MODULE II

Critical thinking in the teacher and the

basic education student

Session 1.

2022 Basic Education Curriculum Critical Thinking

Purpose.
Let the participants define study strategies for development in the
classroom of critical thinking, as a curricular element of the Study Plan
of Basic Education 2022, through the analysis of texts and situations
daily in different contexts.

Development of activities

Activity 1. Prior Knowledge

a. Complete the table 'Critical thinking in my life' with

based on your experience.

Critical thinking in me
life

Between
Personally As a teacher
companion
os
The thought When we In relating to others
At the beginning of
critical in it we share with parents of
module personal, it information family and try
I use when matters regarding the
In what receipt education of their
1
 situations and information about me children and in

how do I apply the exterior relation to

learning.
thought
critical

At the end of the

module In what
situations and
how will I be able to

apply the
thought
critical

b. Keep the chart to complete it at the end of the module.

Activity 2.

Critical thinking in the Basic Education Curriculum

2022

a. Locate in the Curriculum of basic education 2022

(located in the material folder) the referred to critical thinking.
b. Read the paragraph where the concept of critical thinking is.
c. Create a table or double-entry chart with three columns.
d. Register the page number in the first column of the table.
where the concept is found, in the second the reference
found related to the concept of critical thinking and
in a third column in a very brief manner write your
interpretation. (see the example).
In a third column, write your interpretation very briefly.
For this reason, an example is presented:

2
 Critical thinking in the 2022 Basic Education Curriculum

Table 2

Page Textual reference Interpretation

The school is a space where Feature among others
they build both social relationships and from the new school for
pedagogical practices that shape citizens to build relationships
21
starting from respect for diversity, the social and educational
environmental awareness and thinking to form citizenship
critical.

Girls, boys, and adolescents exercise their Scientific linkage of the

right to science and technology, for what is learned in the
that they develop critical thinking that school and development of
85 allows them to relate the knowledge commitment in the
scientists who learn in school with resolution of the
the problems of their communities. community issue.

Students develop thinking In developing thought

critic that allows them to assess the critical will allow them to value
knowledge and understanding of the sciences and knowledge and skills for
100 humanities, recognizing the importance critically examine ideas
what history and culture have for suitable for transforming the
critically examine their own ideas and the environment in which they
value of the viewpoints of women and men unwrap.
demás.
Develop a critical thinking that Developing a thought
allows to live and coexist in society of a critic favors coexistence
104 solidary and participatory way; living in a society and living in a
community that fosters a healthy environment relationship.
close and a healthy environment
respecting nature.
The articulating axis of critical thinking is Critical thinking is
3
 where the critical is understood as the fundamental for training
110 recovery of the other from diversity is of a citizenship with values
fundamental for the formation of a democratic and social justice.
citizenship with democratic values and
social justice.

Critical thinking fosters in the A task of thought

basic education students it is critical to promote the
110 gradual development of capabilities that building relationships in
involves a process from which where dialogue predominates.
they establish relationships between concepts, ideas,
knowledge and understanding, which has as
condition the construction of relationships in the
that dialogue predominates.
Critical thinking is the ability that Critical thinking is the
girls, boys and adolescents develop capacity that they develop
111 interrogate the world and oppose injustice, students to interrogate the
inequality, racism, machismo, the world and oppose the
homophobia and all those forms that injustices, inequalities and
they exclude and make invisible people and all forms of exclusion.
go unnoticed as they are considered
"normal", but which are actually
historical constructions that were generated at
starting from various forms of exploitation,
work control and gender relations
Critical thinking formed motivates critical thinking motivates
students to carry out a judgment on their the students to make judgments
111 reality and presenting it before the court of criticism about its reality, implies
and the argumentation. It also implies that in addition to being capable of
girls, boys, and adolescents will be able to examine it by
examine the surrounding reality from an argument and a perspective
perspective that questions the ethical values of values that give meaning to
that give meaning to the world. world.
Critical thinking is also necessary. Critical thinking is
to value knowledge, seek it and necessary to value the
I love him, not for the benefits that can be known to make sense,
112 obtain in exchange for it, but for what it contributes to improve and enrich life
to give meaning to one's own life and to the own and the community.
community, especially to improve them and
to enrich them.
The gradual development of critical thinking Critical thinking
it can be expressed through the construction develops through the
of one's own thought that allows construction of a
112 justify, substantiate and issue judgments on own thinking when justifying
a school subject or an aspect of reality, or to support ideas about a
as well as the use of languages, theme or aspect of reality.
4
 considering contexts and situations
specific.
Starting from secondary education, reading drives decision-making
drives the positioning against the position regarding the ideas of
author's proposals, which favor an author favoring the
137 critical thinking, but it also fosters critical thinking,
building new social relationships. fostering at the same time the
construction of new
social relations and oneself
identity.
The arts as a cultural system offer to the arts to the
and the students the possibility to create students the possibility of
138 relationships with the world that cater to the create reflexive relationships and
reflective and affective aspects; to find affective from sensitivity
other forms of communication; to imagine and and the exercise of thought
wondering what it can be; open critical.
new worlds of thought and
sensitivity with the purpose of contributing to the
recognition of our 'inner landscape' and
to a better relationship with the community from
the sensible, the plural, and the exercise of
critical thinking.
Recognition of the different societies and Exercising thought
cultures to exercise critical thinking critical about the history,
around their stories, customs, customs and traditions occur
152 traditions, knowledge and ways of living, and meaning and value to oneself
in this way, giving meaning and value to your culture and that of others.
own culture and others.

