Ideas to Improve Writing and Critical Thinking
Resources to Improve Critical Thinking and WritingNot your
typical ones!Joseph Gulino, Ph. D
Principal, Gulinogroup and Fearless Leadership Consulting
[email protected] is this guy?Principal
Catholic elementary schools 28 Years, high school 2 years
Director of Graduate Studies and Undergraduate Clinical
Experiences - Central Methodist University, Fayette, MO
Directed on-line leadership graduate education courses -
University of Missouri, Columbia
Principal The Gulinogroup and Fearless Leadership Consulting,
Nathan Levy Associate
Who is he really..?
What has he accomplished?Distinguished Educator AwardsSchool
faculty members Agnes Forck (2011) and Laura Dampf (2013), by the
National Catholic Educators Association
2013 Innovations in Catholic Education in Curriculum and
Instruction Award for TechnologySt. Peter Interparish School, by
Todays Catholic Teacher Magazine 2013 Distinguished Home and School
AwardSt. Peter Interparish School by the National Catholic
Educators Association
Recipient - University of San Francisco Alumni Society
Outstanding Educator in Administration Award
Recipient - National Association of Secondary School Principals
Middle Level Dissertation Award
ThereforeR # 1 - Do not judge students/peers by their covers
To educate ANY subject or skill better.
We mustknow each other to know each other
Bielski
What Has He Published?Principles of Fearless Leadership, -
Nathan Levy Books, 2012
Church and State: Partners for the Common Good, - Missouri
Catholic Conference, MESSENGER, Jan. 2012
Advisors to the Principal, - Todays Catholic Teacher,
August/September 2011
How young is too young?- Jefferson City Magazine,
September/October 2008
Kindergarten Readiness: A Challenge, - NAESP Magazine, May/June
2008
Middle School Programmatic Practices and Student Satisfaction
With School, - NASSP Bulletin, Sept. 1999
To Brave Ulysses, - America at the Millennium a publication by
The International Library of Poetry, 1999
Teacher Supervision: Use the Laptop, - Missouri Educational
Leadership, 1998
"My New Life," - A Song for children with disabilities, Middle
School Journal
In Depth Areas of Knowledge My PassionsPrinciples of Leadership
& Kindergarten Readiness
Excellence in Teaching & Empowering others
Leading very successful schools
R#2 - Stress the proper education for each and every student
(Needs) You can TooThere are limitless possibilities you cannot
envision
Elijah
R#3Teacher Educator
Not here to make the $$, have enough, or push books
Share my experiences, areas we need to address, esp. Leadership,
and share resources from authors in whom I believe
Facilitate you sharing your experiences with each other We,
Nathan Levy & Associates, provide resources (or someone must),
so that educators and parents do not have to search too far or
reinvent wheels , esp. CC resources.
#R3a - The mistake of new leaders (people) who become in charge
or change roles
Do not need to learn from your mistakes
Will come to speak and share wherever needed for expenses only
and the opportunity to share resources with attendees
My Goals at ConferencesParticipantsNew beesOld Pros
Desire New InformationPast Information
Practical TipsStandby ResourcesNew Resources,
So, throwing a lot at wall -(Qual./Quan.) As I hope in your
classrooms or teams
1Be an active participant
Email or call me if PresentationNeed help, whatever
Me
Not the ExpertNot an intense learning workshop/class
experience
Just my research, personal experiences, suggestions
Thought food To You
Take info and research, digest, and use as needed
R#4 - Vocabulary is a Huge KeyResourcesThe redesigned
SAThttps://www.collegeboard.org/delivering-opportunity/sat/redesign
Develop strong reading and writing
skillshttp://www.scholastic.com/browse/article.jsp?id=8100
Strategies for vocabulary
developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html
VocThinkers guide to critical
thinkinghttp://www.criticalthinking.org/files/SAM_Aspiring_Thinkers_GuideOPT.pdf
Strengthen word recognition, vocabulary, and
writinghttp://www.inspiration.com/Kidspiration
The importance of and how to build
vocabularyhttp://www.artofmanliness.com/2012/10/03/the-importance-of-building-your-vocabulary-and-5-easy-steps-to-doing-it/
R#5 - Reading is a KeyA reader lives a thousand lives before he
dies.
