"Engaging Learners
Through Critical Inquiry"
January 24-25, 2014
Garfield Gini-Newman
[email protected]
Observation, Inference and Conclusion Chart
5 W’s
Directly observable
evidence
(What do you see in the
photograph?)
Inferences
(What can you infer from what
you see and your background
knowledge?)
Who is in the
photograph?
What is
happening in
the
photograph?
Where was
the
photograph
taken?
When was
the
photograph
taken?
Why did the
photographer
take the
picture?
(purpose)
What plausible speculations can you draw about what likely happened prior
to or immediately following the taking of the picture?
Speculations:
Evidence
•
•
•
Teaching background knowledge
Background knowledge is obviously necessary but teaching it often gets in the way of critical
thinking. Here are a few strategies to teach background knowledge:
Be clear what it is
• “Background knowledge” (focused information needed to address task, information
acquired for use) is NOT the same as “General information” (facts that people should
know, information acquired for general interest)
Don’t presume that background knowledge needs to be front-end loaded
• Acquire necessary information as they work through the challenge
• Acquire necessary information after the challenge (e.g., Invite considered response and
after the fact confirm whether they are right)
Deliver it economically
• Point form
• Briefing sheets
• Visuals
• Minimize independent library research (is neither uniformly efficient nor reliable)
Make use of the collective wisdom of the class
• Think, pair, share
• small group, whole group, individual conclusion
Where possible, frame the very acquisition of background knowledge as a critical challenge
• Select the five most important facts/events
• Decode the contents of the picture (5Ws)
• Rank order the causes/benefits in order of importance
• Rate from the perspective of various groups
• Which is the least reliable information source
Prompts Critique the piece Judge the better or Rework the piece
Decode the puzzle
Students assess the
Students transform a
Students suggest and
best
merits/ shortcomings of
product or performance in
justify a proposed
Science
English/ language
arts
a person, product or
performance (which
may be teacherprovided or studentproduced).
• Determine the
appropriate
punctuation for this
“stripped-down”
version of the song
Galileo.
• Is My Left Foot an
appropriate choice of
novel for study in
high school?
• Are the results of this
experiment to be
trusted?
• Is the information on
this web site
credible?
• Are the special
effects in the clip
from Armageddon
based on sound
physics?
Students judge from
among two or more
options (teacher-provided
or student-generated)
which best meets the
identified criteria.
• In Hamlet, who is the
more noble character:
Laertes or Hamlet?
• Is the Wolf in The
True Story of the
Three Little Pigs good
or bad?
• Which of the student
developed
interpretations of the
poem is the most
compelling?
• Who has the greatest
mind: da Vinci,
Newton or Einstein?
• The earth is overdue
to be struck by a
heavenly object.
Which should we fear
the most—being hit by
a meteor, an asteroid
or a comet?
light of additional
information or an assigned
focus, perspective, genre,
etc.
solution, explanation or
interpretation to a
confusing or enigmatic
situation.
• Write two editorials—
one supporting,
another refuting—that
the charge of the
Light Brigade was
"That glorious
blunder of which all
Englishmen are
justifiably proud.
• Deconstruct the
message embedded in
the ads.
• Using corroborating
references from
elsewhere in the story,
explain the author’s
message in this
section.
• Given data on the
behaviour of an object
in earth’s gravity,
reconstruct the results
if this object was on
Mars.
• Based on the findings
from the simulated dig
of dinosaur remains,
write a short account
explaining what
occurred on this site.
Design to specs
Perform to specs
Students develop a
product that meets a
given set of
criteria/conditions.
Students perform or
undertake a course of
action that meets a given
set of criteria/conditions.
• Prepare briefing
notes for the
premier on today’s
news, that are
relevant,
comprehensive and
succinct.
• Create an antismoking poster
using four
persuasive
techniques.
• Build a structure
using the materials
provided that will
achieve the
specified results.
• Design a habitat for
a classroom pet that
meets all of the
animal’s needs.
• Develop and
implement a realistic
action plan to pursue
your writing priorities
for this term.
• Perform the assigned
role expressing at
least three feelings
• Conduct an
experiment with paper
airplanes to establish
which design
variations (nose
weight, pager size,
stiffness, shape) result
in the farthest flight.
Social Studies
• How powerful are
our proposed
questions of the
WWII guest?
• Does the textbook
provide a fair and
adequate account of
what actually
happened?
