Séptima sesión de Consejo Técnico E.pptx

Se habló sobre el pensamiento crítico

1. S éptima sesión de CTE 31 de Mayo de 2024

2. Video: Observar y comentar el Mensaje de la Secretaria de Educación Pública, Mtra. Leticia Ramírez Amaya.

3. Anexo 1. Pensamiento crítico 8.1.2 Pensamiento crítico […] Una primera tarea del pensamiento crítico es propiciar en las y los estudiantes de la educación preescolar, primaria y secundaria un desarrollo gradual de capacidades que implica un proceso a partir del cual establecen relaciones entre conceptos, ideas, saberes y conocimientos, que tiene como condición la construcción de relaciones en los que predomina el diálogo.

4. El pensamiento crítico formado motiva a las y los estudiantes a realizar un juicio sobre su realidad y ponerla ante el tribunal de la crítica y la argumentación. También implica que niñas, niños y adolescentes serán capaces de examinar la realidad circundante desde una perspectiva que cuestiona los valores éticos que le dan sentido al mundo. La educación desde la perspectiva del pensamiento crítico implica un proceso amplio de formación dirigida a la justicia social, en donde los saberes y conocimientos de las y los estudiantes son movilizados para plantear preguntas, elaborar proyectos, así como desarrollar una conciencia crítica de cómo las dimensiones interdependientes de la vida de las personas responden a fenómenos históricos y estructurales que le impactan directa o indirectamente en su vida familiar, escolar y comunitaria.

5. El pensamiento crítico también es necesario para valorar el conocimiento, buscarlo y amarlo, no por los beneficios que se puedan obtener a cambio de él, sino por lo que aporta para dar sentido a la vida propia y a la comunidad, especialmente para mejorarlas y enriquecerlas. El desarrollo gradual del pensamiento crítico se puede expresar a través de la construcción de un pensamiento propio que permita justificar, fundamentar y emitir juicios sobre un tema escolar o un aspecto de la realidad, así como del empleo de lenguajes, considerando contextos y situaciones específicas.

6. También se puede manifestar con el uso de razones para emitir opiniones escritas, orales o de cualquier otro tipo a partir de reglas, teorías, tradiciones, ideales, principios, costumbres; con el desarrollo de razonamientos fundamentados de manera lógica, coherente y clara; y con la sensibilidad a las condiciones y circunstancias específicas del contexto para desarrollar proyectos, ensayos o hipótesis.

7. De la misma forma, se puede expresar con el desarrollo de la curiosidad para elaborar hipótesis y establecer vínculos. En estas condiciones, niñas, niños y adolescentes aprenden a interrogar, explicar y prever hechos cotidianos en la escuela y la comunidad (razonamiento deductivo e inductivo), distinguiendo causas y efectos de diversos fenómenos, así como formulando y explicando problemas con distinto grado de complejidad. De igual forma, ponen en práctica la capacidad de búsqueda, selección, organización y presentación de distintos tipos de información, que les facilite relacionar conceptos, establecer principios, criterios, y formular argumentos y explicaciones, tanto para asuntos académicos como de su vida cotidiana. […] (SEP, 2022, pp. 96-99)

8. ¿Cómo se expresa la autonomía profesional en su práctica docente y en el espacio del CTE?, ¿qué obstáculos se presentan para su ejercicio?, ¿qué hacer para eliminar esos obstáculos? Si lo consideran necesario, revisen nuevamente en los Lineamientos los propósitos y funciones del CTE en los que se enuncia el sentido de la autonomía profesional. ¿Qué papel juega el pensamiento crítico en su autonomía profesional?; en el diseño de su Programa analítico, ¿en qué momento es fundamental?

9. Asuntos generales • Día mundial del medio ambiente. • Aprovechamiento escolar, exámenes trimestrales. • Actividades de clausura (avances en chaleco, faldón, comisiones).

10. ¿Qué habilidades y capacidades dan cuenta del pensamiento crítico? ¿Cómo se desarrollan esas habilidades y capacidades? ¿Con cuáles contenidos han vinculado el eje articulador de pensamiento crítico? ¿Cuáles son los campos formativos, contenidos o procesos de desarrollo de aprendizaje en donde resulta más propicio trabajar el pensamiento crítico? Argumenten su respuesta. ¿En qué medida el trabajo por proyectos favorece el desarrollo del pensamiento crítico?, ¿por qué? ¿Qué ajustes podrían realizar a sus estrategias de enseñanza para promover el desarrollo del pensamiento crítico de sus estudiantes?