The man who never reads only lives one.
Jojen (A Dance with Dragons, Game of Thrones)
Not just read Reading with intentions - Julie & Boys
Critical Thinking Game PlanI Promote Critical thinking
CT - A way of deciding a claim is true, partially true, or
falseR#6 - Set up learning scenarios for students to learn how to
ask the right questions (SWH Fr. Don Lammers)
CT - A process that leads to skills that can be learned,
mastered and usedR#7 - Have the learning be practical , exciting,
or what they want to do (and you agree)
CT - A tool to come about reasoned conclusions based on a
reasoned process, thenR#8 Have students express themselves in
writing
CT R#9 - Incorporate passion and creativity, but guide it with ,
practicality and common sense
Basic Educator Practices to Improve CTR#10 - Beginning of lesson
- Promote active listening by letting them know you will ask for
someone to summarize
R#11 - Cue Student Responses There is not a single answer to
this question. Consider alternatives before you quickly answer. (No
game show Lauras room and practices)
R#12 - Call on students Randomly (not raised hands)
R#13 - Question , then Think-Pair-Share 2 min. alone/pair, open
discussion
R#14 - Question, then Wait Time 10/20 seconds (Quicksilver
kids)
R#15 - After answers developed, then Follow-ups Why? Elaborate,
Agree because, etc. (All can write an answer in a notebook, you
review)Extensive writing to larger projects
BasicsPractices to Improve CT
R#16 - Your behaviors, Withhold Judgment Your face, words,
etc.
R#17 - Survey Class How many agree (clickers, etc.)
R# 18 - Devils Advocate Students defend their reasoning against
anothers point of view
R#19 - Unpack Thinking Described how arrived at answer
R#20 - Student Questioning Students develop own questions (used
in the assessment?)
II R#21 - Provide experiences for students - basic human needs
and CT needs (they are experiencing)
Have students - express themselves critically and creatively
arising from their experiences of the world
R#22 - Provide relevant subject matter to write about. Write a
paragraph about? just does not get it
R#23 - Students must practice and have - control of basic
writing skills, i.e. sentence structure, paragraphing, etc. (So
take the time to guide them to what they cannot do yet, not blame
those before you)
Practices to improve CTR#24 - Writing - Game PlanEx. From the
Write Steps program
I Have a PlanWriting Instruction ImportantDedicate time to write
& do not deviate
II Check Your Plan as you go (Reflective educating)Strong
foundationTraits of quality writing, rubrics, formative assessment,
student samples, teacher mentorsWhere are you/they?What do you/they
need/to do/be able to do?
IIIStay on you Plans Path (Reflective educating)How do you know
moving forward?Checklist of practices applied to all
Practices to improve CTIII R#25 - Encourage Divergent
Thinking
Thought process/method - to generate creative ideas by exploring
many possible solutions.
Often used in conjunction with convergent thinking a set of
logical steps to arrive at one solution, which in some cases is a
"correct" solution
DT typically - spontaneous, free-flowing So, educators guide not
lecture (My class at UMC) as
Many ideas - generated in an emergent cognitive fashion
Many solutions explored in a short amount of time - unexpected
connections are drawn
After the process of divergent thinking has been completed, then
ideas and information are organized and structured using convergent
thinking and written about! (Not long at first)
Practices to improve CTIV Increase cognitive skills of resolving
discrepancies through successful experiences
V Provide experiences that display the enjoyment and positives
of working cooperatively rather than competitively to solve a
common problem- What my son experiences
VI Provide for growth in imagination and intuitive function
VII Provide a change-of-pace from task-oriented learning
R#26 - Fit Desks
* R#27 - Strategies for Promoting Critical Thinking in Everyday
Life - Paul, R. & Elder, L.