Activity 3. Write how critical thinking is conceived in the

Curriculum.

The curriculum is conceived:

The curriculum envisions critical thinking where

each student is capable of developing thinking skills
and discipline that allows for better observation, experience,
reflection, a better analysis, applying and evaluating all the information

5
 received.

Activity 4. My interpretation of critical thinking in the Plan of

Basic Education Studies 2022.

Based on the previous table, prepare on a sheet of paper, a

mind map where the different concepts expressed are synthesized
in the 2022 Basic Education Curriculum related to
critical thinking adding the following elements:

Concept of critical thinking.

a. Articulating Axes
b. Purpose of the articulating axes.
c. Usefulness of critical thinking.

Connect contents and

different disciplines
from a field Articulating axes
format with the
reality

Appropriation of the
Interculturality
Critical thinking Inclusion Gender equality Aesthetic education cultures through Healthy life
critique
reading and writing

Capacity of Relate ideas,

Construction of
interrogate and concepts and Dialogue
own thought
oppose injustices knowledge

Activity 5. Streams of critical thinking.

a. Read pages 29 to 51 "Review of five currents of

critical thinking in education from the book 'On Critical Thinking'

6
 Theory and Practice. (Located in the materials folder).

b. Create a table with three columns, in the first write the name
of the five thinkers referred to in the reading, in the
second column, the corresponding concept and in the third the
explanation of the concept, how the example is presented.

IMPORTANT THINKERS OF CRITICAL THINKING IN

EDUCATION
AUTHOR CONCEPT EXPLANATION
Robert A The concept of "thinking"
H. thought "Reasoned" refers to a
Ennis thought that is based on
reasoned and acceptable reasons for
1985
reflection-oriented towards
to reach logical conclusions in
a decision beliefs or actions;
what to believe or do. regarding "thinking"
reflective," points out the
manifest consciousness in the
search and use of
admissible reasons.

The word 'oriented' evokes the

idea for an activity that is
consciously directs towards
a goal is
to say, that does not come about due to
accident or without any reason.

Regarding the formulation "a

a decision of what to believe or
"to do", with it emphasizes that
with thought
critical himself evaluate the
statements (in the what
we believe) and the actions (those that
we carry out). List of
capacities and attitudes*
Matthe Make judgments Making judgments based on
7
w based on criteria, criteria makes mention of
Lipman without losing sight reasons that have the function
(1991) the context and with the establish the objectivity of the
capacity of trials. The areas of
autocorrect oneself. applied knowledge
they orient their practice based on
of appropriate criteria.
Be able to correct the way
to think, when detecting the
weaknesses and rectify them,
it constitutes a characteristic
more about critical thinking.
The context mainly implies
recognize the circumstances of
exception or irregularities,
the special limitations and the
global configurations.

John E. The skill and the Resort to skepticism

McPeck propensity to reflexive aims to
commit to establish the reasons
(1981) an activity with a true ones of various
skepticism beliefs; these reasons
reflexive Adequate ones depend on standards
epistemological, that is, of
standards relating to principles and
scientific methods, as well as
of logical norms, characteristic of
area in question.

