1. A Parent’s Guide to Understanding and Using Critical Thinking Tools at Home
7th Grade Humanities

2. Acknowledgements Please note, the concepts for instruction you will
see in this presentation are the work of Dr. Sandra
Kaplan of USC , her colleagues from the University
of Connecticut, and educators from the California Association of the Gifted. We have adapted these elements to best meet the needs of all our learners in 7th grade Humanities.
Thank you,
The 7th Grade Team

3. All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent.
 John F. Kennedy-
Use of critical thinking tools
in the classroom challenges
students to learn at a deeper
level. You can keep them challenged
at home, too! READ ON…

4. Time
for
Thinking

5. So that you are able to support your child at home…
…take a look at the various
Thinking Tools that we use in
the classroom!

6. Ask your child how they are using the critical thinking tools in class.
Support the
use of the
thinking tools
in conversations
at home.
Depth & Complexity
Bloom’s
Taxonomy
Think Like A
Disciplinarian
Universal
Concepts
Origin Paradox Impact
Parallel Convergence Contribution
Content Imperatives

7. DEPTH Icons: Extending one’s study of the class content
Challenges advanced learners by directing them to extend their understanding of the area of study.
Challenges struggling learners without overwhelming them

8. Depth has the following major components:
Language of the Disciplines: Specialized vocabulary, names of skills or tasks, tools used
Details: Attributes, parts, factors, variables
Patterns: Repetition, predictability
Trends: Influences, forces, direction
Rules: Structure, order, hierarchy, explanation
Ethics: Points of view, different opinions, judging
Big Idea: Generalization, principle, theory
Unanswered Questions:
Missing parts, unclear ideas, incomplete ideas

9. Thinking Tools-Depth (1)
Language of the Discipline
What vocabulary terms are specific to the content or discipline?
Details
What are the defining features or characteristics? Find examples and evidence to support opinions and ideas.
Patterns
What are the reoccurring events? What elements, events, ideas, are repeated over time? What was the order of events? How can we predict what will come next?
Rules
What structure underlies this subject? What guidelines or regulations affect it? What hierarchy or ordering principle is at work?

10. Thinking Tools-Depth (2)
Trends
Note factors (Social, Economic, Political, Scientific, Artistic, Geographic) that cause events to occur. Identify patterns of change over time.
Unanswered
Questions
What do experts in the field still not understand about this area/topic/ study/discipline? What is yet unknown about this area/topic/study/discipline? In what ways is the information incomplete or lacking in explanation?
Big Ideas
What theory or general statement applies to these ideas? How do these ideas relate to broad concepts such as change, systems, chaos vs. order, etc? What is the main idea?
Ethics
What moral principles are involved in this subject? What controversies exist?

11. Using Complexity Icons
Includes making relationships, connecting other concepts, and layering.
This is the “why/how” approach that connects and bridges to other disciplines to enhance the meaning of a unit of study.

12. Complexity encourages students to…
Relate concepts and ideas at a more sophisticated level
See associations among diverse subjects, topics or levels
Find multiple solutions from different points of view

13. Complexity has three major dimensions:
Relationships Over Time: Between the past, present and future, and within a time period
Relationships From Different Points of View: Multiple Perspectives, opposing viewpoints, differing roles and knowledge
Interdisciplinary Relationships:
With, between and across the disciplines

14. Thinking Tools-Complexity
Across the
Disciplines
Apply it (tell how it can be used)— How does it help you understand other subjects, branches of learning, fields of study, professions, jobs?
Changes
Over Time
How are the ideas related between the past, present, future? How are these ideas related within or during a particular time period? How has time affected the information? How and why do things change or remain the same?
Different
Perspectives
How would others see the situation differently? Different roles and knowledge.
Opposing viewpoints

15. Students can use a single Depth/Complexity icon
One at a time
Depth
To dig deeper
Complexity
Greater breadth of understanding
The thinking tool is like a magnifying glass.
It gives greater dimension to what is studied.

