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MOTIVATION
Attributions: Perceived Causes of Success and Failure and
Conditions tat Pro!ote Productive Student
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Self%&eter!ination Teor# and Organis!ic Integration Teor#
'()trinsic%Intrinsic Continuu!*
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+oal Setting: ,earning +oals vs- Perfor!ance +oals. Master#
Orientation vs- ,earned /el0lessness
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Fostering Critical Tin1ing
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Fostering Creative Tin1ing
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Proble! Solving
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C3ITICA, T/IN4IN+
S5A3(67 Ada +iselle 3-
8020%0489:
I- &e;nition
<Tin1ing is !ani0ulating and transfor!ing infor!ation in
!e!or#7 =ic is often done to for! conce0ts7 reason7 tin1 criticall#7
!a1e decisions7 tin1 creativel#7 and solve 0roble!s-> 'Santroc17
8022*
In 0articular7 Critical Thinking involves evaluating and anal#sing
evidence to arrive at a logical conclusion7 as o00osed to Creative
Thinkings !ore divergent a00roac- ?en tin1ing criticall#7 one
!ust be mindful7 =ic is to be alert7 !entall# 0resent7 and cognitivel#
@e)ible-
Critical tin1ing is i!0ortant to te learning 0rocess because it
is integral to te 0rocess of internaliAing ne= 1no=ledge7 as =ell as te
a00lication of internaliAed infor!ation-
II- Co!0onents
A- &eductive 3easoning
As te na!e i!0lies7 tis t#0e of reasoning reduces an
argu!ent to a fe= certain 0re!ises and de;nitivel# 0roves
eiter te validit# or invalidit# of said argu!ent-
"- Inductive 3easoning
In contrast7 Inductive 3easoning !a1es no suc clai! of
conclusiveness7 and terefore does not fall under te
validBinvalid dicoto!#- It is !ore useful =en used to
ascertain facts7 often concerning i!0ortant cause and eCect
relationsi0s and b# =ic conduct !a# be guided accordingl#-
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III- MaDor Teories on Critical Tin1ing
A- 3eductionist
3eductionists believe tat 1no=ledge can be directl#
taugt7 tat te accu!ulation of facts and data !ust 0recede
tin1ing about te!7 and tat beaviour de;nes learning-
3eductionist teacing is 0rogra!!atic7 s1ills%driven7 and
dedicated to coverage and e)0osure- '&avis%Seaver7 8000*
"- &evelo0!entalist
&evelo0!entalists believe tat tin1ing criticall# de0ends
on 0#sicall# and e!otional !aturit#7 or on successfull#
resolving 0s#cosocial tas1s7 tat one stage necessaril#
0recedes anoter and tat te stage can be deter!ined
troug various tests- '&avis%Seaver7 8000*
C- Constructivist
Constructivists believe tat education and its attendant
curriculu! goals are te result of cildren learning b# resolving
cognitive con@icts troug e)0erience7 re@ection7 and
!etacognition7 =it critical tin1ing at te eart of te
learning and teacing 0rocess- Tis !etod assu!es tat all
cildren can tin1 in%de0t7 albeit so!e !ore tan oters7 and
tat suc tin1ing brings about !eaningful learning of basic
conce0ts tat are a00licable and transferable- '&avis%Seaver7
8000*
IV- ()a!0les of A00lication
A- (arl# Cildood
/ave one of te students 0lace an ite! in a bo)7 =ic is ten
0assed around te class- Te student gives tree clues7 and te
rest of te class guesses until te# ;gure out te contents of te
bo)-
"- 4indergarten to +rade E
()0ress a co!!onl# acce0ted belief and Fuestion it7 as1ing
Fuestions li1e <If ever#one believes tis7 =# is it ard to
disagreeG>7 <?# do 0eo0le get !ad =en te# are Fuestioned or
doubtedG>7 or <?en is it good to disagreeG>
C- +rade 9 to +rade H
Al=a#s as1 te! <?at is te signi;cance of te lessonG> and
ave te! =rite a Dournal entr# re@ecting on te to0ic-
&- +rade I to +rade 28
/ave students co!0ile a 0ersonalit# scra0boo17 in =ic te#
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retin1 teir assu!0tions about te!selves and teir 0ersonalit#
develo0!ent7 as =ell as encouraging self%e)a!ination and
assess!ent-