RAW

Critical thinking

involves a series of complex thought processes which allows you to make reasoned judgments.

Non-critical thinker

when you simply accept the things you are told without examining them.

Critical thinkers

Are honest with themselves, acknowledging what they don't know, recognizing their limitations, and

being watchful of their own errors

Critical thinkers

Regard problems and controversial

issues as exciting challenges

Critical thinkers

Strive for understanding, keep curiosity alive, remain patient with complexity, and are ready to invest time to overcome confusion

Critical thinkers

Practice restraint, controlling their feelings rather than being controlled by them, and thinking before acting

Uncritical/ non-critical thinkers

Pretend they know more than they do,

ignore their limitations, and assume their views are error-free

Uncritical/ non-critical thinkers

Regard problems and controversial issues as nuisances or threats to their ego

Uncritical/ non-critical thinkers

Are impatient with complexity and thus

would rather remain confused than make the effort to understand

Uncritical/ non-critical thinkers

Tend to follow their feelings and act impulsively

Bloom's taxonomy of the Cognitive Domain

Systems that classifies the levels of thinking important for learning was created by American educational psychologist, Benjamin Bloom(1956)

Bloom's taxonomy of the Cognitive Domain

Composed of six pattern wherein one cannot proceed to the next level without mastering the current one first

Benjamin Bloom(1956)

Systems that classifies the levels of thinking important for learning was created by American educational psychologist, \----

New Taxonomy of the Cognitive Thinking

In 2001, Lorin Anderson, former student of Bloom, revised the taxonomy to make it applicable and relevant to 21st century students and teachers.

New Taxonomy of the Cognitive Thinking

Restructures the levels because creating is more complex level of thinking than evaluating

2001, Lorin Anderson

In\----, former student of Bloom, revised the taxonomy to make it applicable and relevant to 21st century students and teachers.

Remembering

Requires you to recall information you just read.

Remembering

Involves retrieval, recognition and recall of information

Remembering

Asks you to define, memorize, or state information.

Understanding

Drawing of interpretation

Understanding

Construction of meaning

Understanding

Asks you to discuss describe, paraphrase or explain

Applying

Using learning to a situation

Applying

Implementation of knowledge on various situation

Applying

Asks you to demonstrate, solve or use information.

Analyzing

Examining the causes and making inferences

Analyzing

Breaking down ideas and relating them to one another

Analyzing

Asks you to compare, integrate, and structure information

Evaluating

Weighing the pros and cons

Evaluating

Making judgments based on value and validity of ideas and events

Evaluating

Asks you to judge and test ideas based on certain rules and standards

Creating

Combining parts to form a whole

Creating

Asks questions which aim to produce, design or construct new information

Reading

Complex cognitive process

Reading

A skill

Reading

Highly visual

Reading

Interactive process (writer-reader)

Reading

Analyze

Reading process

Pre-reading

Reading process

While-reading

Reading process

Post-reading

Rapid reading

aims to locate specific information or main ideas in a very short span of time.

Skimming

It is a type of quick reading which aims to get the general idea and to get an overview of the material.

Skimming

Use your finger as a guide when reading across the line.

Skimming

Focus more on the first and the last sentences of each paragraph

Locating the main idea

It involves the identification of the central message of a reading selection

Locating the main idea

Main idea may be implied or explicitly stated

Locating the main idea

Identify the topic or subject of the text.

Locating the main idea

Take note of the transitional devices such as thus, therefore, to conclude, to sum up

Locating the main idea

Validate your identified main idea by analyzing if all supporting details directly or indirectly support it.

Major details

Minor details

Levels of ideas in a paragraph

Scanning

It is a quick reading strategy which aims to get specific information from a given text.

Scanning

It is useful in locating the specific name of a board passer, looking for an old email in your inbox, or checking specific information in a graph.

Scanning

Be clear with the information that you need

Scanning

Avoid reading every word; focus on what you need

Scanning

Relax your eyes as you move them across the lines rapidly

Previewing

is a skill when a reader looks over a material and focuses on the information he/she finds relevant.

Previewing

It is conducted during the pre reading stage.

Previewing

Effective previewing involves clarifying the purpose, reading the title and headings, and checking the illustration and other visuals.

Previewing

Browsing the table of contents, introduction or summary of a material is also a previewing technique.

Literal reading

involves the understanding of ideas and facts that are directly stated in the printed material.

Summarizing

Done in the post-reading stage

Summarizing

Condensing a lengthy text into a short passage which is usually 15 to 30% of the source material.

Summarizing

Thesis statement or topic statement should be included in the material.

Summarizing

Major details may also be mentioned but they are not required.

Summarizing

A citation of the original text is always necessary.

Strategies in summarizing

Annotate

Strategies in summarizing

For a text with multiple paragraphs, get the main idea of each and write using your own words.

Strategies in summarizing

Combine them into a coherent article using transitional devices.

Strategies in summarizing

Ensure accuracy

Paraphrasing

It involves restating ideas from the original text.

Paraphrasing

A paraphrased text also cites and preserves the tone of the original text.

Paraphrasing

Usually done to simplify a complicated text

Strategies for effective paraphrasing

Do not change the original thought of the text

Strategies for effective paraphrasing

Ensure accuracy

Inferential reading

refers to the process of deducing facts and ideas not directly expressed in the text.

Inferential reading

Known as "reading between the lines"

Inferential reading

Skills include: making generalizations, inferences, conclusions

Inferential reading

Applied during the while-reading stag

Inferential reading

An inference is an idea drawn from facts or details in the text

Critical reading

refers to the close and thorough evaluation of the claims in the text in terms of relevance, validity, and logic.

Critical reading

This skill includes distinguishing facts from opinions and detecting logical fallacies.

Critical reading

It happens in the while-reading stage

Developmental reading

a systematic instruction which aims to develop the students' reading skills

Pleasure reading

a more passive type of reading that primarily aims to provide enjoyment and entertainment

Functional reading

designed to help students learn basic functional reading ability

Remedial reading

aims to correct the effects of poor teaching and poor learning

Brainstorming

a process for generating creative ideas and solutions through intensive and freewheeling group discussion

Brainstorming

Analysis, discussion, or criticism of the aired ideas is allowed only when the brainstorming session is over and evaluation session begins

idea list, idea map

2 Methods in brainstorming

Idea list

involves listing of ideas about a particular topic

Idea map

involves making idea connections which shows the subordination of one idea to another

Graphic organizers

visual representations of concepts that help us structure information into organizational patterns.

Venn Diagram

used to compare and contrast ideas and events

Venn Diagram

use two or more overlapping circles to show similar and different attributes