16. For example, using one icon…
…to understand a battle in history, students can study the rules, patterns, details, or ethics related to that battle.
Patterns
Details
Rules
Ethics
Part to whole thinking

17. …or students can use Thinking Pairs
Two thinking tools together joined with the word “AND”
What are the details AND ethical issues surrounding the fall of the Roman Empire?
Using two thinking tools changes the intellectual demand
THE INTELLECTUAL WORK IS RIGOROUS

18. Content Imperative Icons are another thinking tool…
They focus the investigation of a topic of study from a broad, general area to a more structured and specific one.
Content imperatives can be used as prompts to construct questions to stimulate the investigation the subject matter.
Example: What are the CONTRIBUTIONS of weather to farming?

19. Thinking Tools- Content Imperatives
Parallels
IDEAS OR EVENTS THAT ARE SIMILAR AND CAN BE COMPARED TO ONE ANOTHER
Paradox
THE CONTRADICTORY ELEMENTS IN AN EVENT OR IDEA
Convergence
THE COMING TOGETHER OR MEETING POINT OF EVENTS OR IDEAS
Origin
THE BEGINNING, ROOT, OR SOURCE OF AN IDEA OR EVENT
Contribution
THE SIGNIFICANT PART OR RESULT OF AN IDEA OR EVENT

20. Examples of using Content Imperatives: critical thinking at its best…
What factors CONVERGED to bring about the
fall of the Roman Empire?
What PARALLELS do you find between the rise of
Ghana and the rise of Mali?

21. How parents can use these tools at home to support critical thinking

22. Movies and TV shows can stimulate questions. Ask your child…
What are some of the patterns of behavior you notice in
a main character?
What are some ethical issues facing a particular character?
What are the multiple ways a character’s
actions might be viewed?
Did you notice any trends in
the evening’s programming?

23. Thinking Tools are relevant to your child’s sports. Ask…
What patterns of play are apparent in your sport?
What are the important rules in your sport?
What trends or predictions can you make about
your sport/team?
How has this sport changed over time?

24. And Then There is the Critical Thinking Pyramid Known as Bloom’s Taxonomy…
In 1956, Benjamin Bloom headed a group of educational psychologists
who developed a classification of levels of intellectual behavior important
in learning. Would you believe that Bloom found that over 95 % of the test questions students encounter require them to THINK only at the lowest possible level, which is the recall (remember/knowledge) of information.
Bloom identified six levels related to the cognitive domain, from simple
recall or recognition of facts, as the lowest level, through increasingly more
complex and abstract mental levels, to the highest order which is now classified
as creating/synthesis.
Examples that represent intellectual activity on each level are listed on
the following page. Students are asked to look at the content using
appropriate levels of thinking. .

25. Bloom’s Thinking Words
Remembering (Knowledge): Can the student recall or remember the information?
define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding (Comprehension): Can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report,
select, translate, paraphrase
Applying (Application): Can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write.
Analyzing (Analysis): Can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
Evaluating (Evaluation): Can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate.
Creating (Synthesis): Can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.

26. There are many other tools that stimulate critical thinking…
The use of the thinking terms on the following pages demands more thought and effort when students consider the content to be learned. They might be thought of as the ACTION that activates learning.

27. Thinking Skills-(1) TERM DEFINITION Determine the relevance
Decide what is important or given priority.
Define the cause and effect.
Define the reasons why something happens and the consequences of that action or event.
Prove with evidence
Justify a stated idea or concept with details, facts, and characteristics,
Judge with criteria
Make a decision and support it with why the decisions was made.
Relate
Associate or link information and state the rationale for the connection.
Note the ambiguity
Describe what is missing, unclear, or incongruous.

28. Thinking Skills-(2) TERM DEFINITION Differentiate fact from fiction
Discern what is real from what is make-believe.
Define
Provide specific statements or facts to describe an idea, concept, or statement.
Sequence
Determine the order of the presentation of information.
Categorize
Define the placement or group to which information belongs.
Summarize
Restate information in its most succinct form.

