Even so, to think critically requires more than just being critical; it requires skills and aptitude for applying the skills in practice.
In addition, to become an advanced thinker, the skills need to be practiced, and for that classroom offers a natural venue. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies & Science.
In the example of an affective objective, the audience is the students in the class.
The behavior in this case refers to the capabilities the students will possess after the exercise, i.e.
In order for an objective to be a CT objective, all of the elements above should be included in a concise description of an instructional objective for a specific lesson.
The following example of an instructional objective relates to a lesson topic of work motivation and constitutes only a part of the 90-minute lesson.
The cognitive aspect is related to knowledge, and the affective aspect is concerned with attitudes, emotions and feelings (see Table 1). Cognitive and affective aspects in Bloom’s Taxonomy and Paul’s Model Paul, R., Binker, A. Still another applicable tool to form instructional objectives with at least some critical thinking is the ABCD model.
This model can be helpful in forming well-structured objectives in classrooms.
These two frameworks seem to take two differing approaches to thinking. Bloom’s taxonomy and Paul’s elements of thought might suggest the frameworks being rather theoretical.
Bloom’s taxonomy is about classifying the level of thinking behavior, for example thinking can be classified as being about remembering facts or about applying these facts into practice. The challenge here is to translate these somewhat academic thoughts into instructional practice.