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Critical thinking: receptive skills - Coggle Diagram
Critical thinking: receptive skills
BLOOM'S TAXONOMY:
Lower-order thinking skills
Remembering
Understanding
Applying
Higher order thinking skiils
Analyzing
Evaluating
Creating
Critical thinking it does NOT ruin the usual sequence; this adds flexibility to your time management
A simple lesson sequence can be easily expanded in order to smoothly move from lower order thinking skills to including creative writing
Sub-skills you can cover in order to extend your lesson
Inference
What can learners infer from the text?
Author's attitude
Is the author positive\negative about the text? What makes you think that?
Would the author agree with the following statements? Why\ why not? (evaluating)
How would the author answer the following questions?
Where do you think the article comes from? Do you think ... influenced the content of this article?
Author's aims
What is author's aim? To persuade? To inform? to..?
What makes you think that? Find particular language\ text features
Does the author achieve this aim? Why? why not?
Author's tone of voice
What adjectives best describe the author's tone of voice? Disapponted, sarcastic, funny?
Why? Find language that made you choose those adjectives?
Why do you think the author chose that tome? Does it influence how you feel about the content of the text?
Author's perspective
What perspective does the text focus on: environmental, social, financial ect?
If it was focused on a different perspective, how would the content be different?
Underline all sentences that describe the issue from a particular perspective and change them so that they are focused on...
Identifying reliability
Assessing the logic of an argument
overgeneralisation
assumpion
speculation
Fact or opinion?
What sources are trustworthy?
Working with evidence
What evidence is provided?
Data, statistic of a research from credible sources?
Expert opinion?
Can this data be checked in other reliable sources?
Is the information the same everywhere?