Developing critical thinkers - a gradual process requiring work
- a long-range project
Stages for development (Types of, skill level of student
thinkers)
Stage One: The Unreflective Thinker - unaware of significant
problems in their thinking
Stage Two: The Challenged Thinker - becomes aware of problems in
our thinking
Stage Three: The Beginning Thinker - improves but without
regular practice
Stage Four: The Practicing Thinker - recognizes the need to
regularly practice
Stage Five: The Advanced Thinker - advances in accordance with
our practice
Stage Six: The Master Thinker - skilled & insightful
thinking become second natureR#28 - 9 Strategies Used to Develop
Critical Thinkers
Areas of education, along with leadership, that are not
addressed enough
1. Wasted Time Get rid of it, (ex., bathroom benches &
resources)
2. Solving Problems Present them
3. Internalize Intellectual Standards What need to know
4. Journal - Keep them/reflect on them
5. Character Development leadership, my goal
6. Ego/self Understanding it/themselves
7. Viewing things of our life Help students Redefine
8. Emotions Help students get in touch with them (Name not I,
beating up)
9. Group Influences Help students analyze and understand
themStrat* Implementing the Strategies to Promote Critical Thinking
& Writing(Will elaborate on some and gloss over others)
No one of the 9 strategies is essential
Each strategy presents a way to begin to do something to
improve
Never practice too much of all of them at the same time, but
experiment with all over an extended period of time
Students develop if they:
1) accept the fact that there are challenges to their thinking
and,
2) if they begin regular practice, which teachers and parents
can promote
If you already know of all of the strategies, do you practice
them?
*Strategy 1 - Use Wasted TimeAll humans (you and your students)
, at times (too many and too much) Fail to use all of their time
productively or even pleasurably
Jump from one diversion to another, without enjoying any of them
(celebrate successes) Become irritated about matters beyond our
control
Fail to plan well, causing negative consequences we could easily
have avoided
Worry unproductively
Spend time regretting what is past
Just stare off blankly into space
Strat* CT Incorporate evening writing assignments to develop all
8 of the remaining strategies
At the end of class/the day
Have students (depending on age appropriateness) ask themselves,
then write and spell out details being explicit in what they
recognize and feel, about questions like these: When did I do my
worst thinking today?
When did I do my best thinking?
What in fact did I think about today?
Did I figure anything out?
Did I allow any negative thinking to frustrate me
unnecessarily?
If I had to repeat today what would I do differently? Why? Did I
do anything today to further my long-term goals?
Did I act in accordance with my own expressed values?
Strategy 2 - A Problem a Day(Review process on own)
Develop problems - for students to work on/through and direct
these steps to teach the process
Identifying the elements have students systematically think
through the questions What exactly is the problem? How can it be
put it into the form of a question? 1) Study - make clear the kind
of problem dealing with
What sorts of things you are going to have to do to solve
it?
2) Distinguish problems - over which you have some control from
problems over which you have no control
Set aside the problems over which you have no control,
concentrating your efforts on those problems you can potentially
solve
3) Figure out - the information needed and actively seek that
information
4) Carefully analyze and interpret - the information to collect,
drawing reasonable inferences
5) Figure out - options for action
What can be done in the short term? In the long term?
Distinguish problems under control from problems beyond
control
Recognize explicitly limitations as far as money, time, and
power
6) Evaluate options - taking into account their advantages and
disadvantages in the situation
7) Adopt a strategic approach - to the problem and follow
through on that strategyThis may involve direct action or a
carefully thought-through wait-and-see strategy
8) When time to act - monitor the implications of actions as
they begin to emergeBe ready at a moments notice to revise strategy
if the situation requires it
Be prepared to shift strategy or analysis or statement of the
problem, or all three, as more information about the problem
becomes available
YouIs there a problem solving practice that you would like to
share with us?
Strategy 3 - Internalizing Intellectual Standards(Review process
on own)
Write about Internalizing Intellectual Standards each week (or
over time) develop awareness of intellectual standards of:
clarity, precision, accuracy, relevance, depth, breadth,
logicalness, significance
Ex. - students try to notice when being unclear in communicating
and notice when others are unclear in what they are saying.