Music
Developed byNancy Olfert, Bob Rice, Sharon Reynolds,
Luanne Schlueter
Mathematics
• Are the Ministry of
Education’s
conclusions about
student performance
warranted by the
data presented in the
table?
• Which is the more
• Rewrite an historical
effective form of
account using the
transportation in the
“Role-AudienceArctic: the dog sled or
Format-Topic-Strong
the snowmobile?
verb” framework.
• Should your family
• Given the information,
move to Weyburn or
provided, write a letter
Prince George?
of reference for
• Which of the nominees
Thomas More.
is the most impressive
legacy of ancient
Egypt?
• Which of the three
• Convert the following
Euler diagrams best
algebraic equation so
represents the
that it reflects the
relationship between
changes in the climate
y = x and y = x2?
graph?
• Does Beethoven’s Fr • Considering the duet
Elise deserve to be
of Pavarotti and Sting
one of the most
performing
famous piano
Schubert’s Ave
pieces? Would you
Maria, which
rate it as 4-star piece,
performance is the
3-star or less?
better example of a
• Is Bartk’s Concerto
Romantic song
For Orchestra an
performance?
appropriate choice
• As a Canadian Idol
for detailed study in
judge, create your
Grade 12 Music?
own persona and
performance criteria.
Analyse two
performances and
pronounce your
judgment.
• Would your family’s
musical needs be
better met by moving
to Havana or Vienna?
• Find a powerful
metaphor that
characterizes an
aspect of Canadian
life.
• Identify and support
with evidence the R-AF-T-S in a fellow
student’s writing.
• Create six questions
for an end-of-unit
exam that are clear,
non-trivial,
manageable and
require more than
mere recall of
information.
• Make a lasting
contribution to
someone else’s life.
• Mount an information
campaign to boycott
products of
companies that
exploit their workers.
• Represent an idea
from the narrative in a
mathematical form.
• Design a four-panel
cartoon that
effectively explains
the key features of
a mathematical
concept (e.g.,
numerator).
• Lead a small group
through an activity to
help them understand
the concept of one
million.
• Transform the binary
• Find a powerful
• Write a limerick
piece, (a piece they
metaphor to describe
where the first line
can play), you have
the period in music
contains a
learned into a ternary
history that is
composer’s name
piece, keeping the
currently being
and the remaining
general characteristics
studied.
lines describe the
of the A section.
• For each of the
composer’s style
• Write your own
following musical
and attributes.
permutation of an
examples, identify the • Build an instrument
assigned tone row
musical era to which
according to the
(inverted, transposed,
each belongs.
details and criteria
retrograde).
• Find the second
provided.
statement tone row in • Create a radio script
the first movement of
to introduce two
Webern’s Five Pieces
contrasting genres
for Orchestra.
of music to a
listening audience
of non-musicians.
• Perform the assigned
piece, expressing at
least three feelings.
• Practice the assigned
piece, expressing at
least four feelings.
Choose two feelings to
use in your
performance for the
class.
• Launch a school-wide
media campaign to
extol the virtues of
school music
programs.
Contrasting kinds of questions
#1
Why
response
Thinking
expectations
Correct
answers
Locus of
inquiry
Typical
question
frame
Key task Locating facts
#2
#3
Describing feelings Making assessment Find out or remember
Offer a personal statement or preference
Render an assessment
5W is/does . . . ?
Do you like . . . ?
How would you feel . . . ?
Should we . . . ?
What is the most plausible . . .?
The answer exists somewhere in a
text, notes, memory (direct
answer)
The answer lies within the individual
(individual answer)
The answer must be thought through
Typically a single correct answer
Typically no wrong answers
Typically more than one plausible
answer and some answers are
implausible or wrong
Primarily requires retrieval or
May require some introspection into personal
recollection of information or ideas feelings
Requires judging merits in light of
criteria
Why did Fred do this?
Why do you believe this? (Reports
on source of evidence)
Why do you think this option is more
plausible? (Justifies the merits of the
selected choice)
© 2013, The Critical Thinking Consortium
Why do you feel this way? (offers an
explanation for feelings)
Sample critical thinking vocabulary
Accuracy
Striving to be free from errors or mistakes
Ambiguity
A sentence having two or more meanings. Good critical thinking strives to
avoid ambiguity and to ensure clarity.
Analysis
Involves looking more deeply at an issue by breaking it up into its parts and
examining in detail.