Richard The Thought The criteria of a thought

W Paul critical is disciplined perfect are the clarity,
and self-directed, and precision, convenience, logic,
exemplify the depth and relevance of the
perfections of objectives. These criteria have
think appropriate before place always, regardless of the
a way or area discipline or the area of
particulars of thoughts that generate them. To
mindset opposite of thought
critical, the non-critical is often
vague, imprecise, illogical and
superficial.
If they are going to avoid the

8
 imperfections of
thinking, one must be able
to have a certain mastery of their
elements.
Éstos incluyen la comprensión y
the ability to formulate, of
analyze and evaluate the elements.

Harvey A person who It is established that whoever

Seal think critically think critically must
(1988) he is the one who can act, properly understand the
evaluate statements and nature of the reasons, of their
make judgments with foundation and of its
based on reasons, and that justification, in such a way that it
understand and adjust exercise and understand the act of
guiding principles evaluate the reasons, the
the evaluation of the epistemology represents a
strength of these very important element of
reasons a correct conception of
critical thinking.

c) Based on what is recorded in the table, state: At least five aspects

about the critical thinking that they found significant.

Reasoned thought
2- Criteria-based judgments
3- Reflective skepticism
4- Disciplined and self-directed critical thinking
5- Think critically

d) Elabore una definición propia de pensamiento crítico.

Critical thinking refers to: It is a process of analyzing, reasoning and

evaluate thoughts efficiently, make judgments and take
good decisions

Activity 6. The Importance of Critical Thinking

9
 Watch the following video 'The Importance of Critical Thinking'
located in the material folder.

Highlight the aspects that seemed important to you.

Humans have an enormous capacity

to reason.
We can build new knowledge
Make new discoveries
We must be guided by rational reasoning.
Not letting ourselves be carried away by emotions
If we let ourselves be guided by intuition, we can reach
being naive thinkers will lead us to be
egocentric and sociocentric.
We must question our own behaviors.
and ways of thinking and realizing if they have
foundation.

Activity 7. Characteristics of critical thinking.

According to the previous reading and the video, describe the different
aspects of critical thinking according to the studied authors.
Highlighting the following:

a. Those that apply with their students, colleagues, and situations

personal

Observation and assessment of observation reports

Manifest an open mind
Consider the situation as a whole.
Keep the focus on the main topic

b. Write about situations where you applied any of these

characteristics.

In the Kindergarten, it is necessary to take into account the

skills, abilities, and attitudes of each one of the
students, it is necessary to carry out a formative assessment
10
 to realize their progress and this is through the
observation.
In the CTE we listen to each other and respect different viewpoints.
We make the relevant agreements in a rational manner.
As a teacher, it is to be open to change and to implement
new methodologies that will lead us to improvement of the
teaching practice.
It is important to attend to parents at the moment
opportune. Besides, take them into account regarding any improvements in
the Garden and establish specific agreements for the achievement of the
objectives.

c. Characteristics that you consider important and do not apply.

Make a constant effort to stay well informed

d. Write about situations you have experienced and how you were able to apply them.

Carrying out research that allows me to improve practice

teacher, in order to solve doubts for my staff it is necessary to dedicate
a time to learn more about the integrative projects and the
to motivate my colleagues to carry them out, so that they achieve the
expected learning outcomes of students through this new
methodology.

Session 2.
An approach to the theory of critical thinking

Purpose
That teachers understand the obstacles and elements of thought.
critical based on the contributions of Richard W. Paul as a foundation
for its development in their life and in the classroom.

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Activity 8. Reasons and Functions.

Write the 'Reasons to develop critical thinking'

Reasons to develop critical thinking:

Allows better understanding
Identify the valid ideas
Observe behavior and show concrete evidence.
Be competitive, have leadership
Developing listening leads us to reflection and learning.
about the information we received

Read the following:

Reasons to develop critical thinking and functions

proposals to the school

Reasons
Respond to social demands

Develop the students' ability to analyze and master a

set growing information.
Ensure a global socioeconomic development

Regarding economic production, it is better to have in

count the human needs and those of environmental protection.

Promote the harmonious functioning of the individual and the citizen

Facilitate personal decision-making by making it clearer.
Being able to take a stance in the face of the unexpected or before

issues that lend themselves to controversy.

Judge the opinions of experts appropriately.

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 Defend yourself better against propaganda, especially against the one that

it comes from television.

