Critical thinking requires a deep understanding of the topic at hand and the ability to look at content from diverse, and often unfamiliar, perspectives. Critical thinkers engage with material in innovative and creative ways to analyze, synthesize and assess it in order to reach their own informed conclusions. Developing Critical Thinking: From Theory to Classroom Practice invites readers to revisit their pedagogy to promote this type of inquiry. Scholars and practitioners from several content areas introduce several examples of instructional strategies, classroom practices, and projects at multiple grade levels. Their experiences come together to highlight practical ways to foster students' critical thinking skills and encourage them to engage in learning in new ways.
Acknowledgments Introduction: Teaching and Learning Critical Thinking Fernando Naiditch, Montclair State University, USA Chapter 1: Understanding Critical Thinking - What is it? Can we teach it? How do we learn it? Fernando Naiditch, Montclair State University, USA Chapter 2: Philosophy for Children and Critical Thinking: Creating a Space for Children to Think in a Kindergarten Classroom Olivier Michaud, Universite du Quebec a Rimouski, Quebec, Canada Chapter 3: Critical Thinking in Action: A Collaborative Early Childhood Approach to Curriculum Design Elizabeth Quintero, California State University, Channel Islands, USA Chapter 4: Promoting Respect through Collaboration: A School Responds to Bullying by Engaging the Community Jean Ann Slusarczyk & Lucy Villaluz, Franklin Elementary School, Bloomfield, NJ, USA Chapter 5: Co-construction as a Critical Approach to Mathematics Education Mark Russo, Pascack Valley Regional High School District, NJ, USA Chapter 6: Critical Pedagogy and the Teaching of Reading for Social Action Fernando Naiditch, Montclair State University, USA Chapter 7: Think Critically and Act Collaboratively: A Critical Framework for Teaching Students with Special Needs Mark Alter and Joan Rosenberg, New York University, USA Chapter 8: Creativity and Motivation in the Teaching and Learning Process Bettina Steren dos Santos, Carla Spagnolo, and Caroline Buker, Pontificia Universidade Catolica do Rio Grande do Sul, Brazil Chapter 9: Critical Second Language Pedagogy: Lessons Learned from Teaching Students in Poverty Fernando Naiditch, Montclair State University, USA Afterword: Encouraging Teachers' Growth and Development using Practitioner Research Kathryn Herr, Montclair State University, USA About the Editor About the Contributors
