Special Assignment - Critical Thinking
Attention
What do you think of when you see this picture?
Learning Outcomes
Upon completion of this lesson's material, students will be able
- Students will discuss the aspects of critical thinking.
- Students will apply the new information to create a weekly lesson plan
Teaching
What is Critical Thinking?
No one always acts purely objectively and rationally. We connive for selfish interests. We gossip, boast, exaggerate, and equivocate. It is "only human" to wish to validate our prior knowledge, to vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thinking skills, but we should have those skills available to be employed when needed.
Critical thinking includes a complex combination of skills. Among the main characteristics are the following:
Rationality
We are thinking critically when we
- rely on reason rather than emotion,
- require evidence, ignore no known evidence, and follow evidence where it leads, and
- are concerned more with finding the best explanation than being right analyzing apparent confusion and asking questions.
Self-awareness
We are thinking critically when we
- weigh the influences of motives and bias, and
- recognize our own assumptions, prejudices, biases, or point of view.
Honesty
We are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.
Open-mindedness
We are thinking critically when we
- evaluate all reasonable inferences
- consider a variety of possible viewpoints or perspectives,
- remain open to alternative interpretations
- accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data
- accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and
- do not reject unpopular views out of hand.
Discipline
We are thinking critically when we
- are precise, meticulous, comprehensive, and exhaustive
- resist manipulation and irrational appeals, and
- avoid snap judgments.
Judgment
We are thinking critically when we
- recognize the relevance and/or merit of alternative assumptions and perspectives
- recognize the extent and weight of evidence
In sum,
- Critical thinkers are by nature skeptical. They approach texts with the same skepticism and suspicion as they approach spoken remarks.
- Critical thinkers are active, not passive. They ask questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure their understanding.
- Critical thinkers do not take an egotistical view of the world. They are open to new ideas and perspectives. They are willing to challenge their beliefs and investigate competing evidence.
Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. Facts may be facts, but how we interpret them may vary.
(http://www.criticalreading.com/critical_thinking.htm)
How do we use this information when working with young children?
Remember
We remember the things we know and continually learn about child development. We remember best practice, developmentally appropriate practice, and the difference between chronological age and developmental age. We remember how to design an environment, and develop curriculum.
Analyze
We determine what our children’s interests are and follow their leads. We examine this information and all the concepts that we remember to consider environments and create meaningful curriculum.
Understand
Once we understand our children and the environment, we are able to put a lesson plan into place. When planning a lesson plan, we need to remember all the elements discussed in the early childhood learning guidelines. How they apply to our chosen topic is important to understand also.
Evaluate
We need to know what we want to evaluate. What is the goal of each aspect of the day (daily schedule)? What is the goal for each area in the environment? What is the goal for each of the materials we put on the shelves or tables for children to choose when playing? What is the goal for the crafts/art projects we plan? Do we have the correct materials needed and the timing available to complete each task? All these concepts need to be considered as we prepare for the next step.
Apply
We need to gather all of the answers from the above questions and learnings. Once the information is gathered, we need to relate it to our lesson plan topics. How can all the information be applied to our topic and include children’s interests and abilities?
Create
Now we are ready to create the lesson plan. It is time to arrange all the gathered information and how it relates to the topic. It is time to determine which piece of information should be put with which part of the day. It is time to put everything together. Good Luck and have fun!!!
Assessment
Lesson Planning Assignment
Themes
science, math, social studies, sensory, physical development, health, manipulatives, woodworking, block, dramatic play, literacy areas and outside to enhance a current preschool environment.
Students will develop two weekly lesson plans using two of the above themes.
Lesson plans will encompass the entire day and embed all areas of the classroom. Plans will include a planning and reflection framework with weekly overview of developmental domains, weekly overview of interest areas, weekly overview of large and small group plans, and an annotated bibliography of ten books for each theme. Any field trips planned will need a permission slip submitted also.
Please submit a single document that contains both weekly lesson plans to the Lesson Planning Assignment dropbox.
Click HERE to view a RUBRIC for the grading of this assignment.
