Lesson 1:

Fundamentals of
Thinking
Mr. Merboy V. Pangilinan, M.A.
Learning Facilitator, UST Angelicum College
Reading and Writing Skills
Reading and Writing Skills
Reading and Writing Skills

THINK
Reading and Writing Skills
Reading and Writing Skills

What is my strength?

(type your answer using the CHAT BOX)

Reading and Writing Skills

Lesson 1
Reading and Writing Skills

Objectives:
• Differentiate non-critical thinking from critical
thinking
• Identify the levels of thinking employed in a
statement
• Formulate higher-order questions from a text
• Answer critically the given questions from a text
• Apply the principles of critical thinking in various
situations
Reading and Writing Skills

LET’S WARM UP
List at least five
provinces in the
Philippines which
start with letter B.
Reading and Writing Skills

Look at the following figure

carefully and replace the question
mark with the correct number.

5
LET’S
WARM UP 6 1
10 ? 3
21 11 7 4
Reading and Writing Skills

There are 25 rooms in

Dreamland Hotel,
but only 6 rooms are
occupied. Calculate
the percentage of
unoccupied rooms.

LET’S WARM UP
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Critical
Thinking
What is it?
Why is it important?
How does it improve
teaching and
learning?
Reading and Writing Skills
Reading and Writing Skills

What is Critical
Thinking?
Critical thinking is the
ability to think clearly
and rationally,
understanding the
logical connection
between ideas.

Critical thinking
requires you to use
your ability to reason.
Reading and Writing Skills
Reading and Writing Skills

Critical Thinking
vs
Non-critical
Thinking
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Levels of
Thinking
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Revised
Bloom’s
Taxonomy
Reading and Writing Skills
Reading and Writing Skills

Bloom identified three domains of educational activities:

cognitive, affective, and psychomotor. Domains can be
thought of as categories.

The affective domain refers to attitude or the perception of

values.

The psychomotor domain was never completed by Bloom and

is related to the development of manual or physical skills.

The cognitive domain is the one most used and refers to

knowledge or mental skills.
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Evaluation

Synthesis

Analysis

Application
Comprehension
Knowledge
The Original Bloom’s
“Bloom’sTaxonomy
Taxonomy
Reading and Writing Skills

• In the 1990’s a group

lead by Lorin Anderson,
one of Bloom’s
students, began
revising the chart and
published the Revised
Bloom’s Taxonomy in
2001.
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Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Noun Verb
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Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Reading and Writing Skills

Remembering
The learner is able to recall, restate and
remember learned information
– Describing – Retrieving
– Finding – Naming
– Identifying – Locating
– Listing – Recognizing

Can students recall information?

Reading and Writing Skills

Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
– Classifying – Inferring
– Comparing – Interpreting
– Exemplifying – Paraphrasing
– Explaining – Summarizing

Can students explain ideas or concepts?

Reading and Writing Skills

Applying
Student makes use of information in a context
different from the one in which it was learned

– Implementing – Using
– Carrying out c = – Executing

Can students use the information in

another familiar situation?
Reading and Writing Skills

Analyzing
Student breaks learned information into
its parts to best understand that information

– Attributing – Integrating
– Comparing – Organizing
– Deconstructing – Outlining
– Finding – Structuring

Can students break information into parts to

explore understandings and relationships?
Reading and Writing Skills

Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment

– Checking – Hypothesising
– Critiquing – Judging
– Detecting – Monitoring
– Experimenting – Testing

Can students justify a decision or

a course of action?
Reading and Writing Skills

Creating
Student creates new ideas and information
using what previously has been learned

– Constructing – Making
– Designing – Planning
– Devising – Producing
– Inventing

Can students generate new products,

ideas, or ways of viewing things?
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A: It became a
separate
dimension –

Q: What
The Knowledge
happened to Dimension
knowledge?
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• Factual Knowledge
• Conceptual Knowledge
• Procedural Knowledge
• Metacognitive Knowledge
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Factual Knowledge
• The basic elements students
must know to be acquainted
with a discipline or solve
problems in it.

– Knowledge of terminology
– Knowledge of specific details
and elements
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Conceptual Knowledge
• The interrelationships among
the basic elements within a
larger structure that enable
them to function together.

– Knowledge of classifications
and categories
– Knowledge of principles and
generalizations
– Knowledge of theories, models
and structures
Reading and Writing Skills

Procedural Knowledge
• How to do something,
methods of inquiry and
criteria for using skills,
algorithms, techniques and
methods.
– Knowledge of subject-specific skills
and algorithms
– Knowledge of subject-specific
techniques and methods
– Knowledge of criteria for
determining when to use
appropriate procedures
Reading and Writing Skills

Metacognitive Knowledge
• Knowledge of cognition in general as well
as awareness and knowledge or one’s
own cognition.
– Strategic knowledge
– Knowledge about cognitive tasks, including
appropriate contextual and conditional
knowledge
How did I
– Self-knowledge get that
answer?
WRAP-UP
Summary:
1. Critical thinking is the foundation of effective
academic reading and writing.
2. Thinking has different levels.
3. The skills that we need in order to be able to
think critically are varied and include
observation, analysis, interpretation, reflection,
evaluation, inference, explanation, problem
solving, and decision making.
Reading and Writing Skills

ACTIVITY 1 (20 points)

Create a RECIPE of your favorite dish.

1. Enumerate the exact ingredients for the FACTUAL
KNOWLEDGE.
2. Identify the alternative options just in case the main
ingredients are not available for the CONCEPTUAL
KNOWLEDGE.
3. Explain how to cook the dish in a step-by-step process for
the PROCEDURAL KNOWLEDGE.
4. Evaluate your dish by judging what makes it special for the
METACOGNITIVE KNOWLEDGE.
Reading and Writing Skills

References
• Barrot, J. (2020). Academic reading and writing
for senior high school. C&E Publishing, Inc.
• Cidro, M. (2016). Reading and writing skills
senior high school. Phoenix Publishing House.
• Estacio, M. (2016). Developing reading and
writing skills. Phoenix Publishing House.
• Tandoc, S. (2016). Reading and writing skills.
Mindshapers Co. Inc.
• Tiongson, M. & Rodriguez, M. (2019). Reading
and writing skills. Rex Book Store.
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