Everyone--

Have we defined "critical thinking?"  I've gone over most of the  
posts, and the authors cover a wide range of behaviors that they are  
calling "critical thinking."

I, too, sometimes swallow an argument hook line and sinker.  I can  
get swept away by someone else's argument unless I have thought  
through the problem or issue very carefully--anticipating the  
questions or assertions from others.

Andrea

On Jul 11, 2008, at 12:16 PM, Bonnie Odiorne wrote:


> Good example, Jeff. I had a friend with dizziness and that's  

> exactly what the high-priced tests and clinics told him to do. Your  

> pose made me think also of those of low literacy or language  

> ability who somehow manage to function quite well: they have become  

> "survival-smart"--if there is such an intelligence--and taken cues  

> from their environment to adapt their behaviors.

>

> Bonnie

>

> Post University

>

>

>

> ----- Original Message ----

> From: Alpha Computer Training and COnsulting <alphact at eastlink.ca>

> To: The Adult Literacy Professional Development Discussion List  

> <professionaldevelopment at nifl.gov>

> Sent: Friday, July 11, 2008 11:52:33 AM

> Subject: [ProfessionalDevelopment 2259] Re: Whatdo  

> wemeanbystudentinvolvement and critical thinking?

>

> Hi Cynthia and Philip,

>

> Good thought provoking messages.  Your comments made me think of my  

> wife.

> She had a dizziness problem for years that she could not seem to  

> get fixed.

> But what she did was amazing, since I think it relates to this  

> discussion.

> She became a master at avoiding movements that brought about her  

> dizziness.

> She unknowingly used critical thinking to avoid her problem.  This  

> makes me

> wonder how others unknowingly use critical thinking to avoid issues  

> in their

> lives.  This could involve reading, writing and other skills  

> necessary to

> perform tasks.  People can unknowingly, through the own critical  

> thinking,

> get around with their skill set and function in society.  These  

> people have

> get critical thinking skills, that have enabled them to be  

> successful in

> areas where we could not imagine.  People need to give themselves more

> credit for what they can do than what they can not do!  It makes me  

> wonder

> how these skills came about.

>

> Jeff Brown

> Alpha Computer Training and Consulting

> (902)956-2600

> E-mail: info at alphacomputer.ca

> www.alphacomputer.ca

>

>

> -----Original Message-----

> From: professionaldevelopment-bounces at nifl.gov

> [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Cynthia

> Peters

> Sent: July-11-08 11:18 AM

> To: professionaldevelopment at nifl.gov

> Subject: [ProfessionalDevelopment 2258] Re: Whatdo

> wemeanbystudentinvolvement and critical thinking?

>

> Philip -- I think what you're raising is important. Can you share any

> strategies you've used to help students feel comfortable expressing  

> what

> they know about the world?

>

> Also, do you have any thoughts on how to do PD in a way that develops

> *teachers'* critical thinking skills. I do believe it's a skill for  

> all

> of us to be honing all the time.

>

> Cynthia

>

>

> >>> "Anderson, Philip" <Philip.Anderson at fldoe.org> 07/10/08 5:09 PM  

> >>>

> Good points, Andy.  I appreciate your response.  I think I should have

> said that their critical thinking skills lead them to hide what they

> know about the world - it is a strategy that has kept them safe in

> situations that they felt may pose danger.

>

> What I think we might need to include in PD is the fact that adult  

> ELLs,

> no matter their level, often have good critical thinking skills.  Some

> teachers may at times perceive the low level adult ELL students as

> persons who are underdeveloped in their critical thinking skills, and

> not, as you said, the same as they are, people who do have critical

> thinking skills even though they may apply them inconsistently, and  

> who

> could perhaps benefit from thinking in new and varied ways.

>

>

> CONTACT INFORMATION

> Philip Anderson

> Adult ESOL Program

> Florida Department of Education

> Tel (850) 245-9450

>

>

>

> Please take a few minutes to provide feedback on the quality of  

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>

> http://data.fldoe.org/cs/default.cfm? 

> staff=Philip.Anderson at fldoe.org|17:04:0

> 4%20Thu%2010%20Jul%202008

>

>

>

>

> -----Original Message-----

> From: professionaldevelopment-bounces at nifl.gov

> [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Andy  

> Nash

> Sent: Thursday, July 10, 2008 4:16 PM

> To: professionaldevelopment at nifl.gov

> Subject: [ProfessionalDevelopment 2253] Re: Whatdo

> wemeanbystudentinvolvement and critical thinking?

>

> Hmm, I see it more as a matter of being inconsistent in where and  

> how we

> use those critical thinking skills. I consider myself a pretty  

> critical

> thinker, but there are many times I'll hear someone else questioning

> something that I bought hook, line, and sinker - I didn't think at all

> critically about it. I believe that adult students are the same, which

> is why it's useful to invite critical thinking in new and varied  

> areas.

> Andy Nash

>

> >>> "Anderson, Philip" <Philip.Anderson at fldoe.org> 07/10/08 3:46 PM  

> >>>

>

> What I am getting at here is that it may be important to recognize  

> that

> adult ELLs brim with critical thinking skills, but they also have

> developed a (survival?) technique for hiding these skills from those

> they perceive to be in authority and have more "school knowledge" than

> they have.  Our professional development system may need to be sure to

> prepare teachers for working successfully with these students.

>

> CONTACT INFORMATION

> Philip Anderson

> Adult ESOL Program

> Florida Department of Education

> Tel (850) 245-9450

>

>

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