Critical Thinking Handbook: K-3Rd Grades. a Guide for Remodelling Lesson Plans in Language Arts, Social Studies & Science
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DOCUMENT .RESUME ED 325 803 CS 010 290 AUTHOR Paul, Richard; And Others TITLE Critical Thinking Handbook: K-3rd Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies & Science. INSTITUTION Sonoma State Univ., Rohnert Park, CA. Center for Critical Thinking and Moral Critique. REPORT NO ISBN-0=944583-05-9 PUB DATE 90 NOTE 420p.; For handbooks for grades four through high school, see CS 010 291-292-and ED 308 481. AVAILABLE FROM Center for Critical Thinking and Moral Critique, Sonoma State Univesity, Rohnert Park, CA 94928. ($18.00; 10-19 copies, $16.00 each; 20-49 copies, $14.00 each; 50+ copies, $9.00 each). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Class Actiyities; *Critical Thinking; Instructional Improvement; Instructional Innovation; *Language Arts; Learnlng Strategies; *Lesson PlanS; Primary Education; *Science Instruction; *Social Studies; Teaching Methods ABSTRACT This handbook, designed to help teachers ef kindergarten through third grade remodel their own lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook thoroughly discusses the concept of critical thinking and the principles that underlie it and shows how critical thinking can be taught in language arts, social studies, and science. The book's first sectior contains nine chapters which: (1) provide an introduction to critical thinking and its importance for education as well as an introduction to lesson remodeling; (2) discuss making critical thinking intuitive by using drama, examples, and images; (3) go deeply into the question of what education for critical thinking requires of teachers; (4) explain the 35 remodeling strategles and their importance, with sugge'Stions on how to teach for them; (5) present 69 remodeled lessons for language arts, social studies, science, and math, and describe some frequently encountered flaws in textbook approaches; and (6) focus on remodeling lessons into thematic units. The handbook's second section, which contains seven chapters, compares didactic and critical views on education, outlines the changes in curriculum required by a shift toward education for critical thought, providt3 practical ideas for iacilitating staff development in critical thinking, presents short writings on critical thinking by teachers after a workshop on the subject, and considers the problem of defining critical thinking. The seventh chapter is an analytic glossary of key words and phrases relevant to critical thinking and education. A list of recommended readings and critical thinking rasa-roes is apPended. (SR) CriticalThinking Handbook:larciles .0 AllZINN.. *,,itoff4 ZftatIlitok About the CenterFor CriticalThinking critical thinking and moral advanced research anddisseminates information on The Center conducts State Department ofEducation, the College critique. It has been workingclosely with the California Development, the districts, the Association forSupervision and Curriculum Board, numerous school facilitate implementa- Association, and the Foundationfor Critical Thinking to National Education from kindergartenthrough the university tion of high standards ofcritical thinking instruction Its major workincludes: Critical Thinking International Conferences on thinking confer- August, the Center hosts theoldest and largest critical Each summer, in early foreign countries. from virtually evety state ofthe union and numerous ence with registrants sessions on critical distinguished experts in thefield present nearly 300 Over 100 of the most These sessions are designed tomeet thinking and critical thinkinginstruction over four days. levels and concerns fromkindergarten through the needs of the widestvariety of educational subject fields are used asexamples of critical graduate school. A varietyof subject matters and conference are used for intensivesessions that thinking infusion. The twodays preceding the thinking instruction. lay a foundation for theconference and for critical Resources for Instruction handbooks designed to aidteachers to The Center is publishing aseries of critical thinking handbook§ for K-12 are out,with college remodel their own lessonsin various subjects. The Critical Thinking Handbook:K-3: A level handbooks to follow.The available handbooks are: Studies, and Science; CriticalThinking Guide for Ranodelling LessonPlans in Language Arts, Social Plans in Language Arts,Social Studies, and Handbook: 4*-61A Grades: AGuide for Remodelling Lesson Guide for RemodellingLesson Plans in Science; Critical ThinkingHandbook: 6(A-91. Grades: A Thinking Handbook.