Résumé de section

    • 1-What is Thinking?
      •It is the cognetive process by which we engage with, analyze and internalize information.
    • 2. De Bono’s Six Hats of Thinking
      •Eduard De Bono, from Malta, is one of many researchers  who endorse the idea of integrating thinking as a fifth skill in education. To explain the process of thinking, DeBono came up with his famous six hats of thinking which operate as follows:
      •Eduard De Bono, from Malta, is one of many researchers  who endorse the idea of integrating thinking as a fifth skill in education. To explain the process of thinking, DeBono came up with his famous six hats of thinking which operate as follows:
       
      •Start with the White Hat to establish facts and objective information.Move to the Green Hat to generate creative ideas and alternatives.Use the Yellow Hat to highlight potential benefits and positive aspects.Apply the Black Hat to consider risks and possible challenges.Allow the Red Hat to express gut reactions and feelings about the ideas.Finally, use the Blue Hat to organize thoughts, summarize findings, and plan next steps.
      - Thinking as a fifth skill:
      •Thinking is a fundamental skill in education, often referred to as "critical thinking.“
      •fostering thinking skills helps students:

      -Analyze and Evaluate Information

      -Develop Problem-Solving Abilities

      -Encourage Creativity

      -Promote Independence in Learning

      -Prepare for Real-World Situations
       
       
       

    • 3. Critical  Thinking

      Definition: Critical thinking is the process of actively and skillfully analyzing, synthesizing, and evaluating information to reach a logical conclusion.
    • 4. Importance and Objectives
      •Importance: In today’s world, with information overload and varying viewpoints, critical thinking is essential for distinguishing credible information from misleading or false information.
      •Objectives: Develop an understanding of why critical thinking matters and how to apply it in academic, personal, and professional contexts.

    • 5.The Difference Between Thinking and Critical Thinking

      •Thinking involves general reasoning or reflection, while critical thinking is an intentional, analytical process aimed at reaching well-supported conclusions.

      Aspect

      Thinking

      Critical Thinking

      Definition

      The process of considering or reasoning about something.

      A disciplined, analytical way of thinking that evaluates ideas, arguments, or concepts.

      Purpose

      General understanding, problem-solving, or reflection.

      Evaluating information and arguments to reach a well-supported conclusion.

      Process

      Can be automatic, spontaneous, or reactive.

      Deliberate, logical, and systematic. Involves questioning assumptions and analyzing evidence.

      Focus

      May be broad or shallow, addressing surface-level thoughts.

      Deep and thorough, addressing the roots of an issue or idea.

      Analysis

      May not involve careful analysis or evaluation.

      Involves careful analysis, identifying biases, and assessing the validity of arguments.

      Objectivity

      Can be influenced by emotions, biases, or prior beliefs.

      Aims to be objective, minimizing personal biases to reach fair conclusions.

      Questioning

      May not question information or sources.

      Actively questions sources, assumptions, and underlying beliefs.

      Outcome

      Can lead to various conclusions, not necessarily based on evidence.

      Leads to reasoned, evidence-based conclusions.

      Examples

      Daydreaming, basic problem-solving, brainstorming.

      Analyzing a news article critically, evaluating research findings, debating complex topics.

    • 6.The Process of Critical Thinking

      •Interpretation: Understanding and clarifying the meaning of information.
      •Analysis: Examining information to identify patterns, relationships, and underlying assumptions.
      •Evaluation: Assessing the credibility and relevance of information or arguments.
      •Inference: Drawing conclusions based on evidence and reasoning.
      •Explanation: Articulating and justifying reasoning and conclusions.
      •Self-Regulation: Reflecting on one's own thinking process and adjusting as necessary.

    • 7.Critical Thinking in Real Life

      •The following examples of critical thinking in real-life educational contexts, demonstrate how students, teachers, and institutions use it to foster deeper learning and problem-solving.
      •1. Analyzing Texts in Literature Classes
      •Example: A high school literature class is reading To Kill a Mockingbird. Instead of just summarizing the plot, students analyze characters’ motives, the social context, and ethical issues. They discuss why characters make certain choices and how these choices reflect societal issues.
      •Critical Thinking Skill: Students engage in interpretation and evaluation, going beyond surface-level understanding to analyze complex social themes.
      •2. Debates in Social Studies or History Classes
      •Example: A history class studies different perspectives on a historical event, like the causes of the American Revolution. Students research viewpoints from various groups involved and then debate these perspectives in class.
      •Critical Thinking Skill: Students practice perspective-taking and evaluation, learning to understand multiple sides of an issue and critically assess historical biases.
      •3. Problem-Solving in Math
      •Example: A math teacher gives students a real-world scenario, such as budgeting for a school event. Students must calculate costs, determine quantities, and stay within a budget, using various mathematical techniques.
      •Critical Thinking Skill: This exercise requires problem-solving and decision-making as students must think creatively and apply math concepts in a practical context.
      •4. Ethics Discussions in Health or Psychology Classes
      •Example: In a psychology class discussing ethics, students evaluate different ethical dilemmas, such as the morality of using animal testing in research or the implications of digital privacy in mental health apps.
      •Critical Thinking Skill: Here, students use evaluation and reflection to weigh ethical considerations, discuss the impacts of these decisions, and reflect on the complexity of real-world ethical issues.
      •5. Project-Based Learning and Group Collaboration
      •Example: A class is tasked with developing a project on climate change solutions. Students research, debate, and collaborate to create a presentation proposing feasible solutions tailored to their local community.
      •Critical Thinking Skill: Students use collaborative thinking and analysis, as well as creative problem-solving, to consider practical solutions and synthesize information for their audience.
      •6. Self-Assessment and Reflection
      •Example: At the end of a term, students in a language class review their assignments and reflect on their growth. They identify areas they improved in and areas needing work, setting goals for future improvement.
      •Critical Thinking Skill: This self-assessment requires reflection and self-evaluation, which promotes metacognition and a deeper understanding of their learning process.

    • 8.Critical Thinking in EFL Class Situations

      •Situation: Students struggle with a reading passage filled with unfamiliar words.
      •Critical Thinking Application: The teacher encourages students to think about the cultural or situational context of the idiom rather than just translating it word-for-word. They could consider how people might use this idiom in real-life scenarios and discuss its underlying meaning.
      •Outcome: This process not only helps students understand idioms but also develops their cultural awareness and comprehension skills.
      •Understanding Cultural Contexts in Language
      •Situation: The class encounters an idiom in a listening exercise, and students are puzzled by its meaning.
      •Example: when push came to shove
      •I always thought i’d never drive a car, but when push came to shove , i did it.

    • 9.Activities

      Activity 1: Describe the process of CT you experienced while reading a book, novel, short story … etc 

      thinking table

    • Activity 2: Fact or Opinion?

      Read the article in the attached PDF below then pick out facts, opinions, or biased statements.

    • Activity2; Fact or Opinion? Fichier