NEWSLETTER
Sensory Skills Education for Lifelong Learning Competencies (SensEd)
2021-1-NO01-KA220-ADU-000027032
CRITICAL THINKING SKILLS TEACHER TRAINING
DATE 09-12/05/2023
As part of our project, we provided Critical Thinking Skills Training for our teachers. We examined the relationship between Critical Thinking Skills and Sensory Skills in the training attended by 24 of our teachers. We shared the skills we developed with our partners during the project process with our teachers.
CRITICAL THINKING SKILLS TRAINING1st DAY
The Concept of Thinking and Critical Thinking
Main Thought Characteristics that Allow to Separate Critical Thinking from Non-Critical Thinking
01
05
Characteristics of Critical Thinking
Time management
02
06
Types of Critical Thinking and Types of Non-Critical Thinking
Differences Between
EISENHOWER Technic
03
07
Types of Critical Thinking-Types of Uncritical Thinking
ERICSON LAW
04
08
On the second day of our training, we did activities on Critical Thinking. These events;
Warm up
1-Music to my ear
(4 glasses are used. Different amounts of water are put into the glasses. One person is blindfolded, the other person is the one who will make rhythm. One person tries to create a different sound rhythm by touching the glasses with an object in his hand. After the person with his eyes closed, he tries to imitate the same sound after opening the blindfold.
CONCLUSION: Always be focused and environmentally conscious to achieve the best results.
2- Pyramid Fall: First, a plastic cup is placed on the table. A paper is placed on it, another glass on the paper, and then another paper and glass. The aim is to pull the papers carefully and bring the glasses on top of each other without dropping them to the sides.
CONCLUSION: Competence in doing the job can help us solve various obstacles and challenges in our lives.
3- PATIENCE: Rolled napkin is placed on the table. A glass filled with water is placed at the end of the roll and the person at the head of the roll tries to pull the water in the roll glass to himself without tearing the napkin without tearing it.
CONCLUSION: Always be patient to be successful.
3 rd Day
River of Life
On the 3rd day of our training, we did the River of Life event.
- Life is like a river
- Rocks, Bumps in the flow of the river
- Some parts of faster, other parts are slower
Antonovsky theory
Meaningfulness
Manageablity
Understandability
BAROMETER
The Barometer teaching strategy helps students share their opinions by asking them to line up along a continuum based on their position on an issue. It is especially useful when you want to discuss an issue about which students have a wide range of opinions. Because a Barometer activity gets many arguments out on the table, it can be an effective pre-writing exercise before an essay assignment Set a contract for this activity. Since it deals with students literally putting themselves and their opinions on the line, it has the potential to promote outbursts that result from some individuals not understanding how classmates can hold whatever opinion they hold. Reiterate your class rules about respect for the opinions and voices of others, and call for students to be honest but not insulting. Re-address ways to constructively disagree with one another, and require that when students offer their opinion or a defense of their stance, they speak using "I" language rather than the more accusatory "you."
Students Formulate an Opinion Give students a few minutes to reflect on a prompt or prompts that call for agreement or disagreement with a particular statement. You might have students respond to the prompt(s) in their journals.
Students “Take a Stand” Ask students to stand on the spot along the line that represents their opinion, telling them that if they stand at either extreme, they are absolute in their agreement or disagreement. They may stand anywhere between the two extremes, depending on how much they do or do not agree with the statement.
Students Explain Positions Once students have lined themselves up, ask them in turn to explain why they have chosen to stand where they are standing. Encourage students to refer to evidence and examples when defending their stance. It is probably best to alternate from one end to the middle to the other end, rather than allowing too many voices from one stance to dominate. After about three or four viewpoints are heard, ask if anyone wishes to move. Encourage students to keep an open mind; they are allowed to move if someone presents an argument that alters where they want to stand on the line. Run the activity until you think that most or all voices have been heard, making sure that no one person dominates.
Debrief There are many ways you can debrief this exercise. You can have students reflect in their journals about how the activity changed or reinforced their original opinion. Or you can chart the main “for” and “against” arguments on the board as a whole-class activity
Our teachers brainstormed with the barometer activity. They tried to explain convincingly whether they agreed or not on the situations.
4th Day
On the last day of our training, we did Dixid card work. Our teachers chose a card that describes the past, the future and the present and explained why they chose that card. They talked about how memories affected their lives and changed their perspectives.
