Application of critical thinking while reading classical literature among eighth graders in an IB school.

Abstract

The present study aims to explore how Harvard Thinking Routines (HTR) contrasts with traditional methods for developing Critical Thinking, especially in the Middle Years Programme (MYP) Language and Literature subject at an IB school. This work employed a comparative research design and adopted a mixed-method focus for analyzing quantitative and qualitative data analysis. Three HTR techniques applied to eighth-graders were observed and analyzed. It was used a qualitative technique for gathering all the information regarding behaviors when using HTR, as well as, during traditional approach sessions. It was used a quantitative technique for gathering all the scores students obtained during HTR sessions and traditional approach sessions for comparing both techniques. After analyzing all the information obtained, it was found that students are more engaged in the learning process with HTR. A training program was designed to assist teachers in adopting Harvard Thinking Routines (HTR) techniques for proper usage in the classrooms.