Proposed functions for the school
Develop critical thinking in the
various disciplines and in the set of
educational activities organized by the
From 6 to 16 years of age
school. For example: encourage the
critical spirit regarding

from advertising and the media

communication.
Develop the critical spirit of
From 17 to 19 years old way that favors
age the questioning
y the

distancing regarding it
established.
Acquire an intellectual framework that

20 years old allows to understand the way in which

henceforth the various scientific disciplines
they generate the

knowledge.

Session 3.

Structure and basic concepts of critical thinking

obstacles and elements

Purpose.

13
That the participants:
Understand the obstacles and elements of critical thinking, with
basis on the contributions of Richard W. Paul, as a foundation for the
development of the same in their life and in the classroom.

Development of activities
Activity 9. Prior knowledge.
Answer the following table

Difference between
Thought Critical thinking Reasoning
Thinking is a It is done through a The reasoning
capacity that we have process of analyzing and takes us to
all people for evaluate the thoughts to reflect on
develop the ideas and and behaviors with the organize ideas
beliefs that we perceive purpose of improvement and to solve a
from abroad through taking the best problem, a
senses decisions. learn about the
facts

Activity 10. The thinker.

Read the following text and underline the main ideas.

Richard W. Paul, who was a philosopher who promoted the development of a

model that allows for the systematic development of skills of the
critical thinking. He was the creator of the Foundation The Critical Thinking
Community.

The work of the philosopher reveals the influence of great thinkers such as Socrates,

14
["Freud","Wittgenstein","John Henry Newman","Jean Piaget","William Graham"]
Sumner and Karl Marx

Paul observed that the human being is trapped in structured scenarios.

for economic realities over which he has no influence, and in the
survival can be difficult for him. According to Paul, to survive
The human being needs to develop their own critical abilities.

Most valuable contributions

Paul established the conditions for an adequate theory of thought.

critical, combining and synthesizing a series of evident truths about
this way of thinking.

Thinking is equal to human nature.

Human nature is to think; that is to say, that thought permeates
all the aspects of human life and each
dimension of the human mind.

Human beings do not always think well, as human nature

is influenced by frustrations, prejudices, ignorance, myths
and the illusions.

That is why, for the philosopher, it is always essential to work to improve the

critical thinking. The human being must be able to analyze and evaluate their
own thinking and improve it if necessary.

Critical thinking always takes into account the rights of others.

If human thought is not in tune with justice and with
consideration of other points of view is not really a thought
critical.

15
 Conceptualization of critical thinking.

He conceptualized reasoning as a set of distinctive elements of

thought: purposes, questions, information, inferences, assumptions,
perspectives, implications and concepts

When people reason, they do so with a purpose: to respond to a

question. The answers provide you with information that enables you to perform

inferences and reaching conclusions and assumptions.

For Paul, intellectual virtues are the central piece of the critical person.
and a reasonable conception of critical thinking.

According to this philosopher, those who develop intellectual character do so at

through a deep commitment to the ideals and principles of
critical thinking, pursued with passion throughout life.

Taken from: Editorial team. Richard W. Paul: life and contributions about the
critical thinking. Lifeder.

Retrieved from https://www.lifeder.com/richard-w-

paul/

Activity 11. Natural Dispositions of the Mind.

Read the following news published in a newspaper.

They order the SEP to suspend the plan to eliminate school grades

16
 Diary The
Universal San Luis Potosí to Friday, September 2
2022 06:53 p.m.

The Eighth District Court in Matters

Administrative in Mexico City granted
to the civil organization Education with Direction (ECR)

a definitive suspension that prevents

Secretariat of

Education Public (SEP) eliminate the

degrees

students and the faculty's ability to evaluate the students.

The constitutional lawyer Miguel Ángel Ortiz referred to the order of

Judicial Power of the Federation for the SEP to provide education
basic education through school grades was based on the defense of the right
humans to a quality education.

The above, considering that the General Education Law itself issued
this administration establishes in its article 43 that education must
to be multi-grade, for which he asserted that the elimination of school grades
or substituting by phases of learning is contrary to the Law itself and to the
Constitution.

Additionally, it pointed out that the decision of the Judiciary is a precedent.

relevant because it encourages civil society to continue participating in the
defense of children's human rights, as there exists a system of

17
 counterweights that work against arbitrary decisions that violate
the human right to education of children and their parents
to participate in the design of educational plans.

