Critical Thinker Naureen

8/12/2019 Critical Thinker Naureen

1/20

ThinkingriticallyPRESENTATION MADE

BY NOUREEN AMIN


2/20

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


3/20

What is Critical Thinking?

Critical thinking describes theprocess we use to uncover and checkour assumptions.


4/20

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


5/20

How do you learn to practice a newmethod of thinking?

AcquireSkills

DevelopDispositionsorTraits

Evaluate your thinking practicesaccording toStandards


6/20

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


7/20

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.


8/20

STANDARDS

Clear

AccuratePrecise

Relevant

Deep

BroadLogical

Significant


9/20

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


10/20

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.



11/20


12/20

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



13/20

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



14/20


15/20

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


16/20

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



17/20

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



18/20

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



19/20

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


20/20

Critical Thinker Naureen

Documents