To effectively apply this skill, students need opportunities to 1) see the skill modeled, 2) practice the skill with the class, 3) practice the skill with a peer, and 4) practice the skill independently. Along the way, students need clear feedback that reinforces their effort and provides recognition. Students need direction that points them farther down their path towards independent analysis.
Jeffco's Critical Thinking Guide describes analysis as:
If we know that analysis is a complex process, and we know that complex processes must be broken down into smaller parts...then maybe it would be helpful to break down the process of analysis into smaller parts. By creating a common process for analysis, we empower students to bring their own thinking to the process of analysis, which allows every learner to develop deeper understanding. In the end, it's the thinking that matters.
A Sample Process for Analysis
View this sample process for analysis
Overall, teachers are encouraged to see this as a place to begin when analyzing different sources with students. While this is presented as a linear process, students will find that independent practice involves all three steps often taking place at once. Using steps in the process is considered a scaffold until students "own" the skill of analysis. Over time, it's important to model and elevate the nuances of analysis to raise the level of rigor that we expect out of students. What ideas do you have about effective analysis? Please comment and share your thinking.
- Additional Analytical Tools
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