Paulina Amozurrutia, national coordinator of Education with Direction made a

called to the new administration of the Ministry of Education to install
a dialogue table with civil society regarding the pilot program of
educación que se pretende instrumentar en 960 escuelas públicas, para que se
they may expose the weaknesses of the mentioned program, considering it risky that
a 'trial and error' model is used with children without any clarity in their
implementation.

htOrder to the SEP to suspend the plan to eliminate thedegrees

escolares-/1539160.
Activity 12 After reading the news, why would you think it is true?

Mark with an X the statements you consider possible:

Natural Predispositions of the

Mente

It is true because I believe in it.

It is true because we believe in it.

It's true because I want to believe it. X

It's true because I've always believed it that way. X

It is true because it benefits me to believe it.

Activity 13. Difference between thought and Critical Thinking.

18
Read page 4 of 'The mini-guide to Critical Thinking' Concepts and
tools". (located in the materials folder)

Activity 14. Describe what the difference is between thought and

critical thinking.

Difference between thinking and critical thinking

Critical thinking involves effective communication and skills of

problem solving and a commitment to overcoming egocentrism and
natural sociocentrism of the human being.

Thought allows human beings to think, acquire new

knowledge, develop necessary skills and attitudes, in addition to
overcoming obstacles.

Activity 15. Structure of Critical Thinking: Standards

psychological.

To develop ourselves as thinkers, it is important to focus not

not only in critical thinking skills, but also in
the barriers or obstacles that hinder the development of this
thought to understand them.

Read the section of the mini-guide for Critical Thinking

Concepts and tools, page 9 “The problem of
egocentric thinking. (materials folder)

19
Activity 16. Based on the previous activity and the text read, copy
psychological standards that prevail in personal life, at school, in
the classroom and in society, write some examples of them, arguing
the answer.

Psychological standards
predominant

Standard Example Argumentation

As a person. Egocentrism Thoughts and Consider that what is

innate situations that believe it is true even when
they result positive in it has not been questioned the
results that I veracity of the
It makes one think about beliefs.
to be applied in
different contexts
and with different
people.
As part of Sociocentrism Affirmations that To believe that they are true,
family. innate they pass from generation to generation even if there has never been
to generation and not questioned the bases of
they are questioned those beliefs
because they are
transmitted by the
family.
As a partner Compliance of Just share Believe in situations
at school. innate desires positive and negative success experiences in the
with other schools, negatives, even when not
avoiding the have considered with the
experiences that do not evidence the stories
they worked, since negatives.
the first ones no
they require a change.
As a teacher in self-validation When the Desire to maintain the
the classroom. innate activities that I have beliefs that I have had
provided for a long time, without
good results will be considered until
they become everyday and to what extent they are

20
 therefore they are avoided justified according to
the changes in the with the evidence
practice.

Activity 17. Watch the video on the topic: 'Guide to Cultivating the'
thought1, located in the material folder.

●Answer the following questions.

Why is it important that we do not think in an egocentric way, but rather

What should we consider about others and their viewpoints?

Because by doing it this way, we let ourselves be guided by intuition and impulses,
what makes it impossible for us to think critically and rationally,
being deceived and manipulated by others and becoming
they are naive thinkers, who do not verify if their ideas,
opinions, it makes sense or not.
Present and discuss examples of egocentric thinking.
Consider only your own ideas, needs, and interests, justify your
behaviors with false beliefs, shows no interest in the perspectives of
others, not considering that they have as much validity as ours.
Present and discuss examples of sociocentric thinking.
Consider that only the ideas of our group are valid, they do not question the others.
ways of thinking of the group we belong to, beliefs are inherited
from generation to generation, it encourages bad behavior and
irresponsibility.

Activity 18. Write what they can do to combat the

egocentric and sociocentric thinking as individuals and as
profesionales de la educación.

Analyze and reflect more deeply, set aside a little.

intuition and impulses, taking into account viewpoints of others
people, without leaving critical thinking.

21
 Activity 19. Structure of Critical Thinking: Elements.
The following will study three basic concepts of critical thinking.
which, along with psychological standards, can be analyzed to establish
in practice and personally achieve, along with their students, the development of

critical thinking.

● Read pages 5 to 8. Elements (Instructions and questions) of

The mini-guide to Critical Thinking Concepts and
tools (located in the material folder)

Create a graphic organizer of the elements of thought

critical.

Elements of
thinking
critic

Purposes Questions Interpret

Points of Implications Assumptions del in Information ctions and
view y
Concepts of the
thought question inference
consequence o facts s
s
Presupposition
References, Problems Theories,
ones Goals and Conclusion
perspectives definitions, Data, sy
objects facts
y axioms solutions
orientation laws observation
it is and
principles and experiences
models

Actividad 20. Lógica de un artículo.

