The Crucible of Critical Thinking Incorporating Explicit Instruction and Critical Thinking through The Crucible WARM UP Connect the quotes to the characters of The Crucible Abigail, I have fought here three long years to bend these stiff-necked people to me, and now, just now when some good respect is rising for me in the parish, you compromise my very character. I have given you a home, child. I have put clothes upon your backnow give me an upright answer. Your name in the townit is entirely white, is it not? You must understand, sir that a person is either with this court or he must be counted against it, there be no road between. This is a sharp time, now, a precise timewe live no longer in the dusky afternoon when evil mixed itself with good and befuddled the world. Now, by Gods grace, the
shining sun is up, and them that fear not light will surely praise it. I want to open myself! . . . I want the light of God, I want the sweet love of Jesus! I danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil! A man may think God sleeps, but God sees everything, I know it now. I beg you, sir, I beg yousee her what she is. . . . She thinks to dance with me on my wifes grave! And well she might, for I thought of her softly. God help me, I lusted, and there is a promise in such sweat. But it is a whores vengeance. I have laid seven babies unbaptized in the earth. Believe me, sir, you never saw more hearty babies born. And yet, each would wither in my arms the very night of their birth. I have spoke nothin', but my heart has clamored intimations. Mr. Parris, I think you'd best send Reverend Hale back as soon as he come. This will set us all to arguin' again in the society, and we thought to have peace this year. I think we ought rely on the doctor now, and good prayer. How may we blame ourselves? I am one of nine sons; the Putnam seed have peopled this province. And yet I have but one child left of eightand now she shrivels!
Here is all the invisible world, caught, defined, and calculated. In these books the Devil stands stripped of all his brute disguises. ANN PUTNAM REBECCA NURSE TOM PUTNAM REVEREND HALE JOHN PROCTOR TITUBA
REVEREND PARRIS DANFORTH FOCUS OF THE LESSON Aim: To review knowledge of Critical Thinking strategies and Explicit Instruction through the Arthur Miller play, The Crucible. Success criteria: Remodel a standard lesson plan, incorporating Critical thinking strategies within an Explicit Instruction structure
Purpose: To give our students the best possible chance of success Quest Cycle Quest Cycle Years 7/8 Call to adventure Years 9/10 Challenges and temptations Years
11/12 Revelation So, where do we start Explicit Instruction Critical Thinking This is where the magic happens
STANDARD LESSON Standard lesson for synthesising phase Play has been read and some discussion has taken place Now, we expect students to write an essay, using the information they have DOES THIS WORK? For our good students - yes. For MOST of our students NO! EXPLICIT INSTRUCTION Think, pair, share Look
at page 2 of your booklets Identify the elements of Explicit Instruction which blend with Critical Thinking (Which of these elements would you use to FRAME a lesson using Critical Thinking) Now turn to your neighbour and discuss your findings Explicit Instruction Elements
1. Focus instruction on critical content 2. sequence skills logically (or if not skills, knowledge they need for the task) 3. break down complex strategies into smaller instructional units 4. design organised and focused lessons
5. begin lessons with a clear statement of the lessons goals and your expectations 6. review prior skills and knowledge before beginning instruction 8. use clear and concise language
11. require frequent responses 12. monitor student performance closely 15. help students organise knowledge CRITICAL THINKING There are 35 dimensions of Critical Thought:- Affective
Brainstorm Classify and categorise Compare Making Group and contrast connections work/discussion
Socratic questioning Questioning Probe viewpoints implications Questions about the questions Conceptual Clarifying questions
Probing Assumption Probing Rationale, reasons, evidence Questioning viewpoints Another way of looking at this is does this seem reasonable?
What alternative ways of looking at this are there? What is the difference between and ? Why is it better than ? How are and similar? Probing Student Implications
What are the consequences of that assumption? What are the implications of ... ? How does fit with what we learned before? Why is important?
Questions about the questions Why do you think I asked this question? What does that mean? Conceptual Clarifying questions Why are you saying that?
How does that relate to what we have been talking about? What do we already know about this? What exactly does this mean? Probing Assumption
What else could we assume? How did you choose those assumptions? Please explain why/how ? Probing Rationale, reasons, evidence How do you know this?
Can you give me an example of that? Are these reasons good enough? What do you think causes ? Brainstorm
Linguistic: - traditional - online Visual/spatial: Kinaesthetic: - www.scriblink.com - Mind maps
- online - lists - hand drawn - bubbl.us - Harvest strategy Classify and categorise Tables
Retrieval charts Graphic organisers Compare and contrast Compare and contrast map www.readwritethink.org Venn Diagram
www.gleancomparisonsearch.org Make connections Text to self Text to text Text
to world Text to self What does this remind me of in my life? What is this similar to in my life? How is this different from my life?
Has something like this ever happened to me? How does this relate to my life? What were my feelings when I read this? Text to text
What does this remind me of in another book Ive read? How is this text similar to other things Ive read? How is this different from other books Ive read? Have I read about something like this before? Text to world
What does this remind me of in the real world? How is this text similar to things that happen in the real world? How is this different from things that happen in the real world?
How did that part relate to the world around me? Group work/discussion Hot potato Huddle Think: Share: Refine: Publish: Reflect
Silent card shuffle Discussion forum Lesson Remodelling In groups of 1, 2 or 3/4 look at the standard lesson
Decide which dimensions of Critical Thinking suit the task and write this at the bottom of the Standard Task sheet Work on the remodelled lesson plan filling in the aim, purpose, indicator of success, previous knowledge and sequence of instruction Discuss in your groups which strategy/s would best suit the task Group presentations
Anyone like to share some strategies that they used? 3:2:1 In the booklet provided fill out the 3:2:1 activity 3 things I have learned 2 interesting things
1 question you still have Questions? Any Questions? List of References Archer , Anita L. and Charles A Hughes. Explicit Instruction: Effective and Efficient Teaching. New York: The Guilford Press, 2011. Draper, Debbie. "Comprehension Strategies: Making Connections." 2010-2012. Hodson, Lissa and Therese Sippel. Symphony of Teaching and Learning V2.
June 2011. Paul, Richard, et al. Critical Thinking Handbook: High School. A Guide for Redesigning Instruction. Rohnert Park, C.A. 94928: Centre for Critical Thinking and Moral Critique, Sonoma State University, 1989. [[ Thank you for listening
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