Using The 3-2-1 Learning Strategy For Critical Thinking – TeachThought

from Terry Haik

What is the 3-2-1 strategy? The 3-2-1 strategy is just a format that can frame-good, really anything.

Examples of Strategy 3-2-1

You don’t even have to do teaching and learning. You can ask someone to name …

3 of your favorite genres of music, 2 of your favorite songs and 1 model you noticed to make this list of genres and songs

3 the city you visited, 2 of your favorite memories of these 3 cities and 1st place you would like to go after

3 Causes of Pollution, 2 solutions that could help deal with these reasons, and 1 thing one can do every day to help immediately/have an immediate effect

You get the idea. It’s just a simple way to frame a topic or task that looks accessible and “fast”. For teachers, this means the possibility of higher engagement for students and more possible applications in your classroom, from magazine or prompt discussions to assessment forms or output slips.

The most common use of the 3-2-1 I have seen is in response to a reading or lesson-usually 3 things you have learned, 2 things that have done you curious or confused, and 1 most important thing you have learned or should do with what you have learned.

Using a training strategy 3-2-1 for critical thinking

In 15 reflection strategies to help students keep what you just learnedI wrote: “3-2-1 is a tried and tested way to frame yourself from something-from recording couples or journals (eg, ask students to write 3 things they think they know, 2 things they know do not know, and one thing they are sure of a topic of the next time), for example, list three ways you are. Improvement, and one way you can achieve your argument, two ways you need, for example, list your essay, reflecting the mastery of X skill, two ways of skills, for example, to improve the reflection of after grade. “

Going back and re-reading the publication recently, it occurred to me that the 3-2-1 format (or 1-2-3-or even only 2-1 and 1-2) could be a simple strategy for critical thinking. The sequence of ‘3-2-1’ does not have considerable potential except for his ability to frame the potential of other Strategies.

Note that these are just rough examples of using 3-2-1 to learn. Feel free to pick up one of them and improve them or create your own based on an idea you get to read them. 🙂

Also, keep in mind that I sometimes use vague or inaccurate words like “something” and “name” and “there may be” and “can”. I did this to do enough in common to be clearly useful for a number of levels of levels of areas of content. The “thing” can be anything – from fragments or water cycle to discussion about Shakespeare’s sonnets. (Thus is similar to 6 areas of knowledge she learns to learn taxonomy.)

The question I hope to do is that the 3-2-1 strategy is a simple way to frame everything-which is a useful tool for teaching critical thinking.

Analytical/conceptual

3 Differences between metaphors and symbolism, 2 things that have a total, and 1 common effect on a text that each of them has

3 Basic assumptions about democracy, 2 common misunderstandings of democracy, 1 reason democracies have withstood as a form of modern government

You can also ask students to name 3 strengths of democracy, 2 forms of democracy and 1 way in which it may need to develop to maintain relevance in the changing world (misinformation, deep counterfeits, propaganda, guerrilla, etc.))

Write 3 questions on the download or understanding level, 2 questions at the “Application” level and 1 question at the level of rating

Discussion/Listening/Debate

3 ways you agree, 2 ways you disagree and 1 thing you have learned (or that surprised you) during your conversation

3 things they said, 2 points they did, 1 thing you would like to know more about

3 Things I know (usually) about thinking, 2 examples of the effect of thinking (as a whole), 1 thing I noticed about my thinking today/before or during this lesson/recently, etc. (specifically)

3 ways my thinking happens easily or naturally to me, 2 ways in which my thinking requires focus or effort on my part, 1 correction I can do in response

3 things I remember, I thought during the lesson, 2 things I remember I did during the lesson, and 1 thing I could do but don’t

On the basis of time

Spend 3 minutes, summarizing, 2 minutes clarification and 1 minute by writing a sentence that sums up the “thing”

3 things I could do with what I have learned, 2 things other people do with this kind of knowledge or skills, 1 thing I be I will do with the learned

3 similarities, 2 differences, 1 question to weapons

3 things I learned, 2 things that were a little confusing, 1 “big idea” that summarize the relevance of all this

3 open questions, 2 closed questions, 1 issue of deepening

3 clarifying the questions, 2 drilling questions, 1 contextualizing question

Lesson planning: What are three ways I have designed with enough flexibility to meet the needs of a number of students? What are two questions or challenges I predict? If they can only learn one thing from this lesson, what do I want it to be (ideally in one sentence)?

Curriculum planning: What are the three most important “big ideas” in this curriculum? (Obviously this can be a random number -six, ten, etc.) How can they combine “less important” or less wide ideas? What are the strategies for planning curricula that I can use to promote a lasting understanding (or critical thinking, transfer, etc.)? What is a change that I can make in this curriculum to make it fascinating for all students?

See 20 types of critical thinking questions

Examples of Reading Answer for Answer

Non -fiction text/simple: Name 3 things you remember or learned from reading, 2 things that made you confused or surprised, and 1 thing you would like to learn more about

Non-fiction text/less simple: name 3 Examples of text structure, analyze 2 ways in which the structure has affected its meaning, and the name 1 claims that the text appears to have been or is not well supported

Fiction: Describe 3 ways in which the author has developed the main character in the course of the book, describe 2 ways in which the development affects the development of the plot and identify and explain 1 change of the author could make this development and how this change would affect the meaning of the text/your pleasure from the text, etc.

Using a training strategy 3-2-1 for critical thinking