Critical Thinking Group Activities

Critical Thinking Group Activities-57
Do you think you know the difference between fact and opinion? When you visit websites, do you believe everything you read?

Using evidence — the ability to support and explain your point — is not only a good way to measure rigor, but an important skill for students to learn.

It gives insight into a person's train of thought and how they came to their conclusion, additionally opening opportunities for more innovative, but also structured, thinking patterns.

This is a good activity to Bell Work or "Do Now." Example Gap Fill In image (images should be modified to match grade level) Set up an inner circle (or fishbowl) and an outer circle in your classroom.

Students should not be sitting in this setup yet, but rather in their regular classroom seats.

Additionally, it's an important reminder that you must use trustworthy sources in your school work.

You will probably find some of the statements easy to judge but other statements difficult.There are few buzzwords in K-12 right now as big as "rigor." The Common Core has been hailed by advocates as a more rigorous set of standards, but a big question that keeps popping up is how to measure that rigor.A good place to start is with evidence, which is what many of the new tests plan on incorporating into their structure.You may also want to read Education Dive's look at 5 online resources for upgrading your lesson plans.Critical thinking is a skill that students develop gradually as they progress in school.The class should be presented with a question or a statement and allowed to reflect individually for a few minutes.the numbered groups, have students facilitate a conversation while others on the outside observe without comment. RESTATE the previous point made, make your point, and move on.Students are shown a picture, projected in the front of the room, if possible.At the top of their paper, students should write: "What is happening in this picture?(For example, a teacher may have all 1s go to the fishbowl, while the rest of the class sits in the outer ring.) During this time, the teacher should transcribe the speech of the participants. GOAL: This activity allows students to not only debate a point, but, like the fishbowl, analyze their communication skills.If possible, this should be done in real-time with the transcription projected onto the board during the debate. Additionally, by keeping the transcription log, students can actually see how they progress throughout the year.


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