29. When “visiting” new ideas with your child, develop questions using KEY words-ask…
What is/are the…
Kinds, characteristics, factors, features, types, attributes…
History/development of…
Sequence of/steps to…
Origin of…
Pattern of….
Purpose of
Importance of…
Relationship of…
Trends of…
Value of…
Problems relating to…
Concepts/theories of…
Future of…

30. LEARNING TO APPROACH SUBJECTS FROM NEW POINTS OF VIEW...
An important way to have students think critically is to have them “Think Like A Disciplinarian”…
LEARNING TO APPROACH SUBJECTS FROM NEW POINTS OF VIEW...
When students learn to "think like a disciplinarian" they are approaching problems and concepts from the point of view of a professional in a specific field.
Examples are on the next pages…

31. Think Like a Disciplinarian
Purpose:
We are going to be Thinking Like A Disciplinarian
--Anthropologist is an example of a disciplinarian
--Economist is an example of a disciplinarian
Questions:
What is a discipline?
• How are these features related to a discipline:
– purpose – language – skills
– tools – methodology –deeds,
and dates
• What do disciplinarians do?
Who are the disciplinarians related to what we are studying?
S. Kaplan, USC

32. Think Like a Disciplinarian
Example: Think Like An Anthropologist
I study humanity and human culture. I focus on
all societies and all aspects of human physical, social,
and cultural life. I examine the characteristics that
human beings share and the diverse ways that
people live in different environments. I investigate culture,
the strategies for living that people learn and share
as members of social groups. I also analyze beliefs and
values. I look for general patterns in human behavior.
I try to determine how people who share a culture
view their world.
S. Kaplan, USC

33. In exploring a character in literature, we may ask our students to “Think Like a Psychiatrist”…and ask the following questions…
What behavior is interesting about this character (good or bad)? (Ethics)
What is the origin of this behavior?
When did it start?
Why did it start?
What factors contribute to the behavior?
What is making the behavior continue?
What is making it worse?
How do the character’s thoughts and actions form a parallel or a paradox?
Does the character mean to do what he does or does it go against his thoughts? (Ethics)
S. Kaplan, USC

34. Using Multiple Intelligences or your “SMARTS”
Dr. Howard Gardner claims that all human beings have
multiple intelligences. These multiple intelligences can be
nurtured and strengthened, or ignored and weakened. He
believes each individual has nine intelligences, which are
described on the following pages…

35. Multiple Intelligences or “SMARTS” continued…
Gardner believes that the NINE intelligences he has identified are independent, in that they develop at different times and to different degrees in different individuals.
It is important to encourage children to explore and exercise all of their intelligences. Creating a rich and stimulating environment filled with interesting materials, games, and books lays the foundation for healthier, happier, brighter children!  Students who have these kinds of experiences know many ways to learn almost anything!

36. Your Multiple Intelligences or “SMARTS” (1)
Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns
Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber
Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly
FIND YOUR PREDOMINENT INTELLIGENCE:

37. Multiple Intelligences or “SMARTS” (2)
Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully
Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others.
Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature
Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

38. Understanding Universal Themes
Our students learn best when they relate new information
to ideas that are familiar. We help them
with this by teaching universal themes and concepts.
By using this technique, we help students
to form “big ideas” that are transferred to future
experiences.
Universal themes can make the difference
between knowledge and understanding—learning
many facts vs. being able to apply those facts
to something meaningful, as in our case, to social studies and literary concepts.

39. We will use some of these themes throughout the year
Conflict Structure
Power Systems
Change
Generalizations:
Within each universal theme are generalizations.
For example, working with CONFLICT as a theme, students will investigate ideas such as
Conflict is composed of opposing forces.
Conflict may be natural or man-made.
Conflict may allow for synthesis or change.

40. Now you are ready to support your child’s learning at home! First…
When reviewing your child’s homework or projects, ask questions such as:
“Tell me how you arrived at your answer.”
“What evidence do you have to support that statement?”
Encourage students to practice skills at home. If students want to become better readers, they have to read more…practice is necessary to excel in any area…

41. Ask your children more questions about what they are studying…
ASK…what is something you learned about today?
How would you describe this idea? What details
would you use?
How is this idea related to something you already know?
What else would you like to know about this topic?
S. Kaplan, USC

42. Next, model academic humility
Be willing to say, “I don’t know the answer to that. How can we find out? Let your child brainstorm with with you.
Have family dinners together and discuss a controversial topic allowing everyone to give his or her perspective. Model at home how to have discussions with different opinions.

43. Finally, help build your child’s interests.
Visit museums and cultural exhibits to provide outside experiences
Instill a sense of discovery by asking your child questions and then allowing them to investigate on their own.
Show enthusiasm for reading and cultural experiences. Instill love for art, books, music, dance, and theater.
AND PLEASE
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EXPERTISE IN OUR
CLASSROOOM!