Chapter 4

Chapter 4 Reading Guide: Supporting Student Critical Thinking

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p. 95-99

1. Recall a time that you received (and even possibly believed) an email that turned out to be an urban legend. Look up information about that urban legend here: http://www.snopes.com and tell why it was believable.

2. Why is it important for K-12 students to be able to separate fact from fiction when using the internet?

3. What is critical thinking?

4. Find a standard from your subject/grade level that requires critical thinking and list it here.

p. 100-105

5. What is media literacy? Why is it important to you? To K-12 students?

6. What are the 5 key questions from the Center for Media Literacy’s free MediaLit Kit?

7. What are some student benefits of critical thinking?

8. Review the 4 steps in the critical thinking process listed on page 102. Briefly describe a project (school, work, or personal) that you have completed that required you to go through these steps.

9. How can teachers model critical thinking?

10. Choose one of the 4 guidelines for designing critical thinking opportunities on pages 104-105 and give an example of how you might do this in your subject/grade level.

p. 105-116

11. What are the two types of critical thinking tools? List one example of each.

12. Select one of the subject-specific learning activities listed on pages 110-116. Describe how it meets the 4 guidelines for designing critical thinking opportunities (on p. 104-105).

13. How do you assess critical thinking with and through technology?

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