper exploration or arising issues regarding the
likelihood of certain consequences.
Resources
Paper
Pen
Variations
Example
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Conversion
Overview
Being able to take information and convert it to another format demonstrates
understanding and also develops analytical skills. This activity also provides
pupils with an opportunity to make a choice about how they want to develop
their understanding.
How it Works
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3.
a.
b.
c.
d.
e.
f.
g.
4.
A mind map
A storyboard
A creative story
A diary entry
A poem
A flow diagram
Ranked bullet points
A discussion after allows for the sharing of ideas and clearing up of any
misunderstandings
Resources
Variations
The activity can be done in reverse- so that a picture, video, diagram or chart
is turned in to text.
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Creativity Matrix
Overview
This activity encourages pupils to think creatively about a series of
(hypothetical) scenarios, options, ideas and events. It stimulates thinking and
problem-solving skills and may allow pupils to see issues from fresh
perspectives. Pupils work in groups to explore alternatives and to build
constructively and creatively on the ideas of others.
How it Works
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2.
Pupils might be asked to identify, in their opinion, what the most likely
and least likely scenarios are, choosing one option from each of the rows
above and putting them together.
Pupils may be asked to justify their choices when comparing and
contrasting responses with other groups, and to explore whether there
are times when even their least likely scenario may possibly happen.
A debrief afterwards might ask pupils to consider their work within groups
were groups able to build on ideas? How did the groups structure their
discussions? Was there a facilitator? Was agreement reached, and if so,
how?
3.
4.
Resources
Scenario matrix
Pen
Paper
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Exchanging Viewpoints
Overview
This activity can be used to develop pupils understanding of different points
of view regarding a debatable topic. Not only must they listen to others, but
they actually have to describe the views of other pupils.
How it Works
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2.
Resources
Post-it notes
Pens
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Freeze Frame
Overview
This physical activity can be a useful tool for encouraging pupils to engage in
discussion about a particular issue. Pupils are asked to pose as a still image
representing a particular significant moment.
How it Works
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Resources
A large space such as a classroom with chairs and tables moved to the side
of the room.
Variations
Pupils could act out a role and, on the facilitators command, freeze in scene.
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Hot Potato
Overview
This strategy involves the use of a round robin format in developing and
sharing information within a group. Hot Potato encourages team members to
pass their work onto other people in their group.
How it Works
1.
Resources
Paper
Pens
Variations
1. Instead of allowing one piece of paper for each team member, give a
single sheet to the entire team. The first person then writes an idea
onto the sheet, and passes it onto the next person, who does the
same. This then continues all of the way around the group.
2. Ideas can also be rotated between different teams rather than the
individuals in each team. To establish this rotation: A) Appoint a
recorder for each team, who is responsible for writing down all of the
ideas given by their team. B) Each team can then brainstorm ideas on
a particular topic. This can be undertaken in a set period of time,
perhaps three minutes. C) At the end of this time, each team rotates
their ideas onto the next team. After reading out the ideas on that
sheet, the team then attempts to add some further ideas.
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How it Works
1.
2.
3.
4.
Resources
A list of words or pictures for pupils to choose from.
Variations
As an extension activity, pupils could suggest another related word to add to
those which are not odd ones out. Alternatively, pupils could think of their own
odd one out list or grid.
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Points of View
Overview
This activity requires pupils to consider a scenario, situation or problem from
different perspectives without unfairly favouring some sides. It uses creative
writing as a way of developing a greater awareness and understanding of
difficult issues.
How it Works
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2.
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6.
Resources
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Priority Pyramid
Overview
This activity allows pupils to consider what points may be most relevant when
considering a key question. It subsequently asks pupils to prioritise ideas and
information on the question and discuss justifications for their choices.
How it Works
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2.
3.
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6.
Resources
Cards with words or phrases on them for each group.
Variations
Groups can then join up and try to agree on the top three.
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Pupils Questions
Overview
This activity can be used at the start of a topic or subject to develop curiosity
and to consider questions and start a discussion. It encourages pupils to
consider questions and to analyse the questions of others.
How it Works
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Resources
Cards or paper
pens
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Revolving Circles
Overview
This method builds up pupil confidence in communication techniques as they
engage in short discussions. It also allows pupils to sample a wide range of
views without holding a whole class discussion. Pupils may, as a result, refine
their ideas or opinions on a particular issue.
How it Works
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Resources
A space large enough for pupils to sit in two circles.
Variations
If pupils are seated at desks in groups of four, two pupils could change group
after the allocated time.
Pupils can summarise in writing the views of each pupil they speak to.
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How it Works
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Resources
A picture
Pen
Paper
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What If?
Overview
This activity encourages students to consider the consequences of various
actions. Contemplating a wide range of possibilities and canvassing different
opportunities develops a broad perspective in problem-solving. This strategy
uses the What if words to stimulate a large bank of interesting outcomes.
How it Works
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Resources
Pen
Paper
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How it Works
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Resources
Variations
The number of possible positions in the room can vary. Pupils can be given
the choice of standing on one side of the room for agree and the other for
disagree or in the middle for not sure. Or there can be choice such as
strongly agree, agree, etc.
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How it Works
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Resources
Paper
Pen
Variations
1.
Place two boxes of cards (i.e. Box A and Box B) in the corner of the
room. For Box A, construct a set of problem cards, where each card
outlines a distinct problem - e.g. your cat is stuck in the tree. For Box B,
each card will contain the name of an object - e.g. a tennis ball. The two
boxes can then be used in a wide variety of situations:
a. When students finish their work early, they walk over to the boxes,
and withdraw one card from each. They are then required to solve the
chosen problem with the chosen object.
b. The teacher can decide on a short story topic by asking someone to
draw a card from each box, and then assigning the problem to the
entire class.
2. Name three unrelated objects, and then try to determine a use for them if
they were used together. For example, try to use a paper clip, a
computer disk and a curtain for a particular purpose.
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Feelings
How do I feel about this?
What do I like about this?
What dont I like about this?
What are my likes, dislikes,
worries, concerns etc?
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Information
What information do I have?
What are the facts?
What information do I need?
What do I want to know?
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Strengths
What are the good points?
Why can this be done?
Why is this a good thing?
What are the strengths/
benefits?
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Judgement
What is wrong with this?
Will this work?
Is it safe?
Can it be done?
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Thinking
What thinking is needed?
Where are we now?
What is the next step?
How far have we come?
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Bibliography
Brian Best and Will Thomas, The Creative Teaching and Learning Toolkit
(2007)
Robert Fisher, Teaching Thinking: Philosophical Enquiry in the Classroom
(2008)
Mike Fleetham, How to Create and Develop a Thinking Classroom, (2003)
Paul Ginnis, Teacher's Toolkit: Raise Classroom Achievement with Strategies
for Every Learner (2001)
Ron Nash, The Active Classroom: Practical Strategies for Involving Students
in the Learning Process (2008)
Mel Silberman, Active Learning: 101 Strategies to Teach Any Subject (1996)
Donna Walker Tileston, Teaching Strategies for Active Learning: Five
Essentials for Your Teaching Plan (2007)
Calvin Wood, 100 Ideas for Teaching Religious Education (2008)
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