●Read the following and answer the eight questions

posed in the 'Template for analyzing the logic of an article',
22
taking from the mini-guide for Critical Thinking Concepts
and tools.

Let us not pretend that things will change if we always do the same.
https://www.pinterest.com.mx/pin/
391039180138205033/

23
 Template for analyzing the logic of an article

The logic in: (article name)

Let's not pretend that things will change if we always do the same thing.

The main purpose of this article is: (Express with the utmost accuracy the
possible purpose that the author had for writing the article.

Reflexionar acerca de que la crisis es la mejor bendición porque trae progreso, ya

that without her there are no challenges that allow us to fight to overcome them.

The key question that the author tries to answer is: (Delimit the key question
what the author thought while writing the article.)

How to change to improve things?

The most important information in this article is: (Define the facts,
experiences and data that the author uses to support his conclusions.

Creativity is born from anguish.

In crisis, creativity, discoveries, and great strategies are born.
Without a crisis, there are no merits.

Las inferencias/conclusiones de este artículo son: (Identifique las conclusiones

main conclusions that the author reaches and presents in the article.

Without crisis, there is no challenge.

Without challenge, life is a routine, a slow agony.
In a crisis, the best of each person comes to the surface.

24
 The key concepts that need to be understood in this article are: What the
The author means with these concepts: (Describe the most important ideas
what one must understand to grasp the author's reasoning.)

Creativity arises from anguish.

Crisis brings progress.

The assumptions from which the author starts are: (Identify what the author provides
as a fact and that can be questioned).

Let us not pretend that things will change if we always do the same.

The implications that would need to be faced if the proposal is taken seriously.
son: (What consequences are likely to arise from considering the
author's approach?

Strive to change whatever is necessary to overcome the crises that may arise.
introducing oneself by finding solutions.

The main points presented in this article are: (From

What perspective does the author consider regarding the presented situation?

From the lack of specifying a change, taking crises as a drive to achieve.

to prosper.

25
 Session 4.

Structure and basic concepts of critical thinking:

intellectual standards and characteristics or virtues
intellectuals

Purpose.
That the teachers:

Understand the Intellectual Standards and Characteristics or Virtues

Intellectuals of Critical Thought, based on the contributions of
Richard W. Paul, as a basis for its development in his life and in the classroom.

Development of activities

Activity 21. Prior knowledge.

●Answer the following question

What are the Intellectual Standards for the development of Thinking

Critical?
Characteristics that must be present to analyze and reflect on different
situations or problems such as clarity, relevance, precision, logic, etc.

Activity 22. Structure of Critical Thinking.

Read pages 10 to 12 of the mini-guide for Critical Thinking
Concepts and tools: Standards (Examples and questions). (folder
of materials)
●Based on the reading, create a graphic organizer.

26
 Clarity

Precision Relevance

Justcia Depth

Standards
intellectuals
universals

Importance Amplitude

Exacttud Logic

Verify the quality of reasoning.

To verify the nine universal intellectual standards, taken from
the mini-guide for Critical Thinking concepts and tools:
Standards can be asked questions, for example:

Universal Intellectual Standards and the questions that arise

they can use to apply them
Could you elaborate on that matter?

Could you give me an example?

Clarity
Could you illustrate what you mean?
Is it possible to verify that?
Accuracy
Is it possible to know with certainty if that is true?

How can it be tested?

Can you be more specific?

27
 Precision Can you provide more details?
Can you be more specific?

What is the relationship to the problem?

How does that affect the problem?

Relevance
How does it help us with the matter?

What makes this a particularly troubling problem?

difficult?
What are some of the difficulties of this?
Depth
question?

What complications would need to be faced?

Should this be examined from another perspective?

Amplitude Should we consider another point of view?

Should this be studied in another way?

Does this make sense?

Is there a relationship between the first and the last paragraph?
Logic
Does what it says stem from the evidence?

Is this the most important problem to address?

consider?
Is this the central idea to focus on?
Importance
Which of these data is the most important?

I have a personal interest

Justice
in this matter?

28
 Do I represent other people's viewpoints accurately?

Activity 23. Self-evaluation of the standards.

Rate the evaluation scale on intellectual standards
Universales para el desarrollo del Pensamiento Crítico, desde la
labor teacher.

