A Guide to Critical Thinking Models by Jane Pait, B.A., M.A., NBPTS

1. A Guide to Critical Thinking Models by Jane Pait, B.A., M.A., NBPTS Schools cannot be made great by great teacher performance; schools are made great by great student performance. Phil Schlechty

2. A Guide to Critical Thinking Models: Richard Paul�s Intellectual Standards Edward De Bono�s Six Thinking Hats for Children Edward De Bono�s Lateral Thinking Model Dianne Halpren�s Critical Thinking Across the Curriculum

3. Richard Paul:Intellectual Standards

4. Establishing Clarity

5. Establishing Precision

6. Establishing Accuracy

7. Establishing Relevance

8. Establishing Depth

9. Edward De Bono: Six Thinking Hats for Children White Hat Red Hat Black Hat Yellow Hat Green Hat Blue Hat http://www.mindtools.com/pages/article/newTED_07.htm

10. The White Hat This is where you analyze past trends, and try to extrapolate from historical data. Focus on the data available Look at the information See what you can learn from it Check for knowledge gaps Try to fill the gaps: analyze past trends; extrapolate from historical data

11. The Red Hat Look at the decision: use intuition, gut reaction, and emotion Think how others will act emotionally Weigh the intuitive responses of those who do not fully understand or know your reasoning process

12. The Black Hat Look at things pessimistically, cautiously, and defensively Ask yourself why ideas and approaches might not work: this highlights weaknesses Eliminate weaknesses or altar your approach Prepare a contingency plan to counter tough problems that arise; plans are tougher and more resilient Try to spot fatal flaws and risks before you begin your course of action List as many negative possibilities as you can

13. The Yellow Hat Think positively List all the benefits of the decision What value does each benefit have What opportunities are inherent in each benefit

14. The Green Hat The Green Hat stands for creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas. A whole range of creativity tools can help you here. Think Creatively Brainstorm without judgment Use any creativity tools available:

15. The Blue Hat This hat represents Process Control This hat is worn by the chairman When ideas run dry the Blue Hat wearer will redirect activity to Green Hat thinking When contingency plans are needed, participants are directed to Black Hat thinking and etc. http://www.mindtools.com/pages/article/newTED_07.htm

16. De Bono�s Lateral Thinking Seeking solutions through unorthodox methods Exploring different ways of examining a challenging task Thinking beyond the obvious approach

17. De Bono�s Lateral Thinking What is Lateral Thinking? How Does It Differ from Vertical Thinking? What Are Four Critical Factors Associated with Lateral Thinking? How Can It Be Taught? What is an Example of Lateral Thinking? http://tip.psychology.org/debono.html http://www.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/Assets/course_docs/ID_Theory_Reps_Sp04/DeBono_Rep_Chapman.pdf

18. What Is Lateral Thinking? Oxford English Dictionary: Lateral Thinking is �a way of thinking which seeks the solution to intractable problems through unorthodox methods or elements which would normally be ignored by logical thinking.� In Lateral Thinking the problem solver will explore different ways of examining a challenging task. He does not accept what appears to be the solution with the most potential in order to proceed or go forward.

19. How Does It Differ From Vertical Thinking? �Vertical Thinking is described as traditional, logical thought: vertical thinking looks at a reasonable view of a problem or situation and works through it, generally in a path of least resistance.�

20. What Are Four Critical Factors Associated with Lateral Thinking? Recognizing dominant ideas that polarize perception of a problem Searching for different ways of looking at things Relaxing rigid control of thinking Using chance too encourage other ides

21. How Can It Be Taught? Random input from external sources Set a fixed allocation of alternative approaches Attention rotation: divide a problem into parts Cross-fertilization: what another person �sees� may be a fresh and dissimilar approach Reversal of direction in looking at the question

22. What Is An Example of Lateral Thinking? �The following anecdote is provided by De Bono (1967). A merchant who owes money to a money lender agrees to settle the debt based upon the choice of two stones (one black, one white) from a money bag. If his daughter chooses the white stone, the debt is canceled; if she picks the black stone, the moneylender gets the merchant�s daughter. However, the moneylender fixes the outcome by putting two black stones in the bag. The daughter sees this and when she picks a stone out of the bag, immediately drops it onto the path full of other stones. She then points out that the stone she picked must have been the opposite color of the one remaining in the bag. Unwilling to be unveiled as dishonest, the moneylender must agree and cancel the debt. The daughter has solved an intractable problem through the use of lateral thinking.� http://tip.psychology.org/debono.html http://www.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/Assets/course_docs/ID_Theory_Reps_Sp04/DeBono_Rep_Chapman.pdf

23. Diane Halpren: Critical Thinking Across the Curriculum What is thinking? What is critical thinking? How can we know if a student is engaged? The Four Part Model How can we teach Critical Thinking? Four Key Concepts of Critical Thinking http://www.scribd.com/doc/12628251/Thought-Knowledge-An-Introduction-to-Critical-Thinking-by-Diane-F-Halpern

24. What IsThinking Thinking is creating knowledge in thought Thought plus knowledge is powerful Knowledge is powerful only if it is applied correctly Thought is powerful only if it is applied from a great, diversified field of knowledge

25. What Is Critical Thinking The use of those cognitive skills or strategies that increase the probability of desirable outcome (no guarantee) Used to describe thinking that is purposeful, reasoned, and goal directed Used in solving problems, formulating inferences, calculating probability, and making decisions Using skills that are thoughtful and effective for particular context and type of thinking task Must include evaluation component

26. How Can We Know If A Student Is Engaged Degree to which student emotionally or thoughtfully engaged Degree to which student is pursuing �deep�learning Degree of meaning that student attaches to the demands of the situation Degree the student views situation as �real world� involvement

27. The Four Part Model Explicitly learn the skills of Critical Thinking Develop the disposition for effortful thinking and learning Direct learning activities in ways that increase probability of trans-contextual transfers (structure training) Make meta-cognitive monitoring (their thinking about how they learn) explicit and overt

28. Four Key Concepts of Critical Thinking Willingness to plan Flexibility Persistence Willingness to self-correct, admit errors Willingness to change direction when the evidence changes

29. How Can We Teach Critical Thinking? Teach Students to: Recognize propaganda Seek contradictory evidence Monitor self and seek help when neededM Make risk-benefit assessment Evaluate several courses of action Give reasons for choices Recall relevant information when it is needed

30. How Can We Teach Critical Thinking? Teach Students to: Relate new knowledge and techniques to that which was previously learned Try to express thoughts numerically Understand basic research principles To read and write complex prose Present a coherent and persuasive argument Provide complex instruction in language appropriate for audience

31. How Can We Teach Critical Thinking? Teach Students to: Use matrices and other diagrams for communication Synthesize information from a variety of sources Determine credibility; use this information in formulating and communicating decisions http://www.scribd.com/doc/12628251/Thought-KnowledgeAn-Introduction-to-Critical-Thinking-by-Diane-F-Halpern

32. Putting It All Together: ASCEND (K-12) Oakland, California