Robert H. Ennis, University of Illinois, 10/2003
1 .- Throughout the process, emphasizing the flexibility to search for alternatives (alternative hypotheses, conclusions, explanations, sources of evidence , views, plans).
2 .- To highlight the search for reasons and evidence. Often ask "why?" a non-threatening way (whether you agree with the students or not and, of course, when you are unsure) or are trying to find out what they mean. Another good question is "You might say something else?". Asking "Why?" But is the most concise to discover the motives, is sometimes threatening.
3 .- Give importance to see things from the point of view of others and that are open (ie, to reconsider cl matter if other evidence).
4 .- Students need not become experts on the issue at hand before starting to learn to think critically about this topic. Both can go together, provide mutual assistance. Students will learn and better content. But of course, ultimately both familiarity with the content and the situation is essential for critical thinking.
5 .- Have students setting out specific questions about teaching content for which you yourself do not have the answer or are controversial.
6 .- Give students time to think. If you wait long enough, someone will offer a response.
7 .- Label the answer with the student's name, because that way the student gets attention and takes some responsibility. Write a review on the board (do not worry about the loss of time that this implies. In fact, given a chance students to think about the topic.) Encourage them to talk about the opinions of others giving reasons. Again have to take a timeout.
8 .- Ask them to write their position, providing the reason for what they think, making explicit the knowledge of contrary views, and the weakness of their own opinions. Limit this to an extension of one to three pages.
9 .- Do you read what others have written and make suggestions. Then let them revise their opinions.
10 .- Find other mechanisms to review what they have written. Then the teacher read student work.
11 .- Provide students with criteria for judging the written statement of his position and that of other colleagues.
12 .- Try to transfer the responsibility of the above so they can use in following situations.
13 .- Be prepared to postpone the transfer of responsibility if you do not understand the steps above. Your main enemy is trying to cover too much distance too fast. 14 .- Encourage students to various issues in group work: each group should report their work to the rest of the class and each person must show his teammates what he has done within the group.
15 .- arranged so that either they or you, to make explicit the principles of critical thinking.
16 .- Teaching for transfer, a practical teaching through examples, some of which must be specially designed for this purpose. Get their attention and ask that they attend to how these examples apply the principles of critical thinking.
This document came into my hands in the form of a simple copy printed through my wife, a psychologist by profession, who in turn found in a bushel of documents he had kept during his career. I can not mention, for now, other evidence that provided at the beginning, but I found it interesting publication in a journal on critical thinking, as a handful of very good advice.
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