NEWSLETTER
THANK YOU
SensEd
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Transcript
NEWSLETTER
Sensory Skills Education for Lifelong Learning Competencies (SensEd) 2021-1-NO01-KA220-ADU-000027032
CRITICAL THINKING SKILLS TEACHER TRAINING
DATE 09-12/05/2023
As part of our project, we provided Critical Thinking Skills Training for our teachers. We examined the relationship between Critical Thinking Skills and Sensory Skills in the training attended by 24 of our teachers. We shared the skills we developed with our partners during the project process with our teachers.
CRITICAL THINKING SKILLS TRAINING1st DAY
The Concept of Thinking and Critical Thinking
Main Thought Characteristics that Allow to Separate Critical Thinking from Non-Critical Thinking
01
05
Characteristics of Critical Thinking
Time management
02
06
Types of Critical Thinking and Types of Non-Critical Thinking Differences Between
EISENHOWER Technic
03
07
Types of Critical Thinking-Types of Uncritical Thinking
ERICSON LAW
04
08
On the second day of our training, we did activities on Critical Thinking. These events;
Warm up 1-Music to my ear (4 glasses are used. Different amounts of water are put into the glasses. One person is blindfolded, the other person is the one who will make rhythm. One person tries to create a different sound rhythm by touching the glasses with an object in his hand. After the person with his eyes closed, he tries to imitate the same sound after opening the blindfold. CONCLUSION: Always be focused and environmentally conscious to achieve the best results.
2- Pyramid Fall: First, a plastic cup is placed on the table. A paper is placed on it, another glass on the paper, and then another paper and glass. The aim is to pull the papers carefully and bring the glasses on top of each other without dropping them to the sides. CONCLUSION: Competence in doing the job can help us solve various obstacles and challenges in our lives.
3- PATIENCE: Rolled napkin is placed on the table. A glass filled with water is placed at the end of the roll and the person at the head of the roll tries to pull the water in the roll glass to himself without tearing the napkin without tearing it. CONCLUSION: Always be patient to be successful.
3 rd Day
River of Life
On the 3rd day of our training, we did the River of Life event.
- Life is like a river
- Rocks, Bumps in the flow of the river
- Some parts of faster, other parts are slower
Antonovsky theory Meaningfulness Manageablity UnderstandabilityBAROMETER
The Barometer teaching strategy helps students share their opinions by asking them to line up along a continuum based on their position on an issue. It is especially useful when you want to discuss an issue about which students have a wide range of opinions. Because a Barometer activity gets many arguments out on the table, it can be an effective pre-writing exercise before an essay assignment Set a contract for this activity. Since it deals with students literally putting themselves and their opinions on the line, it has the potential to promote outbursts that result from some individuals not understanding how classmates can hold whatever opinion they hold. Reiterate your class rules about respect for the opinions and voices of others, and call for students to be honest but not insulting. Re-address ways to constructively disagree with one another, and require that when students offer their opinion or a defense of their stance, they speak using "I" language rather than the more accusatory "you." Students Formulate an Opinion Give students a few minutes to reflect on a prompt or prompts that call for agreement or disagreement with a particular statement. You might have students respond to the prompt(s) in their journals. Students “Take a Stand” Ask students to stand on the spot along the line that represents their opinion, telling them that if they stand at either extreme, they are absolute in their agreement or disagreement. They may stand anywhere between the two extremes, depending on how much they do or do not agree with the statement. Students Explain Positions Once students have lined themselves up, ask them in turn to explain why they have chosen to stand where they are standing. Encourage students to refer to evidence and examples when defending their stance. It is probably best to alternate from one end to the middle to the other end, rather than allowing too many voices from one stance to dominate. After about three or four viewpoints are heard, ask if anyone wishes to move. Encourage students to keep an open mind; they are allowed to move if someone presents an argument that alters where they want to stand on the line. Run the activity until you think that most or all voices have been heard, making sure that no one person dominates. Debrief There are many ways you can debrief this exercise. You can have students reflect in their journals about how the activity changed or reinforced their original opinion. Or you can chart the main “for” and “against” arguments on the board as a whole-class activity
Our teachers brainstormed with the barometer activity. They tried to explain convincingly whether they agreed or not on the situations.
4th Day
On the last day of our training, we did Dixid card work. Our teachers chose a card that describes the past, the future and the present and explained why they chose that card. They talked about how memories affected their lives and changed their perspectives.
NEWSLETTER
THANK YOU