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Critical Thinking Dewight Roe

Critical Thinking Dewight Roe. I think, therefore I am. - Rene Descartes. Critical Thinking/ Problem Solving.

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Critical Thinking Dewight Roe

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  1. Critical ThinkingDewight Roe I think, therefore I am. - Rene Descartes

  2. Critical Thinking/Problem Solving What is Critical Thinking? One definition could be: “It is the art of thinking about your thinking while you are thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible.”

  3. Critical Thinking - Defined • A purposeful, organized, mental process that we use to understand the world and make informed decisions. • Critical Thinking involves asking questions to come up with potential solutions to different problems.

  4. Will this be on the Test?

  5. What is Critical Thinking? • Problem solving • Analyzing information • Interpreting information • Recognizing bias • Understanding diverse points of view • Applying information • Learning!

  6. What is Critical Thinking? • Productive: Thinking that goes beyond observing and recalling facts • Critical: Being able to ask questions and gather information • Weighing & Solving: When you think critically you weigh evidence, solve problems and make decisions • Creating & Applying: When you think critically you create new ideas, and turn information into a tool by applying what you have learned in previous situations to new situations

  7. Weak vs. Strong Critical Thinking • A weak-sense thinker is a Sophist. The sophist is one who seeks to win an argument regardless of whether there are problems in the thinking being used, regardless of whether relevant viewpoints are being ignored. The objective is to win. • Strong-sense critical thinkers are not easily tricked by slick argumentation, by sophistry, and intellectual trickery, they use thinking in an ethical, reasonable manner. As strong-sense thinkers, we question our own purposes, evidence, conclusions, implications, and point of view with the same vigor that we question those of others.

  8. Critical Thinking & College Being able to think critically in college will help you better understand what you learn. • Evaluate different perspectives: • Evaluate other people’s ideas. How do they conflict with yours? How are they similar? • Ask open-ended questions (Why? How? What if?): • This will assist you in gathering more information and narrow your focus when faced with an overwhelming problem. • Explain your answers: • If you “own” your thoughts and are responsible for creating them, you will be better able to explain what you are thinking and answer questions.

  9. Profile of a Critical Thinker

  10. Critical Thinking: What is involved? • Question: what is being asked? • Purpose: why do I want the answer? • Point of View: where do I stand to look at the question? • Information: what data do I have? • Concepts: what ideas are involved? • Assumptions: what am I taking for granted? • Inferences: what conclusions am I drawing? • Consequences: what are the implications of my question?

  11. Critical Thinkers • Acknowledge personal limitations. • See problems as exciting challenges. • Have understanding as a goal. • Use evidence to make judgments. • Are interested in others’ ideas. • Are skeptical of extreme views. • Think before acting. • Avoid emotionalism • Keep an open mind

  12. Don’t think about it, just sign it! Uncritical Thinkers • Pretend to know more than they do. • Get annoyed by problems. • Are impatient. • Judge on first impressions and intuition. • Focus on their own opinions. • Look only for ideas like their own. • Are guided by feelings rather than thoughts. • Claim that thinking gives them a headache.

  13. Exemplary Students (Grade of A) • The exemplary student has internalized the basic intellectual standards appropriate to the assessment of his or her own work in a subject and is highly skilled at self-evaluation. They regularly: • Raise important questions and issues • Analyze key questions and problems • Recognize questionable assumptions • Clarify key concepts effectively • Use language in keeping with educated usage • Identify relevant competing points of view • Display sensitivity to important implications and consequences • Demonstrate a commitment to reasoning carefully from clearly stated premises in a subject

  14. High-Performing Students (Grade of B) • HP in thinking through a subject implies sound thinking within the domain of a subject along with the development of a range of knowledge acquired through the exercise of thinking skills and abilities. HP students on the whole are clear, precise, and well-reasoned, but sometimes lack depth of insight (especially opposing points of view). Basic terms and distinctions are learned at a level that implies comprehension of basic concepts and principles. HP students internalize the basic intellectual standards appropriate to the assessment of their thinking in a subject and demonstrate competence in self-evaluation. They: • Often raise questions and issues, commonly analyze questions and problems clearly and precisely, recognize most questionable assumptions, clarify key concepts well, typically use language in keeping with educated usage, commonly identify relevant competing points of view, display sensitivity to many important implications and consequences, and frequently demonstrate the beginnings of a commitment to reasoning carefully

  15. Mixed-Ability Students (Grade C) • Thinking of mixed-ability students implies inconsistent/incomplete performance within the domain of a subject along with limited development of knowledge acquired through the exercise of thinking skills and abilities. The MQ student often tries to use memorization as a substitute for understanding. The MQ student: • Sometimes raises questions and issues, sometimes analyzes questions and problems clearly and precisely, recognizes some questionable assumptions, clarifies some concepts competently, sometimes uses language in keeping with educated usage, sometimes identifies relevant competing points of view, sometimes demonstrates a clear commitment to reasoning carefully from clearly stated premises in a subject, are inconsistently sensitive to important implications and consequences

  16. Low-Performing Students (Grade D/F) • Low-performing students reason poorly within the domain of a subject. They try to get through courses by means of rote recall, attempting regularly to acquire knowledge by memorization rather than through critical thinking skills or insights requisite to understanding course content. LP students: • Rarely raise questions and issues, superficially analyze questions and problems, do not recognize their assumptions, clarify concepts only partially, rarely use language keeping with educated usage, rarely identify relevant competing points of view, show no understanding of the importance of a commitment to reasoning carefully from clearly stated premises in a subject and are insensitive to important implications and consequences

  17. Final Thoughts. . . . . . . . . . . • Critical thinking is: • the intellectually disciplines process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. (Center for Critical Thinking)

  18. Sources • http://criticalthinking.org/University/helps.html • Center for Critical Thinking • Fairfax County Public Schools • www.clt.astate.edu/rgrippo/chapter%205%20%20Critical%20Thinking.ppt • Critical Thinking/Problem Solving by Tammy LeJune • Using Critical Thinking Skills to Be a Better Student Presented by Walker Center for Academic Excellence • Thinking Critically About Critical Thinking:Transferring Your Expertise to the Online Classroom • Thinking Critically: Jennifer Zimmerman Assistant Director Academic Resource Center Mercer University http://faculty.mercer.edu

  19. Web Sources • www.criticalthinking.org • www.edwdebono.com • www.vtshome.org • http://www.sirkenrobinson.com/ • http://www.creativelearning.com/ • http://www.loc.gov/teachers.com

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