Learning to Think Critically

1. Learning to Think Critically

2. How much information do you already know about this topic area? • Expert – I have done a lot of learning in this area already. • Above average – I have learned some information about this topic. • Moderate – I know a little about this topic. • Rookie – I am a blank slate…but ready to learn! 0 0 0 0 LE200-C1L3:LQ1

3. Which of the following is an example of a dead question? • Did you have a good day at school today? • What is your favorite place to visit? Why? • There has been an increase in school tardiness among the senior class. What do you think we can do to improve student attendance? • The game for this weekend is against our biggest rival. What things can we do at the pep rally to encourage students to attend the game? LE200-C1L3:LQ2

4. Lesson Overview • The importance of learning to think • The standards of critical thinking • Asking good questions • Designing and evaluating your learning Chapter 1, Lesson 3

5. Vocabulary Questions Slide Index (Part 1 of 2) Click any link below to go directly to polling that question. What happens when your mind tries to make sense of what is happening The act of thinking seriously about the world around you The feeling that you know something without any reasoning The process of setting goals, considering your options Thinking through a problem or an issue Click here to return to this index.

6. Vocabulary Questions Slide Index(Part 2 of 2) Click any link below to go directly to polling that question. Making sure you are thinking, reflecting, and reasoning Breaking an issue or problem into parts Not just passively accepting what you read A way of thinking that seeks to build on facts A belief, judgement, or prejudice that gets in the way The foundation on which you build a logical conclusion Click here to return to this index.

7. Quick Write Think about the last movie you saw or book you read. Did you like it? Why or why not? What do you remember most about it? Would you recommend it to someone else? Write five sentences giving your thoughts about the book or film. (Note to teacher: Click the Show/Hide Response Display Button) Photo courtesy of Shutterstock

8. The Importance of Learning to Think • Thinking is a basic human activity • Thinking involves reasoning, deciding, reflecting, judging, and remembering • You have to take time to reflect • Reflection requires focus and concentration Photo courtesy of Shutterstock Chapter 1, Lesson 3

9. Activity 1: Reflective Journal • Keep a reflective journal for three days • Reflect on the following questions: • What did you learn today? • What did you learn from others today? • What did you learn about yourself today? Chapter 1, Lesson 3

10. The Parts of Thinking • Purpose • Question • Information • Interpretation or inference • Concepts • Assumptions • Implications and consequences • Point of view Photo courtesy of Shutterstock Chapter 1, Lesson 3

11. Activity 2: The Parts of Thinking • Review the section in your textbook on the parts of thinking • Complete the chart to describe each of the parts of thinking and their importance Chapter 1, Lesson 3

12. The Decision Making Process • Identify the situation • List the options • Weigh the possible outcomes of each option • Consider your values • Make your decision and take action • Evaluate the decision Photo courtesy of Shutterstock Chapter 1, Lesson 3

13. Critical Thinking • The word “critical” does not mean to find fault or thinking negatively • It means to use careful analysis and your best judgement Chapter 1, Lesson 3 Photo courtesy of Shutterstock

14. Activity 3: Solving a Problem • Review the section in your textbook on decision making • Complete the flow chart to identify the steps of the decision-making process • Review the section in your textbook on problem solving • Describe the steps of the decision making process Antonio used to solve the problem Chapter 1, Lesson 3

15. Critical Reading • Think about what you are reading, ask questions, and interpret what the writer is saying • Ask three basic questions when reading critically: • What does the text say? • What does the text do? • What does the text mean? Photo courtesy of Shutterstock Chapter 1, Lesson 3

16. Which part of the thinking process includes ideas, principles, theories, and hypotheses you are using in your thinking? • Purpose • Concepts • Assumptions • Information LE200-C1L3:LQ3

17. Which question should you ask when reading critically? • What does the text do? • What does the text make me feel? • What does the text make others feel? • What does the text make me think about? LE200-C1L3:LQ4

18. Activity 4: Critical Reading • Review the sections in your textbook on critical thinking and critical reading • Read the assigned article or essay using critical thinking and critical reading skills • Answer the questions Chapter 1, Lesson 3

19. The Standards of Critical Thinking • Clarity • Accuracy • Precision • Relevance • Depth • Breadth • Logic • Significance • Fairness Photo courtesy of Shutterstock Chapter 1, Lesson 3

20. Activity 5: Standards of Critical Thinking • Review the section in your textbook on the standards of critical thinking • Complete the chart to apply the standards of critical thinking to the article or essay you read in Activity 4 Chapter 1, Lesson 3

21. Asking Good Questions • The quality of your questions will determine whether you get the information you need • Try to find out: • What happened • When it happened • Why it happened • Who was involved • How it happened Photo courtesy of Shutterstock Chapter 1, Lesson 3

22. The “Dead” Question • Avoid the “dead” question • Gets you useless information • Allows the person you’re asking to avoid giving you information • Ask questions that invite people to share opinions, thoughts, and feelings Photo courtesy of Shutterstock Chapter 1, Lesson 3

23. Three Types of Questions • Factual questions • Preference questions • Evaluation or judgement questions Photo courtesy of Shutterstock Chapter 1, Lesson 3

24. Activity 6: Types of Questions • Review the section in your textbook on asking good questions • Complete the chart to describe each type of question and provide an example of each Chapter 1, Lesson 3

