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Objectives
After taking the “Critical Thinking Course” the teacher (and his/her students when the course is brought to the classroom will be able to:
- Understand the importance and benefits of critical thinking when you want to solve a problem
- Experiment with some tools to define a good problem statement to guide the critical thinking process
- Explore the principal tools that impact the quality of this process of thought.
- Define the characteristics of a good critical thinker
- Identify the obstacles in the critical thinking process
Lesson 1. What is Critical Thinking?Pulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 1 of Topic 1. "What is Critical Thinking". The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L1 What is Critical Thinking? | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T1.L1. What is critical thinking (video, Vide content in pdf) | Introduces what critical thinking is and how to frame a problem by defining causes and consequences | 20' | at home (previous to the lesson -flip-teaching) or in the classroom |
Explain the importance of cultural heritage in the world. Present O-city World platform,
Prepare tools T2T.01, T2T.02 to use in class
Develop S2P.01 in class |
| T2T |
IV.3.L1 T2T.01. Understanding Pro/cons Tool (Activity factsheet) |
To learn about the main characteristics of the pro/cons tool and when to use it. | 2 h | at the classroom | |
| Pill. See an inspirational Video about using photography to reconstruct digital heritage | See the TEDtalk video “How your pictures can reclaim lost history” to understand one possibility to solve the problem of preserving heritage through crowd sourcing photographs from tourists | ½ h | at the classroom | ||
| S2P | Ideas to improve preservation of heritage | Search for examples where orange economy products are used to help enhance consciousness of cultural heritage to preserve the history | 1 h | at home | |
Lesson 2. Defining the Problem StatementPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 1 of Topic 1. "Defining the problem statement". The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L2 Defining the problem statement | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T1.L2. defining the problem statement (video, video content in pdf) | Defining the problem statement helps frame the issue to assure we are facing the root of the problem and not answering a symptom | 20' | at home (previous to the lesson -flip-teaching) or in the classroom |
Explain the importance of cultural heritage in the world. Present O-city World platform,
Prepare tools T2T.01, T2T.02 to use in class
Develop S2P.01 in class |
| T2T | Pill. See an inspirational Video about preserving monuments by 3d | See the TEDtalk video “Ancient wonders captured in 3D” to understand one possibility to solve the problem of preserving heritage through multimedia solutions | ½ h | at the classroom | |
|
IV.3.L2 T2T.01. Understanding Case study to define a statement (Activity factsheet) |
To define a problem statement from a case study | ½ h | at the classroom | ||
Lesson 3. Critical Thinking ToolsPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 3 of Topic 1. " Critical Thinking Tools". The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L3 Critical Thinking tools | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T1.L3. Critical Thinking tools (Video, Video content in pdf) | Explore the critical thinking tools to find causes, identify consequences and prioritise actions | 20' | at home (flip-teaching) or in the classroom |
Explain the importance of the cultural heritage in the world. Present O-city World platform,
Prepare tools T2T.01, T2T.02, to use in class |
| T2T | IV.3.L3 T2T.01. Activity: use of 5 whys tool (Activity factsheet) | Use the 5 whys tool to find the root cause of a problem | 1½ h. | In the classroom | |
|
IV.3.L3 T2T.02. Activity: use of 7 so-whats (Activity factsheet) |
Use the 7 so-whats to identify the consequences of a recommendation | 1½ h. | In the classroom | ||
| IV.3.L3 T2T.03. Activity: use of Pareto 80/20 tool (Activity factsheet) | Use the Pareto 80/20 tool to focus in the most relevant activities to save time and energy | 1½ h. | In the classroom | ||
Lesson 4. Obstacles in the Critical Thinking ProcessPulsa para colapsar
The following table shows all the materials preprared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T,S2P) for Lesson 4 of Topic 1. "Obstacles in the critical thinking process". The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description , the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L4 Obstacles in the Critical Thinking Process | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T1.L4. Obstacles in the critical thinking process (video, video content in pdf) | Identify the obstacles for the effective critical thinking process | 20' | at home (flip-teaching) or in the classroom |
Explain the importance of the cultural heritage in the world. Present O-city World platform,
|