Argument
To give reasons for or against a proposal or an idea. The use of logic and
evidence to support or refute a point.
Assumption
To take for granted. A statement that is accepted as true without proof.
Bias
Favouring one view over another, noticing some things rather than others.
Also can be a blindness to weaknesses in our own point of view.
Concept
An idea or thought; the generalized idea of a class of things.
Conclusion
A decision made by reasoning. A judgment, decision or belief reached after
investigation. A firm answer based on several pieces of evidence.
Consistency
To say and act in a similar manner; to avoid hypocrisy; To act in a manner
similar to past actions or beliefs.
Criteria
A set of factors, rules or tests by which something can be measured or judged.
Critique
The objective judging or evaluating of something. Recognizing both strengths
and weaknesses for the purpose of revising or recreating.
Egocentric
The habit of viewing everything in relationship to oneself. Using one’s own
beliefs, values, and desires as the norm for all judgments.
Empathy
The ability to imagine oneself in anther's place and understand the other's
feelings, desires, ideas, and actions.
Evaluation
To judge or determine quality or worth.
Evidence
The data used to make a judgment or draw a conclusion.
Empirical
evidence
Explicit
Based on direction observation, experiment or experience.
Clearly stated leaving no doubt. Being exact, definite and specific.
© 2013, The Critical Thinking Consortium
Fact
What actually happened or what is true and verifiable. Factual claims need to
be assessed for their accuracy and relevance to an issue and not blindly
accepted.
Treating all sides in a similar fashion without preference for one’s own
feelings or interests. Impartial or unbiased.
Fair
Hypothesis
A possible answer based on some evidence.
Imply
A claim or a truth that results from others claims or truths. A claim or truth
that is suggested by other claims or truths but is not self-evident.
Inference
A conclusion one draws based on assumptions. Inferences can be weak or
strong, justified or unjustified and need to be examined.
Interpretation
To explain one’s own conception of an idea or issue in light of one’s own
experience, perspective or situation. All learning involves personal
interpretation of evidence.
Judgment
The act of deciding or weighing options based on reasons, evidence and
explicit criteria.
Justify
Being able to show beliefs or actions are in line with reason and evidence and
are ethically acceptable.
Opinion
A belief usually open to debate.
Perspective
A point of view. A way of seeing a situation based on your experience.
Prejudice
A judgment, belief or point of view formed before the facts are known or in
disregard of facts.
Problem
A question or situation that is difficult to solve or figure out. Often problems
cannot be clearly understood without analysis and gathering of evidence place.
Proof
Evidence or reasoning so strong that the truth of a conclusion is beyond doubt.
Reasoned
Judgment
A belief or conclusion arrived at through careful thought, reflection and
consideration of evidence in light of criteria.
Relevant
Relating to the matter at hand – a close and logical relationship to the matter
being considered.
To define or describe in detail.
Specific
© 2013, The Critical Thinking Consortium
Assessing Critical Thinking Competencies
Fully Meeting
Expectations
The student . . .
Background
Knowledge
•
Criteria for
Judgment
•
•
•
Critical
Thinking
Vocabulary
•
Thinking
Strategies
•
•
Meeting
Expectations
The student . . .
Approaching
Expectations
Not Meeting
Expectations
The student . . .
The student . . .
uses many pieces of
accurate
information (and no
inaccurate
information) to
address the
challenge
considers a rich
array of relevant
criteria including
the most important
criteria when
reaching a
conclusion
suggest relevant
criteria and
identified the most
important criteria to
be considered
provides a lot of
very sound
evidence to support
the conclusion
recognizes, clearly
understands and
very effectively
applies key
concepts (e.g. point
of view, bias,
inference) when
thinking through
the challenge
•
uses several pieces
of accurate
information to
address the
challenge
•
uses some accurate
information to
address the
challenge, but more
is needed
•
uses very little or
no accurate
information to
address the
challenge
•
considers the most
important criteria
when reaching a
conclusion
relies on suggested
criteria when
reaching a
conclusion
provides generally
sound evidence to
support the
conclusion
•
considers both
relevant and
irrelevant criteria
when reaching a
conclusion
may suggest
irrelevant criteria
provides some
evidence to support
the conclusion, not
all of which is
sound
•
is unable to use
relevant criteria
when reaching a
conclusion
unable to suggest
any criteria
provides no sound
evidence to support
the conclusion
•
applies a basic
understanding of
identified (e.g. point
of view, bias,
inference) key
concepts when
thinking through the
challenge
•
applies identified
key concepts (e.g.