When reading, notice whether clear about what reading
When orally expressing or writing out views (for whatever
reason), ask whether they are clear about what trying to say
focusing on four techniques of clarification
1) Stating what saying explicitly and precisely (with careful
consideration given to choice of words)
2) Elaborating on meaning in other words
3) Giving examples of what mean from experiences
4) Use analogies, metaphors, pictures, or diagrams to illustrate
what they mean. Frequently STATE, ELABORATE, ILLUSTRATE, AND
EXEMPLIFY points.
* Strategy 4 - Keep An Intellectual JournalWrite out a certain
number of journal entries. Use following format (keeping each
numbered stage separate):
1. Situation - Describe a situation that is, or was, emotionally
significant (deeply cared about). Focus on one situation at a
time
Response - Describe what done in response to that situation. Be
specific and exact
Analysis - Analyze, in the light of what was written, what
precisely was going on in the situation. Dig beneath the
surface
Assessment - Assess the implications of analysis
What was learned about self?
What would be done differently if situation could be
re-lived?
Strategy 5 - Reshape Your Character(Review process on own)
Choose one intellectual trait---perseverance, autonomy, empathy,
courage, humility, etc.--- to strive for each month and focus
developing that trait
Ex. - Intellectual humility - begin to notice when you are
admitting wrong
refusing to admit wrong, even in the face of glaring evidence
wrong
becoming defensive when another person tries to point out a
deficiency, or thinking
intellectual arrogance (keeps students from learning) Ex. -
thinking already know everything needed to know about a subject, or
know as much as someone else does - Who does that person think
he/she is forcing opinions on me?
By owning ignorance, it can begin to be dealt with
Strategy 6 - Deal with Egocentrism(Review process on own)
Egocentric thinking subconscious bias in favor of oneself
On a daily basis - contemplate questions like: Under what
circumstances Do You think with a bias in favor of self? Ever
Become irritable over small things? Say anything irrational to get
way? Try to impose will upon others? Fail to speak mind when felt
strongly about something, and then later feel resentment? Identify
egocentric thinking - work to replace it with systematic
self-reflection: What would a rational person feel in this or that
situation? What would a rational person do? How does that compare
with what want to do?
(Hint: If find continually concluding that a rational person
would behave the same as you all the time, probably engaging in
self-deception.)
Strategy 7 - Redefine the Way See Things(Review process on
own)
Every situation is defined, given a meaning.
How a situation is defined - how feel about it, also how acted
on it, and implications it has
Virtually every situation can be defined in more than one
way.
Many negative definitions could be made positive ones. (Happy
when otherwise would have been sad or fulfilled when otherwise
frustrated. )
Practice redefining negatives/positives, dead-ends new
beginnings, mistakes/opportunities - Helias
Create guidelines. Ex. - list of five - ten recurrent negative
contexts in which we feel frustrated, angry, unhappy, or worried
Identify the definition in each case that is at the root of the
negative emotion Choose a plausible alternative definition for each
and then plan for our new responses as well as new emotions
Ex., if tend to worry about all problems, both the ones you can
do something about and those that you cant; you can review the
thinking in this nursery rhyme:
For every problem under the sun, there is a solution or there is
none. If there be one, think until you find it. If there be none,
then never mind it.
Strategy 8 - Get in Touch with Emotions(Review process on
own)
Whenever feel some negative emotion, systematically ask
yourself:
What, exactly, is the thinking leading to this emotion? Ex., if
angry, ask, what is the thinking that is making (your name)
angry?
What other ways could (your name) think about this
situation?Ex., Can see the humor in it and what is pitiable in it?
If can, concentrate on that thinking and emotions will (eventually)
shift to match it
Strategy 9 - Analyze Group Influences on Life (Review process on
own)
Analyze the behavior that is encouraged, and discouraged, in the
groups in which belongWhat "required" to believe? What forbidden"
to do?
