Critical Thinking in Mathematics
by Dr. Yap Ban Har
Critical thinking can be seen as having two components: (1) a set of information and belief generating and processing skills, and (2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: (i) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; (ii) the mere possession of a set of skills, because it involves the continual use of them; and (iii) the mere use of those skills without acceptance of their results.
A good critical thinker (a) raises vital questions and problems, formulating them clearly and precisely; (b) gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; (c) thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and (d) communicates effectively with others in figuring out solutions to complex problems.
This one-day workshop is a follow-up from the generic workshop on critical thinking. Participants will be asked to consolidate their understanding about what constitutes critical thinking. The workshop provides participants with several mathematics lessons that has a strong flavour of critical thinking so that they are able to identify instructional models of mathematics lessons that develop critical thinking.
Kids are from Jupiter: Building Inquisitive Minds by Question Asking
by Dr. Grace Shangkuan Koo
Question asking is a basic requirement for meaningful learning. But why are teachers asking the questions and not the students? What are students actually interested in? How may teachers learn to ask good questions or stimulate good question-asking that facilitate critical thinking?
In this seminar, we will look at the following:
1) Hindrances to Question Asking
2) Reasons for Question Asking
3) Categories and Types of Questions
4) Cognitive Levels and Critical Thinking in Questions
5) Gender Differences in Question Asking
6) Discipline Influences and Question Asking
7) Questioning Patterns and Teaching Strategies
Critical Thinking and Emotional Intelligence
by Ms. Justina Tan
This is a half-day workshop that focuses on both cognitive and affective aspects of thinking. The first part of the workshop explores the features of critical thinking and ways to nurture it. The second part of the workshop focuses on the study of emotional intelligence and identifies the kinds of activities that facilitate the development of both critical thinking and emotional intelligence. This is an interactive and introspective workshop that hopes to get the participants to think critically and reflectively.
Critical Thinking in Expository Writing
by Paul Robert Nerney
This talk shares some ideas about how we might construct writing assignments to encourage students to develop their abilities to think critically. The first section of this talk defines critical thinking as process of problematizing and re-problematizing analyses of real world situations. The second section describes six genres of academically-related writing—recounts, procedures, descriptions, reports, explanations, and exposition—which are found at all levels of education from primary to graduate school. The third section analyzes the features of a writing prompt for an undergraduate writing assignment in my course, Models of Press Freedom, which I teach at the National University of Singapore. The talk concludes with some ideas about integrating critical thinking into a school curriculum through writing assignments. In the workshop that follows the talk, we will build writing prompts for a writing assignment participants might give their students.
BREAKOUT SESSIONCritical Thinking and Achieving Excellence in Sports
by Coach Norman Augustus Black and Coach Alexander Arespacochaga
An important factor in the success of the Ateneo Men’s Basketball Team is that it is comprised of players who have good thinking abilities. This allows the coaching staff to develop different strategies that can be executed by players in order to come up with a win. Basketball has evolved and has become more complex and scientific so players cannot rely purely on athleticism. They are encouraged to recognize patterns in the play of the opponents. Armed with various options to choose from, critical thinking is essential in coming up with the best way to defend and score.
The use of statistics is also vital in improving the team’s performance. Based on the analysis done by the coaching staff, key areas, whether in defense or offense, are identified and addressed. Before a game, players recognize their own strengths and weaknesses based on these data. Drills are then designed to improve the team’s chances of winning. Collaborative Lesson Planning (CLP) in Ateneo de Manila Grade School
by Mrs. Helen U. Amante
Collaborative Lesson Planning (CLP) in the Ateneo de Manila Grade School is a major movement of the school in response to the need to seriously deliver age-appropriate lessons to its two thousand plus students every year. The meeting of several minds in planning a meaningful lesson facilitates the development of pedagogical strategies and approaches in each subject area where critical thinking skills are honed and systematically formed from ages five and a half to fourteen. Reflection is at the core of the whole process of collaboration whereas teachers do self-examination of their own lesson implementation while students are led to see through the myriad of lesson experiences as it affects them, the society and the environment.