point of view, bias,
inference) with
very modest
success when
thinking through
the challenge
•
is unaware of or
confused about key
concepts (e.g. point
of view, bias,
inference) needed
to successfully
think through the
challenge
very effectively
uses the suggested
strategies (e.g.
webs, charts,
diagrams) to think
through the
challenge
suggests and very
effectively uses
various selfgenerated strategies
to think through the
challenge
•
competently uses
the suggested
strategies (e.g.
webs, charts,
diagrams) to think
through the
challenge
suggests and
competently uses a
self-generated
strategy that helps
in thinking through
the challenge
•
uses the suggested
strategies (e.g.
webs, charts,
diagrams) with
modest success
when thinking
through the
challenge
suggests and uses a
self-generated
strategy that helps
to a limited extent
in thinking through
the challenge
•
is unable to use the
suggested
strategies (e.g.
webs, charts,
diagrams) to think
through the
challenge
does not suggest
any useful selfgenerated
strategies to think
through the
challenge
•
•
•
© 2013, The Critical Thinking Consortium
•
•
•
•
•
•
Habits of
Mind
•
•
willingly considers
new ideas and
conflicting
information, even
when they
challenge personal
beliefs
is very attentive
and persistent in
working through a
challenging task
•
•
© 2013, The Critical Thinking Consortium
is generally open to
new ideas and
conflicting
information without
much prompting
attends to the details
and works through a
task, provided it is
not too challenging
•
•
is somewhat open
to new ideas and
conflicting
information if
urged to consider
them
overlooks many
details and will
persist only for a
short time when
challenged
•
•
is unwilling to
consider new ideas
or conflicting
information;
does not attend to
the challenge and
gives up easily
13 19 habits of mind
Habits of mind are “mindsets” that are part of the typical or habitual way in which a person approaches
a situation or task. Habits of mind may be articulated in different ways. The following characterization
captures most of the intellectual virtues important in thinking critically.
Thinking for one’s self
•
Inquiring mind (curious): Does not take everything at face value—is inclined to inquire into
matters and to take up a challenge.
•
Critically minded: Is willing to evaluate information when it is important to do so.
•
Open-minded: Is open to view other than one's own, especially to contrary positions.
•
Fair-minded: Will judge ideas on their merits and not simply enforce personal interests and bias.
•
Independent-minded: Resists the pressures to adopt and espouse opinions merely because they are
popular.
•
Persistence/perseverant: Persists in thinking through problems in a thorough and careful manner.
•
Circumspect: Is tentative in one's belief until there is sufficient evidence or complexity to warrant
a more definitive position.
•
Empathic: Is able to empathize with those in situations different from one’s own and in different
historical contexts.
•
Tolerant of ambiguity: Is willing to live with ambiguity—doesn’t require black-or-white answers.
•
Self-reflective: Is continually monitoring that one’s beliefs and actions are well grounded.
•
Takes initiative: Is inclined to think without prompting—does not wait to be told everything.
•
Humble: Does not take self too seriously (i.e., can laugh at one’s self).
•
Attentive to detail: Is careful in attending to detail.
•
Flexible: Is willing to change tactics or approach and adjust behaviour to the situation.
Thinking with others
•
Respectful: Is willing to engage respectfully in discussion with others.
•
Constructive: Is willing to take and give constructive feedback.
© 2013, The Critical Thinking Consortium
14 •
Inclusive: Seeks to include all participants.
•
Accommodating: Is willing to compromise and to adjust thinking and behaviour to the situation.
•
Consultative: Is inclined to seek several sources of information, solicit expert opinion and confer
with others.