11. Overview 01 Features or the topic 02 Assignment 03 About the topic 04 Table of contents Here you could describe the topic of the section Here you could describe the topic of the section Here you could describe the topic of the section Here you could describe the topic of the section

12. Overview You can enter a subtitle here if you need it 01

13. Introduction Mercury is the closest planet to the Sun and the smallest one in the Solar System—it’s only a bit larger than the Moon

14. “This is a quote, words full of wisdom that someone important said and can make the reader get inspired.” —Someone Famous

15. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and evaluating information to reach a conclusion What is critical thinking?

16. Attributes of critical thinkers Asks right questions Open minded It’s a gas giant and the biggest planet in the Solar System Venus is the second planet from the Sun. It has a beautiful name Rational It’s the closest planet to the Sun and the smallest one in the Solar System

17. What hinders critical thinking? Inherited opinion It’s the sixth planet from the Sun Intellectual laziness Jupiter is a gas giant and the biggest planet Practice of rational thinking Mercury is the closest planet to the Sun Personal biases Venus is the second planet from the Sun

18. Definition of concepts Venus Saturn It’s the sixth planet from the Sun Venus is the second planet from the Sun Mercury Mercury is the closest planet to the Sun

19. A picture is worth a thousand words

20. Features of the topic Mercury Mercury is the closest planet to the Sun Jupiter It’s the biggest planet in the Solar System Venus is the second planet from the Sun Venus

21. Features of the topic You can enter a subtitle here if you need it 02

22. 1,253 It’s the sixth planet from the Sun 2,538 It’s the biggest planet of them all 6,500 Despite being red, Mars is cold

23. Despite being red, Mars is actually a cold place Jupiter is a gas giant and the biggest planet Practical uses of this subject Mars Jupiter

24. Definition of concepts Venus has a beautiful name, but it’s hot Jupiter is a gas giant and the biggest planet Jupiter Venus Mercury Mercury is the closest planet to the Sun Saturn It’s a gas giant and has several rings Mars Despite being red, Mars is a cold place Neptune It’s the farthest planet from the Sun

25. Multimedia Despite being red, Mars is a cold place. It’s full of iron oxide dust, which gives the planet its reddish cast

26. Did you know this? Who said it? What did they say? Where did they say it? When did they say it? Why did they say it? How did they say it?

27. Awesome Words

28. Solution Problem Venus has a beautiful name, but also very high temperatures Mars is a cold place. It’s full of iron oxide dust

29. Process Despite being red, Mars is cold Earth is the planet where we live on Venus is the second planet from the Sun 2017 2018 2019 It’s a gas giant and has several rings 2020

30. It is the smallest planet in the Solar System It is the biggest planet in the Solar System It is composed mostly of hydrogen and helium It has a beautiful name, but it is terribly hot Overview diagram Mercury Saturn Venus Jupiter Mars Neptune

31. Exercise 1 2 3 Jupiter is a gas giant and also the biggest planet in the Solar System Saturn is a gas giant, composed mostly of hydrogen and helium Venus has a beautiful name and is the second planet from the Sun Despite being red, Mars is actually a cold place. It’s full of iron oxide dust Solution

32. Assignment Mars is the fourth planet from the Sun and the second-smallest planet in the Solar System, being only larger than Mercury

33. 500,000 Big number catch your audience’s attention

34. Percentages 25% Venus has a beautiful name, but it’s hot Jupiter is a gas giant and the biggest planet Jupiter Venus Saturn Saturn is a gas giant and has several rings 75% 42%

35. Maybe you need more percentages To modify this graph, click on it, follow the link, change the data and paste the new graph here Venus Mars Despite being red, Mars is a cold place Venus has a beautiful name and it’s hot 40% 60%

36. This is a map Venus has a beautiful name Venus It’s a gas giant and the biggest planet Mars Despite being red, Mars is a cold place Jupiter

37. Skills practiced Exercise type Analyzing Interpreting Explaining Inferending Evaluating Venus Mars Jupiter Saturn

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