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Understanding

	Useful Verbs			Sample Question Stems
	Conclude			Can you write in your own words...?
	Define in your own words			• Can you write a brief outline...?
	Illustrate			• What do you think could of happened next...?
	Predict			• Who do you think...?
	Tell			• What was the main idea...?
	Identify			• Who was the key character...?
	paraphrase			• Can you distinguish between...?
	Summarize			• What differences exist between...?
	Categorize			• Can you provide an example of what you mean...?
	Classify			• Can you provide a definition for...?
	Discuss
	Match
	Sort
	Compare
	Contrast
	Explain
	Applying
	Useful Verbs			Sample Question Stems
	Generalize			Do you know another instance where...?
	Infer			• Could this have happened in...?
	Show			• Can you group by characteristics such as...?
	Use			• What factors would you change if...?
				• Can you apply the method used to some experience
				of your own...?
				• What questions would you ask of...?
				• From the information given, can you develop a set
				of instructions about...?
				• Would this information be useful if you had a ...?
	Evaluating
	Useful Verbs			Sample Question Stems
	Assess			• Is there a better solution to...?
	Justify			• Judge the value of...
	Critique			• Can you defend your position about...?
	Judge			• Do you think ... is a good or a bad thing?
				• How would you have handled...?
				• What changes to ... would you recommend?
				• Do you believe…?
				• Are you a ... person?
				• How would you feel if...?
				• How effective are...?
				• What do you think about...?

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Creating

Useful Verbs	Sample Question Stems
Design	• Can you design a ... to ...?
Compose	• Why not compose a song about...?
Plan	• Can you see a possible solution to...?
Hypothesize	• If you had access to all resources how would you
Revise	deal with...?
	• Why don't you devise your own way to deal
	with...?
	• What would happen if...?
	• How many ways can you...?
	• Can you create new and unusual uses for...?
	• Can you write a new recipe for a tasty dish?

Pupil’s critical thinking, which enables to have a better understanding of ideas, data, arguments and situations, in addition, can also be developed in the process of active teaching and learning according to the following aspects of critical thinking (identified by Brookfield,1987):
Identifying and challenging assumptions. Testing the taken- for-granted nature ofassumptions and generalizations against our own experiences and understanding. Questioning and challenging passively accepted traditions and habitual patters.
Challenging the importance of context. Developing the awareness of theimportance of relating our thinking to the context in which it is set. Practices, structures and actions are never context free.
Imaging and exploring alternatives. Thinking beyond the obvious and theimmediately logical. Adopting different perspective and standpoints. Thinking laterally and imaginatively.
Developing reflective skepticism. Being wary of claims to universal truth orultimate explanations. Because other think differently than we do, doesn’t mean that they are right.
(Brookfield (1987) cited in Leicester (2010, p. 4))
In accordance with this ideas please see possible practice to develop abovementioned aspect of critical thinking offered by Leicester (2010):
Identifying and challenging assumptions.
Generalizations based on limited experiences are convenient but it may lead to poor judgments. Thus it useful to become aware of possible limitations, so that to find out more before forming provisional beliefs. Possible practice:

• 
  Recognize when we need to ask: am I interpreting what is being said accurately, or it is distorted by my own prejudice or emotion?
  

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• 
  Let your students practice recognizing more than one meaning in a text and discussing when multiple readings are valid and when are simply mistaken.
  

• 
  Try to be accurate when making generalizations and be cautious about sweeping claims made by others.
  

67

Challenging the importance of context.
The critical thinking skill requires developing grasp of relationships – the relationship between an object and its surroundings or connecting objects or ideas or claims etc. Possible practice:

• 
  In the process of implementing different activities ask pupils to discuss how they might apply phrase, objects, concept, ideas, judgments to different contexts, noticing variations.
  

Imaging and exploring alternatives
The ability to imagine alternatives is often associated with creative thinking. Pupils need understand that there are not the only possible ways of thinking or doing something. Possible practice:

• 
  One of the possible ways of exploring alternatives is changing “point of view”. Pupils can be asked to write a dialog between two different character (for example: first they write dialog from the women’s point of view, second they write the same dialog from the man’s point of view.
  

• 
  Another example of exploring alternatives can be seen in the Math or science lesson where pupils are asked to find different ways of solving the same problem.
  

Developing reflective skepticism
Pupils need to form their own opinions and ideas with the aim of learning to arrive at the process in the light of evidence and for good reasons. Possible practice:
There is a need for teacher in the process of discussions to encourage pupils to:

• 
  offer reasons and evidence for their own claims
  
• 
  counter these claims from others which they consider week
  
• 
  question undersupported assumptions
  
• 
  be open minded in considering a range of opinions and perspectives
  

• 
  ask for clarification if they don’t understand
  

• 
  respect the right of others to hold their own point of view, even if they disagree with that point of view
  

Build pupils’ confidence

• 
  Don’t discourage or inhibit your pupils from forming an opinion
  
• 
  Never denigrate
  
• 
  Always show interest
  
• 
  If your pupils lack self-confidence, work on this
  

The twentieth-century British philosopher Stephen Toulmin noticed that good, realistic arguments typically will consist of six parts. He used these terms to describe the items.
Data: The facts or evidence used to prove the argument

Claim: The statement being argued (a thesis)
Warrants: The general, hypothetical (and often implicit) logical statements that serve as bridges between the claim and the data.
Qualifiers: Statements that limit the strength of the argument or statements that propose the conditions under which the argument is true.
Rebuttals: Counter-arguments or statements indicating circumstances when the general argument does not hold true.
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Backing: Statements that serve to support the warrants (i.e., arguments that don't necessarily prove the main point being argued, but which do prove the warrants are true.) Toulmin's diagram of arguments typically looks something like this example:



Structure of a Toulmin Argument

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USING ICT IN TEACHING AND LEARNING

PLANNING LESSON USING ICT

• 
  Don’t use ICT for the sake of it – ask yourself, is ICT the best way of achieving my teaching and learning objectives?
  

• 
  If you are not confident about using ICT, please ask your colleagues.
  

• 
  Take into account that many pupils are confident and competent users of ICT – they are growing up at the world of computers. Don’t see this as a threat to your authority, but as an opportunity to get some extra help and support. Pupils love taking on the role of an
  

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