Thinking Critically

PRESENTATION MADE BY NOUREEN AMIN

The Academics Quest

How do we move beyond what we already know?

How do we expand the domain of knowledge? How will we know when a discovery or conclusion constitutes new knowledge?
What is the mark of truth?

What is Critical Thinking?

Critical

thinking describes the process we use to uncover and check our assumptions.

A Critical Thinking Process Flow

Observations. From a series of observations, we establish: Facts. From a series of facts, or from an absence of fact, we
make:

Inferences. Testing the validity of our inferences, we make: Assumptions. From our assumptions, we form our: Opinions. Taking our opinions, we use the principles of
logic to develop: Arguments. And when we want to challenge the arguments of others, we employ:

Critical Analysis
through which we challenge the observations, facts, inferences, and so on, in the arguments that we are analyzing

How do you learn to practice a new method of thinking? Acquire Skills Develop Dispositions or Traits Evaluate your thinking practices according to Standards

Skills
Categorization Decoding significance Clarifying meaning
Examining ideas Identifying arguments Analyzing arguments Assessing claims Assessing arguments Querying evidence Conjecturing alternatives Drawing conclusions Stating results Justifying procedures Presenting arguments Self-examination Self-correction

Interpretation

Analysis
Evaluation Inference Explanation Self-regulation
(2) p7. http://www.insightassessment.com/pdf_files/DEXadobe.PDF

NATURES (out looking)

Truth-seeking: A courageous desire for the best knowledge, even if such knowledge fails to support or undermine ones preconceptions, beliefs or self-interests. Open-mindedness: Tolerance for divergent views, self-monitoring for possible bias. Analyticity: Demanding the application of reason and evidence, alert to problematic situations, inclined to anticipate consequences. Systematicaly: Valuing organization, focus and diligence to approach problems of all levels of complexity. CT Self-confidence: Trusting of ones own reasoning skills and seeing oneself as a good thinker. Inquisitiveness: Curious and eager to acquire knowledge and learn explanations even when the applications of the knowledge are not immediately present. Maturity: Prudence in making, suspending or revising judgment. An awareness that multiple solutions can be acceptable. An appreciation of the need to reach closure even in the absences of complete knowledge.

STANDARDS Clear Accurate Precise Relevant Deep Broad Logical Significant

Developing Discussion Questions to Promote Critical Thinking

After

students have communicated their ideas, either orally via group discussions or in writing via minute papers, I periodically ask them to reflect on what type of critical thinking my question was designed to promote and whether they think they demonstrated that critical thinking in their response. I typically ask them to record their personal reflections in writing, either working individually or in pairs; in the latter case, their task is to listen and record the reflections shared by their partner.

Developing Discussion Questions to Promote Critical Thinking

One

distinguishing characteristic of highachieving college students is that they tend to reflect on their thought processes during learning and are aware of the cognitive strategies they use.

Developing Discussion Questions to Promote Critical Thinking

Additional research indicates that students can learn to engage in such meta-cognition (thinking about thinking) if they are regularly asked self-assessment questions, which require reflection on their own thought processes. When students learn to routinely ask themselves these questions, the depth and quality of their thinking are enhanced

Developing Discussion Questions to Promote Critical Thinking

Higher-level thinking questions

Open-ended questions aimed at provoking divergent thinking Go beyond knowledge-level recall Should promote evaluation and synthesis of facts and concepts Should start or end with words or phrases such as explain, compare, why

Developing Discussion Questions to Promote Critical Thinking

Socratic questioning

Focuses on clarification Probes or explores the meaning, justification, or logical strength of a claim or position How is X similar or different from Y? Debate format gets students to see multiple sides of an issue

Teaching Strategies that Promote Critical Thinking

Ask students to summarize in writing and orally what the teacher or another student has said Ask students to elaborate on what has been said either by giving examples and using their own words Ask students to make connections between related concepts PROMOTING ACTIVE LEARNING (How to Improve Student Learning: A Mini Guide for those who teach)

Teaching Strategies that Promote Critical Thinking

Ask students to state the most important concept of the class thus far Ask students to state the most confusing point of the class thus far Ask students to discuss any of the above with a partner for 30 seconds, and then ask them to participate in a class discussion

Teaching Strategies that Promote Critical Thinking

Ask students to deliberate on real-life situations such as pretend judges hearings (schema) Ask students to write and/or present persuasive arguments that are data and evidence based Get students to debate content-related material

Teaching Strategies that Promote Critical Thinking

Get students to keep journals on their reactions and evaluations of what they read for class Create problem-solving exercises and get students to work collaboratively Give students essays to write that ask them to interpret, synthesize, analyze, and evaluate material

THE ELEMENTS OF CRITICAL THINKING

o All reasoning has a purpose. o All reasoning is an attempt to figure something out, o o o o
to settle some question, to solve some problem. All reasoning is based on assumptions. All reasoning is done from some point of view. All reasoning is based on data, information, and evidence. All reasoning is expressed through, and shaped by, concepts and ideas. All reasoning contains inferences by which we draw conclusions and give meaning to data. All reasoning leads somewhere, has implications and consequences.

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