- HighSchool: A Guide for Language Arts, Social Studies,and Science; Critical collection of critical thinkingaudio and Redesigning Instruction. TheCenter houses the largest video cassettes extant. Staff Development Services level of education fromkindergarten The Center provides staffdevelopment services at every emphasize the critique andredesign of through graduate school.Staff development programs matter instruction. TheCenter is in instruction to infuse criticalthinking principles into subject consultants in every area ofthe United the process of setting up anetwork of qualified inservice States and Canada. For more information,contact: The Center for CriticalThinking and Moral Critique Sonoma State University Rohnert Park, CA 94928 (707) 664-2940 3 Critical Thinking Handbook: K-3 A Guide for Remodelling Lesson Plans in Language Arts, Social Studies, & Science by Richard Paul, A. J. A. Binker, and Daniel Weil Foundation for Critical Thinking Sonoma State University Rohnert Park, CA 94928 707-664-2940 © 1990 4 Acknowledgments We are deeply grateful to Trish Taylor andRenee Denise, for without their diligent and oftenbrilliant rewriting and editing, the book, especially thestrategy .chapter and remodels, would have beensignificantly less clear, complete, and vivid. Furthermore,our thanks to Trish for her invaluable workin overseeing the staff and ensuring this book'S timelypublication. We would.also like to thank-Eric EI:ittenhamfor his apropos drawings of Nancy. Fran. and Sam; and Ron Lisky for his fine graphics work. Finally.we wish to acknowledge the help of Paige C. Bthker,Cameron Marshall, Marla Charbonneau. KennethAdamson, Jane Kelsberg, and Niki Snowden. Copyright 0 1990 by the Foundation for CriticalThinking Copyright 0 1986 by the Center for Critical Thinkingand Moral Critique. All rights reserved. No part of this publicationmay be reproduced or transmit- ted in any form or by anymeans, electronic or mechanical, including photo- copy, recording, or any information storage andretrieval system, without permission in writing from the publisher. Thecontents of this publication may, however, be reproduced if they are intended solelyfor nonprofit, edu- cational use. Price: $18.00 ISBN 0-944583-05-9 Library of Congress Catalog Card Number:90-82938 5 Contents Part I: Putting Critical Thinking into Instruction _ 1 Introduction Design of the Book 1 Why Critical Third-sing Is Essential to Education 2 Our Concept of Critical Thinking 7 Introduction to Remodelling: Components .If Remodels and Their Functions 8 How to Use This Book 13 Diagrams Three Modes of Mental Organization 16 Lesson Plan Remodelling 17 The Perfections and Imperfections of Thought 18 2 Making Critical Thinking Intuitive: Using Drama, Examples, and Images 19 Teaching for Intuitive Understanding 19 Using Dramatization to Foster Critical Thinking Intuitions 21 Exemplification: Understanding Abstract Concepts Through Vivid Everyday Examples 27 Visualization: Using Visuals to Make Critical Thinking Principles More Intuitive 32 3 Global Strategies: Socratic Questioning & Role-Playing The Role of the Teacher 37 Socratic Questioning: Wondering Aloud About Meaning and Truth 40 Socratic Transcripts 47 Role-Playing and Reconstructing Opposing Views 54 Teaching the Distinction Between Fact. Opinion, and Reasoned Judgment 55 4 Stratep,ies Introduction 57 The Strategy List: 35 Dhnensions of Critical Thought (Formally Named) 60 The Strategy List: 35 Dhnensions of Critical Thought (Informally Chlracterized) 61 35 Dimensions of Critical Thought as Fairminded Fran Might Explain Them 63 The Interdependence of Traits of Mind 67 Distinguishing Macro-Abilities from Micro-Skills 68 Have We Left Out Any Important Strategies? 69 Principles and Applications 71 5 Remodelling Language Arts Lessons Introduction 109 Evaluative Thinking 120 Listening Ears 122 "Corduroy" 124 The Gingerbread Man" 126 "Goldilocks and the Three Bears" 128 "Goldilocks" II 130 "A Toy for Mike" 132 "Moving Day" 134 i Susan, Tom, & Betty 136 "Help for the Hen" 139 Messages Without Words 140 Sentences that Ask 142 *Two Ways to Win" 144 "Marvin's Manhole" 146 -The Camel and the Jackal" 148 "Friends" 150 "The Horse Was in the Parlor" 152 "Aha! A Sleuth!" 154 Toor Little Puppy" 156 "Kate and the Big Cat" 158 Adjectives 160 Listening Game 162 "Any Old Junk Today?" 165 6 Remodelling Social Studies Lessons Introduction 169 Do Communities Change? 174 How Is my School Like my Home? 176 Tools (Two Remodelled Lessons) 178 Why Did the Girl Say, "No"? 181 Martin Luther King, Jr:s Birthday 183 Our Country's Birthday 185 Rules 187 About Families & Needs and Wants 189 Emotions: Anger 191 The Pledge of Allegiance 193 Sue's Mistake 196 Schools in India 198 At the Television Studio 200 We Need Rules 203 Looking to the Future 205 Does Earth Move?