Robson: Critical Thinking in Language Arts and Social Studies

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by lbrssbup
Last updated 6 years ago

Discipline:
Language Arts
Subject:
Writing

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Robson: Critical Thinking in Language Arts and Social Studies

Three of my favorite ideas for incorporating critical thinking skills into the Lanaguage Arts

Integrated Instruction to increase expertise develops Critical Thinking.Engage students in strategic reading of Social Studies and Language Arts texts. Use peer collaboration, questioning, prior knowledge, and recapping.

Abraham Lincoln's Presidency

World War I, before during and after:Archduke FerdinandGermanyBelgiumFranceGreat BritainUnited StatesTreaty of VersaillesRise of Fascism in Germany

English Language Arts

DefinitionsThe teacher gives the class a list of words based on the zone of proximal development of their grade level, and students write what they believe the words mean. Students share and discuss their defintiions with the class.

Twenty QuestionsEach students chooses two or three events or characters from their current class reading assignment.They then pair up, and partners ask up to twenty questions to discover what the other one chose.

Conference Style LearningStudents read assigned materials before class and create questions for discussion.During class, the teacher facilitates as the students ask questions of one another, and discuss the questions. The teacher helps the students further develop their ideas by asking scaffolding questions that increase critical thinking. Darling-Hammond, L., Barron, B., ' Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., Cervetti, G. N., Tilson, J. L. (2008). Powerful Learning: What We Know About Teaching for Understanding. Retrieved from The University of Phoenix eBook Collection database.

Thoreau: CIVIL DISOBEDIENCE

My Social Studies Journal

Three of my favorite ideas for incorporating critical thinking skills into social studies: 1. Reports and Judgments: Students discuss, answer questions and write essays analyzing both facual and judgmental statements from historical texts ("Judgmental" being documents containing personal ideas).2. The Believing Game: In small groups, discuss a judgmental text. As iindividuals, come up with authentic personal reasons to believe that the ideas presented are valid.The Doubting Game: In small groups, discuss a judgmental text. As iindividuals, come up with authentic personal reasons to believe that the ideas presented are invalid.Shapiro, A. (2011). Teaching critical thinking: The believing game ' the doubting game. Retrieved from Morningside Center for Teaching Social Responsibility website: http://www.morningsidecenter.org/teachable-moment/lessons/teaching-critical-thinking-believing-game-doubting-game

SUPPORTIING READERS IN INTERACATING CRITICALLY WITH LANGUAGE ARTS AND SOCIAL STUDIES TEXTCreate an environment of Mindful EngagementRich Talk about Text: Discussion and collaboration with peers serves as both a forum through which students can sharpen their cognitive skills and deepen their involvement and ... motivation for engagement in reading. Teachers create a carefully organized enviornment for encouraging authentic talk around text that helps students grapple with cognitively challenging ideas.Teachers coach, model, and facilitate, by talking less and having students talk more. Teachers create high-level questions about text and elicit active student responses of "read, write, and do". Darling-Hammond, L., Barron, B., ' Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., Cervetti, G. N., Tilson, J. L. (2008). Powerful Learning: What We Know About Teaching for Understanding. Retrieved from The University of Phoenix eBook Collection database.

My Language Arts JournalDefinitions Twenty QuestionsQuestions for class discussion


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