9-12 Critical Thinking/Problem Solving Goal A: [Student] will develop inquiry skills (identification and

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1 9-12 Critical Thinking/Problem Solving Goal A: [Student] will develop inquiry skills (identification and evaluation of evidence, use of analysis and synthesis to guide decision making and communicate clearly and accurately) at a level of complexity, abstractness, and depth appropriate for gifted learners as measured by mastery of [1/2/3/4/5/6/7/8/9/10/11/12/13/14/15/16/17/18/19/20] out of [1/2/3/4/5/6/7/8/9/10/11/12/13/14/15/16/17/18/19/20] of the following objectives: Performance Objectives Units/Topics/Activities Instructional Strategies New Mexico State 01. After identifying characteristics of critical thinking, [Student] will determine areas of strength and need. *Study the characteristics of Critical Thinking: (asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, tolerating others interpretations and tolerating ambiguity, etc.) *Present a case study for group discussion. *State the question at issue. *Define the problem. *Examine evidence. *Analyze assumptions and biases and justify personal point of view. *Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), sourcecenter/faculty/development Use of: *Case Study Method *Socratic Questioning *Reciprocal Peer Questioning *Active Listening/ *Cooperative Learning *Strategies (with gifted peers) *Conference Style Learning * *Strohm, S. M., & Baukus, R. A. (1995). Strategies for fostering critical thinking skills. Journalism and Mass Communication Educator, 50 (1) on/walkerteachingresourcecen ter/faculty/development 9 12 Critical Thinking Page 1

2 02. [Student] will break down [1/2/3/4/5] complex problems utilizing analysis, evaluation and synthesis skills. 03. [Student] will identify personal metacognitive characteristics. 04. After identifying a topic, problem, or issue [Student] will formulate [1/2/3/4/5] questions for research. *Identify a complex problem to solve. *Analyze the problem, identifying individual components to be addressed. *Evaluate available resources to aid in problem resolution. *Synthesize and apply skills in solving the problem. *Transfer new learning to problems in a similar or different context. *Study metacognitive characteristics: (asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, considering other interpretations, and tolerating ambiguity) *Individually or in a group, research information on meta-cognitions. *Analyze personal meta-cognitive skills as applied to communication in a classroom setting. *Given a classroom scenario, identify, evaluate, and construct an argument that is precise, free of bias and logical fallacies, is logically consistent, based on credible sources, and is strongly reasoned. *Transfer new learning to problems in a similar or different context. Define a topic, problem or issue for study; develop an approach of thesis; and formulate substantive questions as a guide for research. Wade (1995) http//:www.utc.edu/administrati on/walkerteachingresource Center/Faculty Development Beyer (2000) Critical Thinking Jones & Ratcliff, 1993, p. 10 Brainstorming, Create Rubric Deduction, Induction CR Standard 4: Students will demonstrate responsible and ethical workplace behaviors. CR Standard 5: Students will develop critical thinking skills to evaluate information and solve problems Critical Thinking Page 2

3 05. [Student] will select and apply a research methodology appropriate for the topic, problem, or issue. Apply simple correlational study techniques to research an appropriate topic, problem, or issue. Design and implement a research plan appropriate for the selected topic, problem, or issue. Brainstorming Create Rubric Deduction Induction 06. [Student] will access information from worldwide primary and secondary sources by using a variety of print, electronic, and other media. 07. [Student] will assess the validity, reliability, and relevance of the information collected. 08. [Student] will organize and analyze data. 09. [Student] will synthesize and interpret data and present finding. 10. [Student] will examine conclusions and implications in the light of the problem. In researching any topic, problem or issue, locate relevant and varied worldwide resources, apply appropriate note taking techniques, and record complete information necessary for documentation. Select relevant, reliable, and valid resources. Construct an annotated bibliography that assesses the relevance, reliability, and validity of sources on a topic, problem, or issue. Select appropriate methods of organization for sets of information gathered on a topic, problem or issue and implement them effectively and accurately. Synthesize data, draw conclusions, analyze implications and present findings appropriately. Synthesize data, draw conclusions, analyze implications and present findings appropriately. Use of technology Research Listening/Planning Scheduling Critical Reasoning Questioning Strategies Create a Rubric CR Standard 3 Students will demonstrate the technological knowledge and skills required for future careers Critical Thinking Page 3

4 11. [Student] will select an appropriate medium to communicate the results of research. For any research study, select and implement a strategy of communication appropriate for both the content and the intended audience. s Graphic Organizers Visual Representations Use of Tech 12. [Student] will apply the cognitive processes of application, analysis, synthesis, and evaluation in a study or investigation. 13. [Student] will apply basic argument forms (i.e., induction and deduction) in a presentation. 14. [Student] will apply the elements of reasoning in production and critique of [1/2/3/4/5/6/7/8/9/10] communications. 15. [Student] will apply the divergent thinking processes of fluency, flexibility, elaboration, and originality in [a/an] product/project. Apply the complex process in all studies and investigations. Develop effective persuasive communications that demonstrate proficiency in the use of argument forms. Apply criteria of effective argumentation to affirm or refute persuasive presentations of others. Reason logically (define the central issue, analyze assumptions, select appropriate data or evidence, determine central concepts, distinguish points of view, develop valid inferences, determine purpose, and analyze implications). Paul, In the creation of all original communications, demonstrate effective application of divergent thinking processes. Research Deductive Reasoning Inductive Reasoning Use of: Deductive Reasoning Inductive/Deductive Reasoning for Comprehension for Comprehension. for Comprehension 9 12 Critical Thinking Page 4

5 16. [Student] will apply ethical standards in problem solving and decision making. Apply ethical standards in all problem solving and decision making situations. Moral Dilemmas Problem-Based Learning CR Standard 4 Students will demonstrate responsible and ethical workplace behavior. 17. [Student] will synthesize knowledge and skills to communicate ideas, relationships, and issues effectively through products and presentations. 18. [Student] will demonstrate proficiency in multiple communication forms and technologies. *Demonstrate proficiency in multiple communication forms and technologies *Select means of communication appropriate to both content and audience. *Communicate substantive ideas and information effectively *Participate effectively in discussions and presentations in public forums (e.g. debate, model UN, mock trial, monologue, community forum). *Prepare and present an effective oral presentation that develops a thesis about a topic, issue or problem. *Select a means of communication appropriate to both content and audience. *Communicate substantive ideas and information effectively. *Write effective analytical and evaluative essays. *Using a formal citation style appropriate for the topic and discipline, write a documented research paper, which develops a thesis. *Select an appropriate literary genre in which to express an idea or theme and create a product in that genre to communicate that idea or theme. *Improve and polish all written communication by applying proofreading and editing skills. Journaling Open-Ended Questions Mentorships Modeling Journaling Open-Ended Questions Mentorships Modeling LA Standard 2 Students will communicate effectively through speaking and writing. LA Standard 2 Students will communicate effectively through speaking and writing. LA Benchmark ID: Apply knowledge of reading process to evaluate print, nonprint, and technology-based information. CR Standard 3 Students will demonstrate the technological knowledge and skills required for future careers Critical Thinking Page 5

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