Strategies That Enhance Critical Thinking (For Nursing Students)

CRITICAL THINKINGCRITICAL THINKINGSTRATEGIES THAT ENHANCESTRATEGIES THAT ENHANCE

CRITICAL THINKING CRITICAL THINKING EXERCISES:EXERCISES:

What is special about the following What is special about the following sequence of numbers?sequence of numbers?8 5 4 9 1 7 6 10 3 2 08 5 4 9 1 7 6 10 3 2 0

The numbers are in alphabetical order.(eight, five, four, nine, one, seven, six, ten, three, two, zero)


You are the bus driver. At your first stop, you pick You are the bus driver. At your first stop, you pick up 29 people. On your second stop, 18 of those 29 up 29 people. On your second stop, 18 of those 29 people get off, and at the same time 10 new people get off, and at the same time 10 new passengers arrive. At your next stop, 3 of those 10 passengers arrive. At your next stop, 3 of those 10 passengers get off, and 13 new passengers come passengers get off, and 13 new passengers come on. On your fourth stop 4 of the remaining 10 on. On your fourth stop 4 of the remaining 10 passengers get off, 6 of those new 13 passengers passengers get off, 6 of those new 13 passengers get off as well, then 17 new passengers get on. get off as well, then 17 new passengers get on. What is the color of the bus driver's eyes?What is the color of the bus driver's eyes?

The eye color of the reader of this problem. The first sentence is the key: "You are the bus driver"


A rooster lays an egg at the very top of a A rooster lays an egg at the very top of a slanted roof. Which side is the egg going slanted roof. Which side is the egg going to roll off on?to roll off on? Neither, roosters don't lay eggs.

STRATEGIES THAT ENHANCE CRITICAL THINKINGSTRATEGIES THAT ENHANCE CRITICAL THINKING

DiscussionDiscussion AskingAsking

EffectiveEffectiveQuestionsQuestions

ProblemBased

Learning

Concept Mapping

•Critical thinking approach views learning as a shared responsibility between

the teacher and the learner.




ProblemBased

Learning

Concept Mapping


DiscussionDiscussion

AskingAskingEffectiveEffective

QuestionsQuestions

Problem

Based Learning

Concept Mapping

Discussion is the highest level of teaching.




ProblemBased

Learning

Concept Mapping


DiscussionDiscussion

Problem

Based Learning

Concept Mapping


QuestionsQuestions

Asking Effective Questioning

Socratic method

Structured controversy

In text interaction



QuestionsQuestions


Socratic method


In text interaction

• is a way of questioning where the teacher responds to all questions or comments with more questions. • is intended to help the student seek to understand various points of view or perspective.

(Paul and Elder, 1995)



QuestionsQuestions


Socratic method


In text interaction

•relies heavily on effective questioning;•controversy is deliberately introduced and •used to elicit critical thinking.

(Johnson and Cohnson, 1989; Pederson, et.al., 1990)



QuestionsQuestions


Socratic method


In text interaction •the student analyze, scrutinize, and interact •with the content of the reading materials •instead of just reading the article or •textbook.




ProblemBased

Learning

Concept Mapping



QuestionsQuestions

Discussion Concept Mapping

Problem-based learning (PBL) is an Approach to learning that involves exposing the students to real-life Problems and working together

in small groups, analyze the case decide what information they need

and then solve the problems.

ProblemBased

Learning




ProblemBased

Learning

Concept Mapping



QuestionsQuestions

Discussion

ProblemBased

Learning

Involves drawings or diagrams which show the mental connections on associations that students make

between a major or central concept that a teacher focuses on and other

concepts that a students have already learned.

Concept Mapping

(Angelo and Cross, 1993)



QuestionsQuestions

Discussion

ProblemBased

Learning

This technique shows the observable and assess able record of the student’s

conceptual schemata which are mental patterns or diagrams that are showing

the basic outline or patterns of Associations they make in relation to the

central idea or concept.

Concept Mapping



QuestionsQuestions

Discussion

ProblemBased

Learning

The concept map allows the students to:

1. examine their conceptual networks2. compare their maps with their peers and experts3. make explicit (definite) changes

Concept Mapping



QuestionsQuestions

Discussion

ProblemBased

Learning

Concept Mapping



QuestionsQuestions

Discussion

ProblemBased

Learning

Concept Mapping


Concept Concept MappingMapping

Step-by-step Procedure in Making Concept Maps:


1.1. Select the concept that will be Select the concept that will be used as the stimulus or the used as the stimulus or the starting point for the concept starting point for the concept map. It should be relevant to map. It should be relevant to the course and relatively rich the course and relatively rich in conceptual connections.in conceptual connections.





