Critical Thinking Challenges

Critical Thinking Challenges-70
Here, he talks with us about his experience gamifying the classroom and discusses how Classtime’s Puzzle Challenges can be a great way for teachers to promote critical thinking and prepare for tests.Get started now The easiest way to learn more is to start a session of your own and take the tour.

Here, he talks with us about his experience gamifying the classroom and discusses how Classtime’s Puzzle Challenges can be a great way for teachers to promote critical thinking and prepare for tests.Get started now The easiest way to learn more is to start a session of your own and take the tour.

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She asked a handful of students who’d arrived early to look at a “mystery picture,” just a slice of a photo featuring fins and a tail.

They then had to fill in these blanks on a piece of paper: pieces of support?

“We’re showing those students what thinking looks like,” Heyck-Williams explains.

“What are those precursor skills that those kids are developing that they can utilize to think critically?

“Don’t waste time on recalculating the recipe,” Mancino told the class.

“Use your KWI.”Working at individual PCs, they were given six minutes to fill in the K, W and I columns in a Word doc. One girl, noting they’d not yet learned how to multiply or divide fractions, said, “We can convert fractions to decimals.” Another student shouted, “Multiplication is repeated addition.”Remembering those mathematical rules while working through the problem, Mancino hinted to her students, “is something that might be important.” She added that they’d have access to all the tools usually used in math lessons, including clipboards, white boards and fraction blocks.

Finally, Sanchez revealed the full photo and answer: a seal.

Amid cheers, she told the students that the point of the exercise “is to get your brains thinking about a claim, two pieces of support and being flexible, thinking whatever else it This seemingly oversimplified approach to teaching critical thinking is especially important at the pre K-K level.

” A little later, it was “share” time, when the kindergartners read their claims and discussed why they’d made them.

Among the claims were “seal,” “otter” and “turtle.” Per the “Q” part of the routine, they also came up with viable alternatives, which were discussed with their classmates.

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