Teaching the “global” habits of mind
open-mindedness
a habit or willingness to
entertain new or different ideas
and alternative ways of looking
at people, places and events
(opposite: closed-minded or
rigid)
full-mindedness
a habit or inclination to make
up one’s mind on the basis of
adequate understanding of the
whole story
(opposite: simple-minded or
simplistic)
fair-mindedness
a habit or inclination to give a
fair hearing to alternative
points of view—to judge on the
basis of merit and not simply
on personal interests or
preferences
Key traits
recognizes differences in
points of view
Sample teaching strategies
RAFTS (Role-Audience-FormatTopic-Strong verb)
entertains contrary
positions
Justifying my decision
Thinking “yes” /Thinking “no”
The “believing game”
anticipates complexity
Going to the movie
Web of effects
recognizes stereotyping
Believe it or not (Inuit)
The Snaidanac
suspends judgment when
warranted
empathizes with others
“Smarties”
Is it fair?
overcomes bias (ethnocentrism, national
fanaticism, presentism)
Examining education in Japan
Totally different/Totally similar
(opposite: narrow-minded or
prejudiced)
© 2013, The Critical Thinking Consortium
15 Promoting habits of mind
Our mind is a parachute. It works best when open.
author unknown
Volumes have been written on nurturing attitudes. Three broad approaches provide a helpful way of
envisioning what teachers can do in this regard:
1
create classroom and school environments that reinforce desired habits of mind
2
facilitate direct experiences that powerfully evoke the desired habits of mind
3
engage students in thoughtful deliberation about their habits of mind.
Creating classroom and school environments
Attitudes do not develop in a vacuum. In fact, they are more likely to be nurtured by the subtle, yet
pervasive, influences operating within a social environment than they are by short-lived instructional
techniques. The literature on the hidden curriculum attests to the power of environmental conditions in
supporting or inhibiting the acquisition of attitudes. For example, the tone or atmosphere in a classroom
is overwhelmingly cited as a primary factor in developing social attitudes. Some studies report that the
particular content of the curriculum is less influential in developing students' political attitudes than is
establishing a classroom climate where students feel free and have opportunities to express their
opinions. For these reasons, efforts at nurturing habits of mind must not be occasional add-ons, but
rather they should pervade teacher behaviour, expectations and activities in the classroom and the
school.
Nurturing a climate that reinforces the desired habits of mind is not a one-time activity or even a shortterm project, but an orientation that pervades all of our actions. We can transform our classrooms into
communities of thinkers by working in four ways.
• set appropriate classroom expectations
Sample expectations
• students are assume onus for thinking about what is expected or required of them—not
simply want to be told what to do;
Two kind of questions
What is asked of me?
• students and teacher are expected as a matter of course to provide reasons or examples in
support of their observations, conclusions and actions;
Tell me why?” It goes without saying
Opinions based in evidence/literature, not mere speculation
© 2013, The Critical Thinking Consortium
16 Identifying criteria for judgment
Criteria for judgment are the factors or qualities that a sound or wise option will embody. For example,
the qualities for a good . . .
• leader might include intelligent, honest, and hard working;
• hypothesis might include clearly stated, plausible and offer an explanation for the phenomena;
• interpretation might include imaginative, plausible and offer insight into or explain the
situation/document
• paragraph might include clearly written, well organized and interesting.
Criteria for criteria
How will I know if the criteria I select (or those that students generate) are good criteria for judgment?
Any set of criteria for judgment should satisfy the following criteria:
• Manageable in number for the level of student (very young students may be able to handle only
one or two criteria);
• Represent the most important or relevant considerations (e.g., when deciding whether, for
example, a proposed solution to social problem is a good one, it would be important to consider
whether it was effective in addressing the problem and fair to all sides);
• Contain no irrelevant considerations (e.g., when deciding whether a solution to social problem
is a good one, it would be important NOT to focus on whether one solution had more words
than another).
Strategies for identifying criteria
One or more of the following strategies may be helpful to you and your students in identifying criteria:
• Consider purpose. One way to determine the relevance of a criterion is to consider the purpose
of the activity that students are engaged in. For example, what is the purpose of writing a
paragraph (to communicate or persuade)? Any criteria that will affect these purposes will be
potentially relevant considerations (e.g., clarity, number and quality of arguments).
• Think of specific sample answers, some very good and others very poor. For example, share
with students a very poorly written paragraph and an especially well-written paragraph. Ask
them to identify what makes the good paragraph so good and the poor one so poor.
Interestingly, the poor examples are often more useful in identifying relevant criteria.
Deciding upon the criteria
Who decides on the criteria: the teacher, the class as a whole or individual students? The answer
depends on various factors such as extent of student knowledge of the topic, importance of student
involvement, time constraints and level of consensus on the most the relevant criteria.
© 2013, The Critical Thinking Consortium
17 Identify 3 or 4 criteria for each of the following critical challenges:
Critical challenge
Possible criteria Which of the three
proposals represents the
best solution to the
environmental problem.
