|
The Evidence Base for Social Studies: Critical Thinking
The Evidence Base for Social Studies: Critical Thinking
What This Means for Instruction
After a review of the research, a number of classroom techniques or
applications have been found to be successful with children. Below are some
general guidelines to help educators plan and implement the instruction of
Critical Thinking:
-
Model critical thinking in the classroom by responding to student remarks
with respect and dignity, pausing for reflection, challenging students to
produce valid evidence (Cherrin 2004; Levstik and Barton 2001).
-
Name the critical thinking skill and strategy being used and give ample
practice for its application (Wallace 2002).
-
Recognize a student’s existing schema and provide a scaffold of support
until the student demonstrates competence and independence with the new
knowledge or skill (Wallace 2002).
-
Use questions that require discussion and do not have simple or single
answers (Levstik and Barton 2001).
-
Take time for students to develop their own critical thinking questions at
the beginning of a unit (Levstik and Barton 2001).
-
Encourage participation by allowing long "wait time" (Wilks 1995).
-
Be sure students understand the question or problem and they have the
background knowledge to critically assess the material (Armento 1987).
-
Identify fundamental and powerful concepts that can be used to explain or
think through a large body of questions, problems, information and
situations (Nosich 2001).
-
Plan opportunities for autonomous problem-solving (Wallace 2002).
-
Regularly encourage learning from errors (Wallace 2002).
-
Consciously give attention and regular feedback to develop self-concept,
motivation and understanding (Wallace 2002).
-
Use graphic organizers to assist students in constructing their schemata,
organize their ideas and see the structure of a concept or event (Johnson
2000).
-
Help students establish a relationship between two or more objects, concepts
or events (Johnson 2000).
-
Allow students to develop critical thinking skills necessary to use primary
sources, work with data and investigate past and present issues (Doolittle
and Hicks 2003).
-
Engage students in authentic social studies work that builds on their prior
knowledge to produce, rather then reproduce, knowledge (Levstik and Barton
2001).
-
Encourage students to read and address distinctions among facts, opinions
and values (CIRCLE 2003).
-
Provide for discussion of current events that allows students to feel
welcome to speak from a variety of perspectives, with mutual respect and
civility, yet stressing the critical thinking process (CIRCLE 2003).
-
Provide students with personal freedom to express their ideas in a safe
learning environment (Johnson 2000).
-
Encourage students to complete assignments and projects in ways other than
writing reports or answering homework questions (i.e., create a poem, create
and give a speech, plan and perform a newscast) (Johnson 2000).
|
|
