The Missing Skill: The Missing Skill: Critical ThinkingCritical Thinking

Developing Higher Level Thinking Skills Developing Higher Level Thinking Skills in Elementary Through High School in Elementary Through High School

ClassroomsClassroomsA proposal for a professional staff development

program for critical thinking skills

Presented by:Marilyn Greenfield

Jackie MillerTerrah MyersAngela OlsonLynne West

Group Group activity…activity…

Find the critical thinking quote.Find the critical thinking quote.

And the quote?And the quote?

““The problems that exist today The problems that exist today cannot be solved by the level of cannot be solved by the level of thinking that created them.”thinking that created them.”

-Albert Einstein-Albert Einstein

I. Description of the School I. Description of the School DistrictDistrict

Strong academic programs evidencedStrong academic programs evidencedby high test scoresby high test scores

Full complement of curriculum Full complement of curriculum offeringsofferings

Programs exists for students Programs exists for students of all ability levelsof all ability levels

Knoxville District Knoxville District #202#202

II. Determination of NeedII. Determination of Need

Mission Statement: “We are dedicated to Mission Statement: “We are dedicated to enabling each student to reach his/her enabling each student to reach his/her full potential within his/her aptitudes full potential within his/her aptitudes and interests.”and interests.”

Caring and understanding staffCaring and understanding staff– Nurtures studentsNurtures students– Allows students to progress to full potentialAllows students to progress to full potential

•Students in the district show a marked weakness when asked to analyze, evaluate, interpret, and assimilate ideas.

Weakness in higher-order thinking skills…

•Students do not think critically.

Evidence of the problem:•Teacher and student journal entries•Written assignments that are evaluated•Tests that reflect the students’ understanding

III. Description of the ProjectIII. Description of the Project

Proposal: a design for staff development in the area of strengthening critical thinking skills.

A base group of experience faculty with research experience in critical thinking in the classroom will design and implement the staff development plan.

Implementation covers a three-year period1st year – Developing the plan2nd year – Implementation of the plan3rd year – Continue implementation

Further staff trainingEvaluate the results

IV. Who will provide the training?

A base group of five who have completed an action research thesis on improving critical thinking skills at grade levels K-12 will design and implement the staff development plan.

V. When and where will the training take place?

• Training will utilize School Improvement Plan (SIP) days

• The first and last days of school• Four workshop training days• Training will take place on site and at a

conference

VI. What staff will be involved?VI. What staff will be involved?– Base group of fiveBase group of five– Committee of eight staff membersCommittee of eight staff members– Eventually, all staff will be includedEventually, all staff will be included

VII.VII. What is the goal of the project?What is the goal of the project?– To improve critical thinking skills at all levels throughout the To improve critical thinking skills at all levels throughout the

district.district.

VIII. How will student learning be affected?• Students will demonstrate a higher level

of critical thinking skills• Evidenced by:

• Improvement on standardized tests• Observations of classroom

discussions• Evaluations of student products

IX. What will keep the project from becoming successful?

• Lack of staff interest• Ineffective presentation by base group• Lack of desired funding

X. Implementation of the ProjectX. Implementation of the Project

Year OneYear One

Summer 2003Summer 2003 PresentationPresentationAugust 2003August 2003 Faculty / staff Faculty / staff presentationpresentationSeptember 2003September 2003 Committee trainingCommittee trainingDecember 2003December 2003 Identify CT weaknessesIdentify CT weaknessesFebruary 2004February 2004 Prepare lesson plansPrepare lesson plansApril 2004April 2004 Prepare district materialsPrepare district materialsMay 2004May 2004 District tools developedDistrict tools developedJune 2004June 2004 Faculty / staff presentationFaculty / staff presentationJuly 2004July 2004 CNECT ConferenceCNECT Conference

X. Implementation of the ProjectX. Implementation of the Project

Year TwoYear Two

August 2004August 2004 Two-day workshop for base group Two-day workshop for base group and and

selected committeeselected committeeStaff development workshopStaff development workshop

September 2004September 2004 Critical thinking project initiatedCritical thinking project initiatedOctober 2004October 2004 Knowledge-level thinkingKnowledge-level thinkingNovember 2004November 2004 Comprehension-level thinkingComprehension-level thinkingDecember 2004December 2004 Application-level thinkingApplication-level thinkingJanuary 2005January 2005 Analysis-level thinkingAnalysis-level thinkingFebruary 2005February 2005 Synthesis-level thinkingSynthesis-level thinkingMarch 2005March 2005 Evaluation-level thinkingEvaluation-level thinkingApril 2005April 2005 Integration of all levels of thinkingIntegration of all levels of thinkingMay 2005May 2005 Evaluate project; offer improvementsEvaluate project; offer improvementsJune 2005June 2005 Present building augmentationsPresent building augmentations

X. Implementation of the ProjectX. Implementation of the ProjectYear ThreeYear Three

August 2005August 2005 Application school-wide Application school-wide Staff development workshopStaff development workshop

