Introduction
Objective: Students will be able to determine the difference between predudicial beliefs and false beliefs and apply it to real-world situations.
We have been learning about emotional reasoning, pragmatic reasoning, and epistemic reasoning. Let's review each.
Emotional Reasoning
You assume that your emotions reflect the way things really are.
"I feel it, therefore, it must be true." "They did not say hi to me so they must not like me"
Explain the downfalls of this type of reasoning
Pragmatic Reasoning
Believing is easier than questioning
Making decisions of what to believe to simplify life
"It's going to rain because John said it is cloudy so it is going to rain"
"This is the first time I did not do my homework so the teacher will not be upset"
Do you believe critical thinking was used in this reasoning? Why or why not?
Epistemic Reasoning
Reasons that are based on facts
Reasons that must be justified "I'm becoming a better reader because the data shows growth"
Requires evidence This belief can be justified by using information from data.
False Beliefs- are things one believes without proof due to others misleading us, cultural assumptions because everyone in that culture shares a belief, or sometimes because we wish something to be true. Jumping to conclusions also leads to false beliefs when we do not look for the evidence to prove our reasoning. When people convince us of something without proof and we believe it, then it can be a false belief.
Are these cookies really nutrition rich? It says it on the box. How might you justify agreeing or disagreeing they are nutrition rich?
What is prejudice? Prejudice is a premature judgment toward a person or group and is not based on facts. These beliefs are usually based on stereotypes and believing members of a particular group are the same.
What do we really know about these people except that they all look different? You would have to get to know them and learn about them to really know who they are and what they have accomplished in their lives.
"Boys are better playing sports than girls", "Men are doctors, women are nurses"
Why is it important to use critical thinking when making a decision or solving a problem?
When we use critical thinking, we find and evaluate evidence and learn as much as we can. This leads to building knowledge and creating a justified belief.
Task
Now that we have reviewed reasoning and understand the difference between false beliefs and prejudice, it is time for you to apply your critical thinking skills to look at the novel we have been reading Because of Winn-Dixie.
- You will work in groups
- Each member will have a specific role within the group and you will all participate in the discussion, asking and answering questions. This will be part of your grade. I have included a rubric to help guide you so you know what is expected.
- Groups will discuss the following questions, record your ideas, and be prepared to share them with the class.
Group Discussion
In the novel Because of Winn-Dixie, Opal makes many quick judgments about some characters in the novel such as the Dewberry brothers, Otis, Amanda Wilkinson, and even her mother. As she learns more about them, her opinions change. Discuss with your group Opal's premature judgment about these characters. Were they false beliefs or prejudice? Use information from the novel to justify your group's reasoning. Develop questions to guide your group's discussion Record your information to share with the class
Individual Assignment
In your journal, answer the following questions. Have you ever judged someone in a bad way but then changed your mind as you got to know them? Describe the situation and your thought process used before and after. Was your belief or prejudice? What new knowledge have you gained? How did you reach a justified true belief? Reflect on how you might use critical thinking in your everyday reading. How can you make thinking more of an active process?
Process
- The objective is for students to understand the difference between false beliefs and prejudice.
- Students will understand and be able to apply critical thinking to answer questions about the novel Because of Winn-Dixie.
- Students will reflect on their own thinking process.
Lesson
- The teacher will review and present new information to build on student's pror knowledge.
- The teacher will assign a group activity to be shared with the class to apply critical thinking strategies.
- The teacher will assign an individual assignment for self-reflection.
Group Activity
- Students will work in assigned groups.
- Each member will have a specific role within the group.
- Students will collaborate using critical thinking skills using the novel Because of Winn-Dixie using the criteria located on the task page.
- Groups will present their information to the class.
Individual Assignment
- Students will write a self-reflection in their journals meeting the criteria located on the task page.
Assessment
- Teacher observation of group collaboration
- Group presentation to class
- Individual assignment
- A rubric will be used to assess group and individual activities
Resources
Use the following resource to help guide you completing the assignement.
http://www.criticalthinking.org/files/SAM-childrensguide20051.pdf
Evaluation
This is how your work will be evaluated.
| Beginning 1 |
Developing 2 |
Meets 3 |
Exemplary 4 |
Total Points Earned | |
|---|---|---|---|---|---|
| Worked Cooperatively in Groups | Did not work together in a positive manner and did not discuss the information, plan, or possible outcomes. The students' performance characteristics reflect a beginning level of performance. | Had difficulty working together in a positive manner and discussed information very briefly, performance characteristics reflecting development and movement toward mastery of performance. | Worked in a positive manner with others and briefly discussed the information and plan. The students' performance characteristics reflect mastery of performance. | Worked in a positive manner with others and discussed the information and overall plan. The students'performance characteristics reflect the highest level of performance |
_ 4 |
|
Classroom Presentation |
Unprepared and showed no evidence of the criteria outlined in the assignment. | Somewhat prepared, but poorly presented with only some evidence of the required criteria outlined in the assignment | Prepared, but still lacking in evidence of the criteria outlined in the assignment | Very prepared and displayed evidence of all criteria outlined in the assignment. Showed evidence of higher level thinking skills. |
_ 4 |
| Completion and Quality of the Required Journal |
Written assignments are incomplete and poorly written. | There is evidence of some thought, but the work is still incomplete or poorly written. A lack of full effort is displayed. | Written assignments are complete and neatly written, but some of the journal entries are not developed. | All journal entries are well developed and thought out. There is evidence of all criteria was met in the assignment. |
_ 4 |
| Completion of the individual Self-Reflection assignment | Struggled to get work completed on time, and the reflection was not well developed and did not contain enough information about the thought process. | Tended to procrastinate throughout the the assignment, but able to get their self-reflection completed on time. The reflection contained some information of their thought process, but was not as developed as it should have been. | Used time wisely and completed the self-reflection on time. Reflection included the thought process used but could have been more developed and organized. | Routinely used time wisely throughout to ensure that the work was thoroughly thought out, and completed on time. The self-reflection included very detailed accounts of the thought process. The reflection was organized and neatly completed. |
_ 4 |
|
Total Points Earned = /16 |
_ |
Comments:__________________________________________________________________________________
___________________________________________________________________________________________
Conclusion
This lesson was intended to help you learn more about why critical thinking is an important process in solving problems and making decisions, not only in school but throughout your life
Now that you understand the differences of beliefs, you should be able to apply questioning, research, and self-reflection in completing the tasks assigned.
Your responses as a group and individual responses should include correct terms when referring to your critical thinking process.
Our goal is to become good critical thinkers in our everyday life!
Credits
References
Bing.com images/www.bing.com/images/search?q=pictures+of+children+thinking&
qpvt=pictures+of+children+thinking&qpvt=pictures+of+children+thinking&
FORM=IGRE
Darling, H., Barron, B, Pearson, D, Shoenfeld, A. Stage, E., Zimmerman,T.,
Cervetti, G., Tilson, J. (2008). Powerful learning: What we know about teaching
for understanding. San Francisco, CA: Josey-Bass.
Elder, L. (2005). The miniature guide to critical thinking for children.
http://www.criticalthinking.org/files/SAM-childrensguide20051.pdf
Hunter, D. (2009). A practical guide to critical thinking: Deciding what to do and
believe. Hoboken, NJ: John Wiley & Sons.
Teacher Page
Lesson Reflection
- Did the lesson meet the objective?
- What went well?
- What could I do differntly?
- Did assessment measure the objective?