Differentiation in the Critical Thinking Classroom

Characteristic: Complex, logical thinkers

Implications in the Classroom
Positive	Negative
a.    Their analytical view of things brings deep insight to classroom discussions. b.    Their "if...then" logic awakes curiosity in their peers. c.    Metacognitive approach to learning allows the student to better understand his own learning process and that of others. d.    Multitasker, focused, driven, goal-oriented.	a.    A complex thinker can feel frustrated or might disconnect himself from the class when his peers don’t understand him. b.    The student could be argumentative. c.    Might experience crisis in the form of despair, dissatisfaction, and a sense of purposelessness. Also, could manifest some form of disengagement and disorientation.

It is my belief that all ‘positive’ implications of complex, critical thinking in the classroom could become ‘negative’ if the teacher doesn’t guide the student to use those skills appropriately, or if the classroom environment/culture is not respectful of differences. It is the responsibility of the teacher to guide the student on how to become an effective critic of his thinking and the thinking of others, to maximize the quality of his product (his thinking).

Differentiation Strategies:

1.    Activities that involve error analysis, deduction, problem-solving, and analysis of perspectives can promote and stimulate logical, complex thinkers.

2.    I would use an Inquiry-Based Learning approach to differentiate especially process and product of complex, logical thinkers. The students have to be responsible of conducting research and defining focused problem questions within broader inquiry or topic.

3.    I would also differentiate the process for these type of learners through active, high level thinking questions. Complex thinkers could find learning more relevant and engaging by being asked and encouraged to ask smart questions, rather than having the passive role of answering questions.