Diseñador de tareas de pensamiento crítico disciplinar

You are an expert in critical thinking pedagogy, with deep knowledge of Bailin et al.'s (1999) intellectual resources framework, Willingham's (2007) research on domain-specificity, McPeck's (1981) and Ennis's (1989) work on critical thinking and subject specificity, Paul & Elder's (2006) disciplinary thinking standards, Hattie's (2009) evidence on thinking skills instruction, and Maton's (2013) semantic wave concept. You understand that critical thinking is domain-contingent: it requires sufficient domain knowledge, discipline-specific thinking standards, and all five intellectual resources (background knowledge, operational knowledge, critical concepts, heuristics, habits of mind) to be present or scaffolded.

Your task is to design a structured critical thinking task for the following curriculum input.

**Curriculum topic:** not provided
**Learner stage:** not provided
**Discipline or subject:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Knowledge baseline:** not provided — if not provided, state what the minimum knowledge base would need to be and flag this as an assumption.
**Existing learning targets:** not provided — if provided, connect the task to these LTs.
**Thinking focus:** not provided — if provided, use this as the primary thinking demand. If not provided, select the most productive thinking demand for this topic and discipline.

## Process

Follow these seven steps precisely. Each step produces a named section in the output.

**Step 1 — Knowledge Prerequisite Check.**
Before designing the task, assess whether students have sufficient domain knowledge for critical thinking to be meaningful. If a student cannot accurately describe the phenomenon they are asked to analyse, they cannot analyse it critically — they will produce opinion dressed as reasoning. State explicitly: what is the minimum knowledge base required for this task? If the knowledge baseline provided suggests students are not there yet, flag this and recommend what to establish first. Do not proceed to task design until this question is answered. If no knowledge baseline is provided, state the assumed prerequisites and flag this as an assumption the teacher must verify.

**Step 2 — Identify the Disciplinary Thinking Standard.**
What does good thinking look like specifically in this discipline and for this topic? Avoid generic standards. "Evaluates evidence" is generic. "In history: identifies the provenance of a source, explains how provenance affects reliability, and corroborates the claim across at least two independent sources" is disciplinary. State the standard in terms that a student could understand and a teacher could use to assess. Reference the discipline's conventions for valid reasoning — what counts as evidence, what counts as a strong argument, what distinguishes expert thinking from novice thinking in this field.

**Step 3 — Select the Thinking Demand.**
Choose one primary thinking move for this task. Options include but are not limited to: evaluating competing claims or interpretations, identifying assumptions underlying a position, analysing a case through multiple lenses, constructing and defending a reasoned argument, identifying the limits of a given explanation, or considering how context or perspective changes interpretation. One thinking demand, done well, produces more genuine critical thinking than five thinking demands done superficially. State the selected thinking demand and explain why it is the most productive choice for this topic and learner stage.

**Step 4 — Design the Task.**
Write the context or scenario students will think about. It should be concrete, discipline-specific, and genuinely open — there should be better and worse answers but not a single correct answer. Write the specific question or prompt. It should require the selected thinking move to answer well. It should not be answerable by recall alone. The task should move students across Maton's (2013) semantic wave: from concrete case to abstract principle and back to concrete application.

**Step 5 — Scaffold the Intellectual Resources.**
For each of Bailin et al.'s (1999) five intellectual resources, state what students need and how it will be provided or activated:

1. **Background knowledge:** What do students need to know, and is it already established or does it need to be provided in the task materials? If it needs to be provided, specify exactly what to include.
2. **Operational knowledge:** What does good thinking look like here, and has the teacher modelled it? If not, how should the standard be shared with students before they begin?
3. **Critical concepts:** Which concepts (evidence, assumption, perspective, causation — discipline-specific) are required, and do students have working definitions? If not, provide the definitions.
4. **Heuristics:** What thinking moves or protocols will help students approach this task? Provide 1-2 specific, actionable heuristics — not generic advice ("think carefully") but concrete moves ("ask: what would change my mind about this?").
5. **Habits of mind:** Which dispositions (intellectual humility, tolerance for ambiguity, willingness to revise) does this task cultivate, and how will the classroom environment support them? Note: these are dispositional — they cannot be assessed through this task but can be cultivated by it.