Every group enforces some level of conformity
Most people live much too much within the view of themselves
projected by others (early teens)
Discover pressure bowing to and think explicitly about whether
or not to reject that pressure
*ConclusionKey Point - When working with these strategies is
that you are experimenting, testing these ideas in everyday
life
Trying to integrate them & build on them, in the light of
student actual experiences
Be flexible and go with the flow at times
Ex. - Working on Redefining the Way You See Things,
Hopefully students find themselves noticing the social
definitions that rule many situations in their lives. They may
recognize how their behavior is shaped and controlled by the
definitions they use
YouWhat do you do to Develop Critical Thinking and Writing?
Please shareResources Examples of what you can obtain from
others, or develop yourself The 8 Skills Students Must Have For The
Future Edudemic, By Katie Lepi on June 7, 2014
The The Learning Curve report from Pearson took a look at
education across the globe. There was a focus on what skills
current students need to meet the needs of the global market, and
some potential ways to address shortcomings in our collective
educational systems.
So what are the things that are becoming just as important as
the ever-traditional Reading, Writing, and Math? See next slide. Do
you already incorporate them into your classes? Which do you find
hardest?
Necessary Skills For The Future
1 -Leadership2 -Digital Literacy3 -Communication4 -Emotional
Intelligence5 -Entrepreneurship6 -Global Citizenship7 -Problem
Solving8 -Team-Working
The Leadership VoidIf students special with special gifts
Then, expect movers, shakers and leaders
So, most important must experience and practice quality
leadership principles
We all need a voice of reliable perspective. We need it from
loved ones in our lives. We need it from our colleagues. We need it
from our school. .. And for the sake of others, we need to
cultivate it within ourselves.
David Wilson, Asst. Principal, Jefferson City High School
Principles of Fearless LeadershipYwriteabook?
Use to improve critical thinking and writing What I would do
portfolio
Seat of pants pg. 18 (Handout)Sand & stone pg. 6
(Handout)Whining pg. 30 (Handout)Because I said so! pg. 40
(Handout)Sails pg. 64 (Handout)Blood is thicker than
policiesThinkThinkology
Newest by Nathan Levy
Engaging Activities to enhance the Creative MindThinking and
Writing from Crib to College
Pg. 51-52 (Handouts)ThinkThinking and Writing Activities for the
Brain Books 1 & 2
Open Minds and Encourage Creative Thinking
The notable quotes and activities to connect to your
curriculum
Pgs. 52-3, 84-85Home Sweet Home
Home is not where you live, but where they understand you.
Author Unknown
1 Design your ideal room. Show the windows, doors, etc.Do not
put any furniture in it. Instead, fill the room with people and
ideas that make it a place where you are understood.Choose one or
more of the following:1) Write about a place you do not want to
live.2) Write about who understands you.3) Write about how you feel
when you are not understood.
2 Make a list of all the things home is.
3 Who would you invite as a guest speaker to your school to talk
about who you are? (In other words, Who gets you?Explain your
choice Write a speech the person in the above activity might give
about you.
4 Make a list of five things that people Would NOT be surprised
to find out about you.
5 And a list of five things that people Would be surprised to
find out about you.
6 - What do you understand about your house and the people who
live in it? Make a cartoon, comic book, map, or drawing that
answers the question.Chasing Rainbows
We all live under the same sky, but we dont all have the same
horizon. Konrad AdenauerClass Discussion Some people think that
when you set goals, you should be realistic, others say to be
idealistic. If you are realistic, you wont be disappointed. If you
are idealistic, youll go further than you thought. What do you
think?
Draw a picture of your horizon line.
Maker a list of four goals you have.
Write one sentence about how this list is you horizonWrite a
letter to yourself that you will open in one year. Write about
where you hope to be, what you want to be doing, things you want to
have accomplished, etc. Put your letter in a safe place and open it
in a year.
Make a travelogue of where you think you will need to travel
before you reach your biggest goal.
Interview at least five people about their goals. Make a chart
or graph of the different goals.Write, in one sentence, what you
learned from this.Creative Writing Resources Write from the
Beginning for younger students.