Create a poster display
convincing others of the
value of your proposed
solution.
Develop a caption or slogan
for a school event or a
business product.
Identify the most significant
(personal/OR economic)
causes of the event.
© 2013, The Critical Thinking Consortium
18 The tools for criteria for judgment
Background knowledge •
Must know enough about the subject of the critical challenge to know what success will require.
Critical thinking vocabulary •
Criteria for judgment are the factors or qualities used for judging success. These qualitative
factors can be distinguished from descriptive conditions that are ways of achieving success:
•
•
•
•
•
•
•
Qualitative factors
Is handsome
Is well supported
Is clear, easy to understand
Criteria for judgment are not to be confused with the evidence for a conclusion. Criteria are the
factors which explain why that evidence is a relevant consideration.
•
•
•
•
Descriptive conditions
Has blue eyes
Gives reasons
Provides a summary
Evidence
How much does it cost?
How long will it last?
How many people affected?
•
•
•
Criteria
economical
sustainable
broad exposure
Criteria for judgment
The criteria for criteria for judgment include:
• Represent the most important considerations.
• Contain no irrelevant considerations.
• Not too many for the level of student.
Thinking strategies •
•
Think of a more general category for the specific subject of the challenge. Because the context
determines the relevance of the criteria, the general category should not be too broad (e.g., a
‘good’ person would imply criteria that was too broad for judging whether a person was a
‘hero’).
Critical challenge
Which is a better choice—a Ford or
a Toyota?
Write a diary
•
Explain what is going on in the
pictures
•
•
General category
Kinds of cars (“forms of
transportation” is too general)
Kind of personal reflection (“forms
of writing” is too general
Descriptive or interpretive account
(“any kind of explanation” is too
general
Consider purpose. One way to determine the relevance of a criterion is to consider the purpose
of the activity that students are engaged in.
© 2013, The Critical Thinking Consortium
19 •
Think of specific sample answers, both very good and very poor answers.
Distinguishing “Descriptive conditions” and “Qualitative factors”
1. Examine examples and non-examples
Examples of descriptive conditions
costs money
looks straight at you
sitting down
shouts
Examples of qualitative factors
is expensive
is bold
relaxed
clearly audible
2. Sort examples and non-examples
sound justification [DC or QF]
considers others [DC or QF]
appealing [DC or QF]
flexible
[DC or QF]
follows steps [DC or QF]
versus
has a dozen reasons [DC or QF]
versus is considerate [DC or QF]
versus many colours [DC or QF]
versus uses different methods [DC or QF]
versus
uses sound methodology [DC or QF]
3. Generate two matching pairs of concepts
Examples of descriptive conditions
Examples of qualitative factors
4. On your own words, define or describe the difference between ‘descriptive conditions’ and
‘qualitative factors’
© 2013, The Critical Thinking Consortium
20 10 Easy Tweaks to Invite Critical Thinking
1. Rather than ask “How are A and B similar and different?” Ask, “How similar or
different are A and B?” (very similar, somewhat similar, not very similar)
2. Rather than ask “How did A impact/contribute to B?” Ask “Did A impact/contribute
to B?”
3. Invite students to brainstorm a list of ideas, e.g. “How many different ways can you
think of the A impacted on B?” Then ask students to select the most significant
impact, or rank order the top 5 from greatest impact to least impact (breadth of
impact, duration of impact, effect of impact)
4. Invite students to consider an event by re-drawing, re-writing or re-telling from a
different point of view or by changing the perspective.
5. Invite students to offer a plausible explanation in light of the available evidence.
6. Invite students to provide an estimate or a prediction that is carefully arrived at
considering available evidence, what can be inferred and what makes sense with
what is generally known.
7. Ask students to identify criteria for a good performance then use to self-regulate
when they are playing a game, performing in the arts, writing a test, or doing a
presentation.
8. Provide or co-construct criteria that will allow students to carefully consider the
merits (of a person, performance, product) then invite them to compare two or more
to determine which best meets the criteria.
9. Invite students to bring an image to life by using the clues in the image to infer
meaning and determine what may have happened immediately before or after what
is shown in the image.
10. Encourage students to consider the reasonableness of their answer by asking “How
do you know?” What evidence, inference or clues allow you to provide the answer
with some certainty?
© 2013, The Critical Thinking Consortium