critical thinker naureen
TRANSCRIPT
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ThinkingriticallyPRESENTATION MADE
BY NOUREEN AMIN
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How do we move beyondwhat we
already know?
How do we expandthe domain of
knowledge?
How will we know when a discovery orconclusion constitutes newknowledge?
What is the mark of truth?
The Academics Quest
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What is Critical Thinking?
Critical thinking describes theprocess we use to uncover and checkour assumptions.
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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, wemake:
Inferences.Testing the validity of our inferences, we make:
Assumptions.From our assumptions, we form our:Opinions.Taking our opinions, we use the principles oflogic 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
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How do you learn to practice a newmethod of thinking?
AcquireSkills
DevelopDispositionsorTraits
Evaluate your thinking practicesaccording toStandards
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Skills
Interpretation
Analysis
Evaluation
Inference
Explanation
Self-regulation
Categorization
Decoding significanceClarifying 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
(2) p7. http://www.insightassessment.com/pdf_files/DEXadobe.PDF
http://www.insightassessment.com/pdf_files/DEXadobe.PDFhttp://www.insightassessment.com/pdf_files/DEXadobe.PDF -
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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 approachproblems 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 notimmediately 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.
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STANDARDS
Clear
AccuratePrecise
Relevant
Deep
BroadLogical
Significant
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After students have communicated their ideas,either orally via group discussions or in writing viaminute papers, I periodically ask them to reflect onwhat type of critical thinking my question was
designed to promote and whether they think theydemonstrated that critical thinking in their response.I typically ask them to record their personalreflections in writing, either working individually orin pairs; in the latter case, their task is to listen and
record the reflections shared by their partner.
Developing Discussion Questions toPromote Critical Thinking
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One distinguishing characteristic of high-achieving college students is that they tend toreflect on their thought processes during learningand are aware of the cognitive strategies they use.
Developing Discussion Questions toPromote Critical Thinking
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Additional research indicates that students can learnto engage in such meta-cognition (thinking about
thinking) if they are regularly asked self-assessmentquestions, which require reflection on their ownthought processes. When students learn to routinelyask themselves these questions, the depth and quality
of their thinking are enhanced
Developing Discussion Questions toPromote Critical Thinking
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Higher-level thinking questions
Open-ended questions aimed at provokingdivergent thinking
Go beyond knowledge-level recallShould promote evaluation and synthesis of
facts and concepts
Should start or end with words or phrases suchas explain, compare, why
Developing Discussion Questions toPromote Critical Thinking
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Ask students to summarize in writing and orally whatthe teacher or another student has said
Ask students to elaborate on what has been said eitherby giving examples and using their own words
Ask students to make connections between relatedconcepts
PROMOTING ACTIVE LEARNING (How toImprove Student Learning: A Mini Guide forthose who teach)
Teaching Strategies that PromoteCritical Thinking
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Ask students to state the most important concept ofthe class thus far
Ask students to state the most confusing point ofthe class thus far
Ask students to discuss any of the above with a
partner for 30 seconds, and then ask them toparticipate in a class discussion
Teaching Strategies that PromoteCritical Thinking
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Ask students to deliberate on real-life situationssuch as pretend judges hearings (schema)
Ask students to write and/or present persuasivearguments that are data and evidence based
Get students to debate content-related material
Teaching Strategies that PromoteCritical Thinking
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Get students to keep journals on their reactionsand evaluations of what they read for class
Create problem-solving exercises and get studentsto work collaboratively
Give students essays to write that ask them to
interpret, synthesize, analyze, and evaluatematerial
Teaching Strategies that PromoteCritical Thinking
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o All reasoning has a purpose.
o All reasoning is an attempt to figure something out,to settle some question, to solve some problem.
o All reasoning is based on assumptions.
o All reasoning is done from some point of view.
o All reasoning is based on data, information, andevidence.
o All reasoning is expressed through, and shaped by,
concepts and ideas.
o All reasoning contains inferences by which we draw
conclusions and give meaning to data.
o All reasoning leads somewhere, has implications and
consequences.
THE ELEMENTS OF CRITICAL THINKING
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