Duration
50min

Dimension of the advised group of students
10-30

Specific objectives
• Ask pertinent questions • Look for evidence to support assumptions and beliefs • Are able to adjust opinions when new facts are found • Examine problems closely • Are able to reject information that is incorrect or irrelevant • See that critical thinking is a lifelong process of self-assessment

Link Source
https://www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/critical_thinking_skills.pdf

Needed Materials
-flipchart papers -markers in different colours -pen/pencils -computer and internet connection

Software
To interact online with students use: - online communication platform, such us: zoom, google meets, etc - tools to deliver the training and working in groups: mentimenter, jamboard, slido, kahoot, etc.

Description
The booklet focuses on students’ critical thinking development and helps teachers incorporate the development of students’ critical thinking skills in their classes as teaching critical thinking is an ongoing process. The booklet provides teachers with a range of activities accompanied by useful worksheets on the main topics. They encourage students to practice formulating their own questions, distinguishing between fact or opinion, comparing and contrasting, sorting and classifying, making predictions, inferring & drawing conclusions. These activities work well with small groups and could lead to interesting discussions. These types of activities can also provide examples of “thinking outside the box” and demonstrate that problems can be solved in more than one way. The booklet could be used with students at risk of demotivation because the activities are completely adapted to this kind of students using non formal education methodology; its activities could be adapted to fully virtual or blended using metimeter, kahoot or socrative.

Procedure on how to put in practice
One of the selected activities could be: Making Predictions
Duration: 50 min
No of Participants: 10-30
Methods used: discussion, prediction
Communication in mother tongue.
Step-by-step description:
1. The trainer introduces the strategy students will use when reading a text, making prediction. The trainer elicits from students what they know about this strategy and what are its benefits. Making predictions is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next). A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make connections between their prior knowledge and the text. Making predictions activates students' prior knowledge about the text and helps them make connections between new information and what they already know. By making predictions about the text before, during, and after reading, students use what they already know—as well as what they suppose might happen—to make connections to the text.
2. The trainer sets students into pairs and shows them a new book and asks them to predict what the book will be about: use the title and cover illustrations, etc.)
3. The trainer asks them to predict the author’s purpose (Is the author trying to convince us of something? Does the author want to teach us something? etc.)
4. The trainer starts reading, stops and asks them to predict future events in the book (Reader bases these predictions on previous events or character words and actions). have students refine, revise, and verify their predictions.
5. The trainer asks them to predict what they will learn from the text or section within a text (Reader uses titles, headings, and subheadings to inform predictions)
6. The trainer asks them to predict what would happen next at the end of the book if it were to continue. At the end of the story, have students reflect on their predictions in relation to the entire story and ask them to draw a final sketch or write a learning log response about their predictions. Encourage students to think about why their prediction was correct or incorrect and what information they are using to make that decision.
7. Have students share their predictions and discuss the different opinions and the logic behind them.
Debriefing question: what advice would you give to a youngster who would like to choose a book to read after this session?

Predicting requires the reader to do two things: 1) use clues the author provides in the text, and 2) use what he/she knows from personal experience or knowledge (schema). When readers combine these two things, they can make relevant, logical predictions. Asking students to justify their predictions, keeps them accountable for their thinking and helps them take their thinking deeper.