Self-assessment of Universal Intellectual Standards for

the development of Critical Thinking, from the teaching work.

A
Standards Affirmations Always Never
times

I explain extensively.
X
Clarity I express the topics in different ways.
X
I exemplify enough.
X
It is possible to verify the information
What do I give. X
Accuracy
Is it possible to know if what is true
I say. X

What I say I can prove.

X
I am specific clear sin
Precision
ambiguities X

I give details
X

29
 I am precise or exact
X
I relate the topics
X
Relevance It relates to solutions
X
Help in practical life
X
I treat the subjects in a deep manner
no superficial. X

Depth I present cognitive difficulties

suitable for the student's development. X

I present an exercise that they can

overcome cognitive difficulties. X

I examine from different disciplines.

X
I consider different points of view
Amplitude
academics X

I am looking for different study methods.

X
It makes sense what I present
X
I sequentially relate my
Logic
ideas X

My ideas are deduced from evidence.

no speculation X

I focus on the central idea or

Importance
principal X

I prioritize the matters or problems of

from greater to lesser X

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 I discriminate the relevant data
sobre los irrelevantes X

I show personal interest in the

matters of others. X

Justice I consider the viewpoints of others.

fair way. X

Value your point of view just like the

of the others. X

Activity 24. Strategies (integrative product rubric in the folder of

materials )
Start the two final products of the module that consist of:
A project in which strategies to implement in the classroom are described, with which
the development of critical thinking in students is promoted, based on a
expected learning, a topic, a project, a practice, etc., according to the context
in which it will be applied.

a) Description of the school and classroom context.

b) Evidence of the application of it (photographs or video).

Título del proyecto: Cuidemos nuestro entorno natural

Expected learning
Exploration and knowledge of the natural and social world: Participate in the
environmental conservation and proposes measures for it
preservation, based on the recognition of some sources of
water, air, and soil pollution.
Language and communication: Explain events, processes, and their causes.
Share agreements or disagreements with other people to carry out
activities and assembling objects.

Activity: Roulette to converse

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The roulette will consist of various sections, which will have
questions related to the topic that may be supported by
imágenes para que los alumnos logren identificar, todos los alumnos
they must participate, so there will be as many sections as students. The
questions allow students to express a critical sense, since
they grant the use of reflection, analysis, and reasoning. Through this
The strategy promotes critical thinking.
Students are organized in groups or in small teams with
the use of several roulettes, which favors oral exchanges.
The generating question is presented: What can we do to take care of?
our natural environment? The aim is to achieve a reflection regarding
the issue of the environment and how to preserve it, through the explanation of
events, carrying out activities that lead to reflection on the
pollution and how to counteract or propose measures both inside and
outside of the school.

Activity 25 Complete the table 1 that you started in the first activity.
Critical thinking in my life
table1
Between
Personally As a teacher
companions
The thought When we When relating to others
At the beginning of
critical in the we share with parents of
module personal, I use information family and try
when do I receive matters regarding the
In what situations information about me education of his
and how do I apply the exterior children and in relation
to learning.
critical thinking

Build my own Practice the Inciting in the

At the end of the module thought, active listening students the
being critical, to make way for thoughts
In what situations
questioning myself, opinions of the critical, so that it
and how will I be able to so as not to see me besides, without leaving them to question and
influenced by which side is it reflections about
apply the
ideas that necessary of the information
critical thinking they simply reflect on what comes to them and

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 of generation in them for they can differentiate
generation, without determine what is real
fundamentals or it really is and what is not.
questioning your true and what
veracity or it is not.
analyze it
really.

BIBLIOGRAPHY
●SEP. Basic Education Curriculum Plan 2022.
The formation of critical thinking. Theory and practice Fragment
Five streams of critical thinking in education. Background of
economic culture. 2004
Video The importance del thought
critical.
Foundation for Critical Thinking. Paul Richard. Elder Linda.
The mini-guide to Critical Thinking Concepts and Tools.
2003.
Video Guide for cultivar the
thought1 https://www.youtube.com/watch?
v=sa3sx0t5V_E&t=86s
● Richard W. Paul. https://www.lifeder.com/richard-w-paul/.
The SEP is ordered to suspend the plan to eliminate school grades.
By El Universal - Friday, 02
September 2022 06:53 p.m.
They order the SEP to suspend the plan
to-delete-the-school-grades-/1539160

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