25. Which standard of critical thinking considers the issue from different points of view and considers others ways of looking at the problem? • Logic • Depth • Breadth • Clarity LE200-C1L3:LQ5

26. What type of questions have more than one answer and require reasoning? • Factual questions • Preference questions • Thoughtful questions • Evaluation questions LE200-C1L3:LQ6

27. Designing and Evaluating Your Learning • Asking good questions and thinking about your courses better prepares you to get the most out of them • A lifetime of learning lies ahead Photo courtesy of Shutterstock Chapter 1, Lesson 3

28. Tips to Become a More Active Student • Make sure you understand what each class requires • Be a questioner • Relate your learning to what you already know • Think of your teacher as a coach Photo courtesy of Shutterstock Chapter 1, Lesson 3

29. Tips to Become a More Active Student, cont. • Use your classroom time to practice thinking • Practice explaining the subject to another student • Relate what you are learning to issues and problems in your daily life • Think about how to best organize your time Photo courtesy of Shutterstock Chapter 1, Lesson 3

30. Assess How You Are Doing • Do I express myself clearly in this subject? • Do I strive for accuracy in my work? • Are my ideas precise and specific, with a sufficient level of detail? • Do I ask relevant questions in class or share related ideas? • Does my study just skim the surface, or do I dig deeper to understand the subject? Photo courtesy of Shutterstock Chapter 1, Lesson 3

31. Assess How You Are Doing, cont. • Do I consider different viewpoints, including those of my teachers and fellow students? Do I consider what I’m learning from different angles? • Do I think logically, reasoning from factual premises? • Do I focus on the most significant material and ask questions about important issues in class? • Is my behavior fair to the teacher, the other students, and myself? Photo courtesy of Shutterstock Chapter 1, Lesson 3

32. How can you get the most out of your classes? • Be aware of how your learning relates to your classmates • Make sure you understand what each class requires • Ask dead questions • Do your homework when the teacher is speaking LE200-C1L3:LQ7

33. How can you assess how you are doing in class? • Ask questions in class even if they are not relevant • When studying be sure to skim the surface for all subjects • Consider different viewpoints, including those of my teachers and fellow students • Focus on the least important details presented in class LE200-C1L3:LQ8

34. Activity 7: Becoming an Active Learner • Review the section in your textbook on designing and evaluating your learning • Identify how you can become an active learner in each of your classes Chapter 1, Lesson 3

35. Summary • The importance of learning to think • The standards of critical thinking • Asking good questions • Designing and evaluating your learning Chapter 1, Lesson 3

36. How can becoming a critical reader help you become a critical thinker? Note to Instructors: Click the Show/Hide Response Display Button LE200-C1L3:LQ9

37. Give one example of how you could APPLY what you learned in this lesson to the real world. For example, what difference could this information make in the way you think about the world, understand the viewpoints of others, or help you be successful in life? Note to Instructors: Click the Show/Hide Response Display Button LE200-C1L3:LQ10

38. Next…. • Done – learning to think critically • Next – the basic checklist for writing Photo courtesy of Shutterstock Chapter 1, Lesson 3

39. What happens when your mind tries to make sense of what is happening to you and leads you to conclusions and judgements (p. 26) • Intuition • Thinking • Reflection • Analysis 0 0 0 0 LE200-C1L3:VQ1

40. The act of thinking seriously about the world around you (p. 26) • Intuition • Thinking • Reflection • Analysis 0 0 0 0 LE200-C1L3:VQ2

41. The feeling that you know something without any reasoning or proof (p. 28) • Intuition • Thinking • Reflection • Analysis 0 0 0 0 LE200-C1L3:VQ3

42. The process of setting goals, considering your options, and choosing the one you think best, given what you know (p. 28) • Critical thinking • Problem solving • Decision making • Critical reading 0 0 0 0 LE200-C1L3:VQ4

43. Thinking through a problem or an issue to come up with a solution (p. 29) • Critical thinking • Problem solving • Decision making • Critical reading 0 0 0 0 LE200-C1L3:VQ5

44. Making sure you are thinking, reflecting, and reasoning the best you can in any situation (p. 30) • Critical thinking • Problem solving • Decision making • Critical reading 0 0 0 0 LE200-C1L3:VQ6

45. Breaking an issue or problem into parts and studying each one and how it relates to the others (p. 30) • Intuition • Thinking • Reflection • Analysis 0 0 0 0 LE200-C1L3:VQ7

46. Not just passively accepting what you read, but thinking about what you are reading, asking questions about the material, and interpreting what the writer is saying (p. 30) • Critical thinking • Problem solving • Decision making • Critical reading 0 0 0 0 LE200-C1L3:VQ8

47. A way of thinking that seeks to build on facts and the conclusions you can draw from them (p. 32) • Bias • Logic • Premise • Analysis 0 0 0 0 LE200-C1L3:VQ9

48. A belief, judgement, or prejudice that gets in the way of impartial thinking (p. 32) • Bias • Logic • Premise • Analysis 0 0 0 0 LE200-C1L3:VQ10

49. The foundation on which you build a logical conclusion (p. 32) • Bias • Logic • Premise • Analysis 0 0 0 0 LE200-C1L3:VQ11