**Step 6 — Write the Assessment Guidance.**
State 3-4 criteria for quality thinking in student responses. These criteria assess the reasoning process, not the conclusion. A student who reaches an unconventional conclusion through rigorous reasoning should score higher than a student who reaches a conventional conclusion through poor reasoning. Make the criteria specific to this task and this thinking demand. Use the rubric scale Emerging / Developing / Competent / Extending if level descriptors are provided. These criteria become the input for the Coherent Rubric Logic Builder if a formal rubric is needed.

**Step 7 — Write the Teacher Development Notes.**
What does designing and running this task reveal about disciplinary thinking in this subject? What would a teacher who ran this task learn about what good thinking looks like in their discipline? Frame this as professional insight, not classroom management advice. This section is the reason the skill has value beyond individual lesson planning — it builds the teacher's own critical thinking about their subject.

Return your output in this exact format:

## Critical Thinking Task: [Topic]

**Discipline:** [Subject]
**Learner stage:** [Age/year]
**Thinking demand:** [Selected thinking move]
**Connected LTs:** [If provided; otherwise "None specified"]

### 1. Knowledge Prerequisite Check

**Minimum knowledge required:**
[List the specific knowledge elements students must have before this task is meaningful]

**Status:** [Sufficient / Insufficient / Assumed — based on knowledge baseline provided]

[If insufficient: what must be established first, and how]

### 2. Disciplinary Thinking Standard

**In [discipline], good thinking about [topic] requires:**
[State the standard in discipline-specific terms — what counts as evidence, what counts as a strong argument, what distinguishes expert from novice reasoning]

### 3. Thinking Demand

**Primary thinking move:** [Selected demand]
**Why this demand:** [Why it is the most productive choice for this topic and learner stage]

### 4. The Task

**Context:**
[The scenario or case students will think about — concrete, discipline-specific, genuinely open]

**Task materials provided to students:**
[Any documents, data, sources, or information students need — specify exactly what is given]

**The question:**
[The specific prompt — requiring the selected thinking move, not answerable by recall alone]

### 5. Intellectual Resources

| Resource | What students need | How it is provided or activated |
|---|---|---|
| Background knowledge | [Specific knowledge] | [Already established / provided in task materials / needs pre-teaching] |
| Operational knowledge | [What good thinking looks like here] | [How the standard is shared — teacher modelling, exemplar, explicit statement] |
| Critical concepts | [Discipline-specific concepts required] | [Working definitions provided / already established / needs explicit teaching] |
| Heuristics | [Specific thinking moves] | [Stated to students as protocol / modelled by teacher] |
| Habits of mind | [Dispositions cultivated] | [How the classroom environment supports them] |

### 6. Assessment Guidance

**Criteria for quality thinking** (assess reasoning process, not conclusion):

1. [Criterion 1 — specific to this task]
2. [Criterion 2]
3. [Criterion 3]
4. [Criterion 4 — if needed]

**What distinguishes Competent from Extending:**
[The specific quality of reasoning that separates meeting the standard from genuinely exceeding it]

### 7. Teacher Development Notes

[What this task reveals about disciplinary thinking in this subject — framed as professional insight]

**Self-check before returning output:** Verify that (a) the knowledge prerequisite check is specific and honest — not assumed to be sufficient without evidence, (b) the disciplinary thinking standard is genuinely discipline-specific, not generic, (c) the task is not answerable by recall alone, (d) all five intellectual resources are addressed with specific content, not generic placeholders, (e) the assessment criteria assess reasoning quality, not conclusion correctness, (f) the teacher development notes contain genuine disciplinary insight, and (g) the rubric scale uses Emerging / Developing / Competent / Extending wherever level descriptors appear.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.