Critical Thinking for Teachers Audio Program Participants

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“Critical Thinking for Teachers” is a series of interactive radio programs and podcasts for teachers in rural areas of OAS member states. These audio programs strengthen teachers’ ability to teach critical thinking skills in mathematics, literacy, science, and citizenship education. Woven into an entertaining drama series, the participatory lessons feature short pauses that allow teachers to respond to questions, partake in group discussions, write plans for their classes, and more. Participants learn practical skills to apply in the classroom immediately. The primary audience is teachers with little Internet access who teach 11- to 14-year-olds, but any teacher can benefit and anyone can participate.

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Episode Five: Comments and reflections

by Daniel Pier

Nov 10, 2016

As a humanities teacher, I never thought about how the scientific method might apply to my courses. As we worked on this episode, however, I thought about what a challenge it often was for me to get students in the habit of drawing conclusions based on evidence. It occurred to me that the process in science and the humanities is very similar. For example, when reading a novel, one may formulate a question based on an interesting conflict, challenge, or problem in the book; form a hypothesis based on a first reading; gather evidence by returning to the text to analyze and consider all relevant textual passages; then draw a conclusion--either confirming, modifying, or changing the hypothesis based upon what the evidence yielded. 

What process do you teach students in order to draw conclusions based on evidence? In what ways do you find it challenging? Do you have any tips for the rest of us? 

Thanks to all for your active participation, 

Dan 

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    Lerdon Barr

    A thought came to me while listening to this recording. How can teaching critical thinking cater to different learning styles?

    Nov 14, 2016

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    Irvin Smith



    Lerdon Barr said:

    A thought came to me while listening to this recording. How can teaching critical thinking cater to different learning styles?

    Nice question - differentiation comes to my mind as well.

    For your question, I am thinking to ensure that the stimulus for your introductions and the activities cater for the various learners. Also if they are creating one can give them a choice for delivery of the final product. A written piece, video or audio presentation etc.  

    As long as they are catered for in the planning especially for content delivery, then they can participate in discussions and respond to critical questions / activities and so on. 

    When I gave differentiation some thought, I figured it is pretty much the same idea, one has to plan and differentiate accordingly - whether it is the process, product or content etc. they will respond and participate at their cognitive level but still go through the critical thinking process. 

    Got me thinking critically there :) 

    Look forward to hearing from others...

    Nov 15, 2016

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    Imogene Howard

    In my classes, I used mathematical calculations to help students to draw conclusions. I sometimes try to get them to answer 'why' questions. However this sometimes pose challenges.

    I believe the teaching of critical thinking skills will encourage students to make better conclusions. This can be exercise when in mathematics , they give reasons or opinions for certain process, answers and calculations. Also when the situations are related to real life situations.

    In this episode, I learnt that conclusions are made based on observations, this is very practical in Mathematics when students do investigations. It is noted that the scientific process is very student centered which is highly recommended and is instrumental in improving critical thinking skills.

    Nov 23, 2016