September 2005September 2005 CT project initiated in classroomsCT project initiated in classroomsOctober 2005October 2005 Knowledge-level thinkingKnowledge-level thinkingNovember 2005November 2005 Comprehension-level thinkingComprehension-level thinkingDecember 2005December 2005 Application-level thinkingApplication-level thinkingJanuary 2006January 2006 Analysis-level thinkingAnalysis-level thinkingFebruary 2006February 2006 Synthesis-level thinkingSynthesis-level thinkingMarch 2006March 2006 Evaluation-level thinkingEvaluation-level thinkingApril 2006April 2006 Integrate all levels of thinkingIntegrate all levels of thinkingMay 2006May 2006 Evaluate program for following yearEvaluate program for following yearJune 2006June 2006 Integrate analysis and improvements Integrate analysis and improvements into CTinto CT

XI. Rationale and Alignment to Illinois Learning Standards

(Bloom’s Taxonomy)

Knowledge AnalysisComprehension SynthesisApplication Evaluation

KnowledgeKnowledgeObservation and recall of informationObservation and recall of informationKnowledge of dates, events, placesKnowledge of dates, events, placesKnowledge of major subject areasKnowledge of major subject areas

Question cues:Question cues: list, define, tell, describe, identify, list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.name, who, when, where, etc.

AnalysisAnalysisSeeing patterns; organization of partsSeeing patterns; organization of partsRecognition of hidden meaningsRecognition of hidden meaningsIdentifications of componentsIdentifications of components

Question cues:Question cues:

Analyze, separate, order, explain, connect, classify, Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, inferarrange, divide, compare, select, explain, infer

ComprehensionComprehensionUnderstanding information; grasp meaningUnderstanding information; grasp meaningTranslate knowledge into new contextTranslate knowledge into new contextInterpret facts, compare, contrastInterpret facts, compare, contrastOrder, group, infer causesOrder, group, infer causesPredict consequencesPredict consequences

Question cues: Question cues: summarize, describe, interpret, summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extenddifferentiate, discuss, extend

SynthesisSynthesisUse old ideas to create new onesUse old ideas to create new onesGeneralize from given factsGeneralize from given factsRelate knowledge from several areasRelate knowledge from several areasPredict, draw conclusionsPredict, draw conclusions

Question cues:Question cues:

Combine, integrate, modify, rearrange, substitute, plan, Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if:, compose, formulate, create, design, invent, what if:, compose, formulate, prepare, generalize, rewriteprepare, generalize, rewrite

ApplicationApplicationUse informationUse informationUse methods, concepts, theories in new Use methods, concepts, theories in new situationssituationsSolve problems using required skills or Solve problems using required skills or knowledgeknowledge

Question cues: apply, demonstrate, calculate, Question cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discoverrelate, change, classify, experiment, discover

EvaluationEvaluationCompare and discriminate between ideasCompare and discriminate between ideasAssess value of theories, presentationsAssess value of theories, presentationsMake choices based on reasoned argumentMake choices based on reasoned argumentVerify value of evidence; recognize subjectivityVerify value of evidence; recognize subjectivity

Question cues:Question cues:

Assess, decide, rank, grade, test, measure, recommend, Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, convince, select, judge, explain, discriminate, support, conclude, compare, summarizeconclude, compare, summarize

XII. Funding and ExpensesXII. Funding and ExpensesProjected Expenses 2003-2004

National Council for Excellence in Critical Thinking (NCECT) conference ($615.00 per person)

13 attendees 7,995.00

Lodging for conference ($435.00 per room, 6 occupants)

2 rooms 870.00

Airfare ($275.00 per person, round trip) 13 attendees 3,575.00

Materials / refreshments for all meetings 500.00

Miscellaneous minor expenditures 900.00

Total = $13,840.00

XII. Funding and ExpensesXII. Funding and ExpensesProjected Expenses 2004-2005

Stipend paid to experienced faculty and selected committee a total of four days ($50.00 per day)

13 members $1300.00

Materials / refreshments for all meetings

500.00

Miscellaneous minor expenditures 280.00

Total = $2080.00

Projected Expenses 2005-2006

XII. Funding and ExpensesXII. Funding and Expenses

Stipend paid to experienced faculty and selected committee a total of four days ($50.00 per day)

13 members $1300.00

Materials / refreshments for all meetings

500.00

Miscellaneous minor expenditures 280.00

Total = $2080.00

XIII. Funding SourcesXIII. Funding Sources

Gifted Education $2,000.00 per year

Reading Improvement (K-6) 3,000.000 per year

Title I 500.00 per year

Title II 500.00 per year

Total expenditures for three-year plan = $18,000.00

Documentation through staff Documentation through staff anecdotal record and student anecdotal record and student journalsjournals

Increase in student scores on Increase in student scores on standardized testsstandardized tests

Classroom evaluations through Classroom evaluations through existing curriculumexisting curriculum

XIV: EvaluationXIV: Evaluation

Dirt dessert is like critical Dirt dessert is like critical thinking because…?thinking because…?

Thank you for your Thank you for your consideration of this consideration of this

proposal.proposal.

Presented by:

Marilyn GreenfieldJackie MillerTerrah MyersAngela OlsonLynne West