The power of several minds in creating a material that exhibits a thoughtfully designed lesson aimed to develop thinking among young students is at the heart of collaborative lesson planning. This may not easily come by if the lessons were designed individually. Development of Critical Thinking through Inquiry-Based Teaching
by Mrs. Ma. Lourdes Antonio
Educators and parents play a powerful role in shaping children’s lives for the future. Thus, we need to equip the children for a future world that is more lateral and diverse than we experience now. The cultivation of higher level thinking skills is a prime focus for our current educational environment. Skills such as critical thinking, analysis, reflection, problem solving, evaluation and creativity will enable students to decode and make sense of future possibilities. One effective catalyst for the development of such higher level thinking skills is the Six Thinking Hats. In Science, De Bono’s Six Thinking Hats can be applied through the inquiry-based teaching. Inquiry-based teaching is a teaching method that combines the curiosity of students and the scientific investigation to enhance the development of critical thinking skills while learning science. As learners encounter problems they do not understand, they formulate questions, explore problems, observe, and apply new information in seeking a better understanding of the world. Often, the answers proposed by learners lead to even more questions—much like the outcomes of research.Developing Critical Thinking with Technology
by Dr. Ma. Mercedes T. Rodrigo
The purpose of this talk is to introduce parents and teachers to examples of software packages that support problem solving, experimentation, and innovation. These packages allow students to explore problem scenarios and apply logic, reasoning, creativity and possibly collaboration to arrive at plausible solutions. These software packages include but are not limited to simulations, games, and intelligent tutors. Examples of these packages will be demonstrated. Possible applications in classroom situations will be discussed.Motivating Your Children to Think Critically
by Dr. Karina Therese Fernandez
Leitner (1997), a poet and artist, once wrote that one important lesson that must be passed on from parent to child is the love of truth. Truth can be conceptualized as the relevant knowledge of the world and reality. To obtain this knowledge would require the skills of critical thinking, rational thinking, and scientific thinking. These cognitive skills are not only to be cultivated in the context of a science class. It can and should be developed in the home as well. This session presents practical suggestions for instilling critical thinking in the midst of ordinary everyday interactions between parent and child. It also puts forth the theme of the importance of an open and empathic family atmosphere as a necessary foundation for critical thinking to take root. Adopting Microlesson Approach in Teaching Science Concepts
by Ms. Maria Pilar Capalongan and Ms. Cynthia Castro
As Hutchings (2000) points out, there is no method or approach that works for everyone. In other words, one size does not fit all, which makes sense since we have different priorities when it comes to learning goals we create for our classrooms. Our discipline-specific training often shapes the way we think about our teaching, allowing us to apply a particular approach to answer the questions that are most important to a particular topic, especially when it deals with Science.
This paper investigates the effects of using the microlesson technique as a strategy for learning science concepts. Through the microlesson technique teachers can incorporate class activities directed at the development of the students’ higher order thinking skills (HOTS).
The use of microlesson techniques as a strategy for learning science concepts can also allow teachers to reflect on the type of teachers they are. The Symbiotic Relationship between Writing and Critical Thinking
by Caroline C. Laforteza
The Symbiotic Relationship between Writing and Critical Thinking presents how the processes in writing help in developing critical thinking (CT) skills. The data gathered discusses how some writing practices help promote the development of CT through writing tasks done in the classroom. The paper also presents common classroom practices that may hinder students from practicing CT while writing. The Impact of PBL (Problem-Based Learning) in Teaching Biology
by Ma. Concepcion Bagulan and Earl Francis Merilles (San Bartolome High School)
In most secondary schools in the Philippines, conventional teaching is commonly used in teaching basic concepts that brings acquisition of knowledge to the students. In most cases, this has proven to be one of the factors that contribute to develop the learning capacity of every learner. However, self-directed learning strategy is not given an emphasis in teaching due to limited resources and facilities.
The researchers conducted an investigation in a class of students to determine whether Problem-based Learning (PBL) has a positive impact in teaching Biology. The class was grouped into 7 members and each group was given a case scenario and questions that would lead them to solve their respective tasks.
This paper aims to report the impact of Problem-based Learning (PBL) which facilitates learning by the dynamics of group work and independent investigation as compared to conventional teaching methods. Through PBL, the students can possibly achieve higher levels of comprehension and develop more learning and knowledge-forming skills. This approach to teaching brings prior knowledge into play more rapidly and fostering learning effectively in a team.
According to the results, there is a significant difference between conventional teaching and Problem based-learning approach in terms of the assessment of students on using higher order thinking skills, task performance, and social skills.