Children in lower grades - have much to say
Many formats - traditionally limited and focus on simple
topics
Activities - developed to promote interesting critical
writing
I Win or Lose pg. 36 (Handout) II Law and Order pg. 59
(Handout)
III My Pet Monster pg. 65 (Handout)
IV Tis the Season - pg.89 (Handout)
Not Just Schoolwork Middle and H.S. Students
Pick any page They focus on the many possibilities of creative
writing.
I Perceptions of world
Examples
Perceiving through senses pg. 5 (Handout, like homework)
Perceiving self - pg. 29 (Handout, 49.95)
Perceiving others pg. 67 (Handout, Film)
StratII Creative Story Writing 104 (Handout, Martians)
III Other Units of Resources Spell and Write, Writing the News,
Holidays, Moods, Science Fiction, Music
IV Tools of the Trade Help for students and teachers
The Other Word Find and share words that mean the same thing
(Proper dictionary or thesaurus)
Feeling Checklist Appropriate specific list of words to use when
writing
Eleanor Rigby Answer questions re: the story of the song, ex.
How does loneliness differ from being alone?
Affective Cognitive Thinking Thinking Strategies for the
GiftedLiteratureFairy tales/not. Return to reading them to students
and having them read them as well. Nathan Levys A.C.T. IStresses
advanced conceptualization of interpretation, translation,
application, analysis, synthesis, and evaluation
Ex. - Hansel and - pg. 13 (Handout)
Unit Sections Language Arts Social studies Mathematics Science
Living ThingsThe Earth and BeyondMachines Ideas and Inventions
Stories with Holes Whose CluesInquiry & critical
thinking
All participate promoting group & individual success
May adjust to fit ages or needs
Length of time varies to ability of the group
Open or close - Change of pace - decrease down time
StratAll/Anyone Use Stories with Holes? (20 books available)
Will anyone explain how you use them?
Explanation of process in each book
The first introduction
I am going to tell you a story with a hole in it an important
part will be missing. Listen carefully and figure out the missing
part. The story might not make sense to you at first.
Make sure that students know this is not about quick or
guessing, but about figuring, thinking, maybe sharing, and being
correct.
Tell the story once, pause, and then tell it again very
slowly
StratThe rules to share with students
You can only ask questions that can be answered with a yes or a
no. The only answers I can give you are Yes, No, Does Not Compute
(meaning, I cannot just use a Yes or No without confusing you), or
Is Not Relevant. Let them know that Does Not Compute and It is Not
Relevant are stated so as not to confuse them.
You the director) will not be perfect and make mistakes, so just
laugh with them
You may allow for questions the first time if you choose, but
not necessary
You only answer in the ways stated, Yes, No, does not
compute.Encourage Artistic Development and UnderstandingStudents
who are aware of and appreciate fine arts are at the advantage of
others, as they will be considered more well-rounded because of
that knowledge. (And they will be!)
Artistry
Table of Contents pg. 3 (Handout)
Impressionism pg. 103 (Handout) ArtImpressionism
Background - 2 page description of impressionism Print of Monets
SunriseShort paragraph review of impressionistsOptions for
studentsStudents paint still lives in the way impressionists
did
Students research and find a photo they like and reproduce it
using impressionist techniques
Challenging reinterpret, such as a night scene of van Goghs
Starry Night. Students find image (internet/magazines) or take own
photo and reproduce it using impressionist
techniquesArtImpressionism
Extension I View some reproductions, pick favorite, Who is it
by? When done? What title? Etc.France is famous for what else? Draw
map of France.Difficulties of an artist working indoors,
advantages, etc.
Extension II Write about the difficulties of painting indoors.
Advantages. Where would you prefer to work and why? What was going
on in France around 1860-80? Research and report.Pick a country and
research and report about their time 1850-90 New to Gifted
Education? Esp. a ParentLearn as much as you can from anyone you
can learn from
Our resources
What to Do When Your Kid is Smarter Than You?Chuckie and Other
Gifted Children
ClosureThank you for attending
At least one idea I hope it blossoms
If can be of help
Ideas to Improve Critical Thinking and WritingJoseph Gulino, Ph.
D
Principal, Gulinogroup and Fearless Leadership Consulting
[email protected]