2.2. Allow the students to Allow the students to brainstorm for a few minutes brainstorm for a few minutes writing down terms and short writing down terms and short phrases closely related to the phrases closely related to the stimulus or the focal concept.stimulus or the focal concept.





3.3. Draw a concept map based on Draw a concept map based on your brainstorming, placing the your brainstorming, placing the stimulus in the center and stimulus in the center and drawing lines to other concepts drawing lines to other concepts similar to a wheel with spokes, similar to a wheel with spokes, with the focus concept at the with the focus concept at the hub.hub.





4.4. After the primary associations After the primary associations have been sketched, and the have been sketched, and the secondary and even tertiary secondary and even tertiary levels of association if levels of association if appropriate.appropriate.





5.5. Determine the ways in which Determine the ways in which the various concepts are the various concepts are related to each other and write related to each other and write those types of relations on the those types of relations on the lines connecting the concepts.lines connecting the concepts.





6.6. Prepare a simple parallel Prepare a simple parallel example that you as the example that you as the teacher can use to illustrate t teacher can use to illustrate t the class.the class.





7.7. Present the example to the Present the example to the students and work through it students and work through it with them step-by-step, with them step-by-step, checking the results at each checking the results at each step to make sure the process step to make sure the process is clear.is clear.



1.1. In analyzing the students’ concept maps, In analyzing the students’ concept maps, consider both the content (the concepts) consider both the content (the concepts) and the types of relations identified among and the types of relations identified among the concepts.the concepts.

2.2. Code the data in matrix where the degree Code the data in matrix where the degree of relationship (primary, secondary, or of relationship (primary, secondary, or tertiary levels) is juxtaposed.tertiary levels) is juxtaposed.

3.3. After encoding the data, the number of After encoding the data, the number of responses in each cell can be counted and responses in each cell can be counted and the balance among cells analyzed.the balance among cells analyzed.



4.4. Coding the data on a 3-by-5-inch index Coding the data on a 3-by-5-inch index cards or small clips of paper can make the cards or small clips of paper can make the data easier to manipulate and rearrange.data easier to manipulate and rearrange.

5.5. Have the students use large format graph Have the students use large format graph paper so that they can determine and calculate paper so that they can determine and calculate specific distances between the focus concept specific distances between the focus concept and the various related concepts.and the various related concepts.

1. “a composite (something composed of different parts) of attitude of inquiry; knowledge of the nature of valid inferences, abstractions,

and generalizations: and skills in employing and applying those attitudes and

this knowledge.

Watson and Glaser (1964)Watson and Glaser (1964)

2. it also involves one’s frame of mind or attitude and is a perspective through

which one views all situations.

Watson and Glaser (1964)Watson and Glaser (1964)

3. “it is a discipline specific, a reflective reasoning process that guides a nurse in generating, implementing and evaluating

approaches for dealing with client care and professional concerns.”

(National League for Nursing, 2001) (National League for Nursing, 2001)


Stop monopolizing the classStop monopolizing the class allow the students to allow the students to ask questions or ask them questions that will require ask questions or ask them questions that will require their use of the higher levels of cognition.their use of the higher levels of cognition.

Avoid the fully coverAvoid the fully cover where in your effort to cover where in your effort to cover as much of the content as possible.as much of the content as possible.

QUIZQUIZ

QUIZQUIZ

1.1. It is a composite of attitude of It is a composite of attitude of inquiry; knowledge of the nature inquiry; knowledge of the nature of valid inferences, abstractions, of valid inferences, abstractions, and generalizations; and skills in and generalizations; and skills in employing and applying those employing and applying those attitudes and this knowledge.attitudes and this knowledge.

A B C D

Critical thinking

DiscussionConcept

mapping

Asking effective

questions

2.2. It is the highest level of teaching It is the highest level of teaching when the teacher and the when the teacher and the student, or the students, among student, or the students, among themselves, engage in animated themselves, engage in animated and lively discussion.and lively discussion.

A B C D

Critical thinking

DiscussionConcept

mapping

Asking effective

questions

3. 3. It is a way of questioning where It is a way of questioning where the teacher responds to all the teacher responds to all questions or comments with questions or comments with more questions.more questions.

A B C D

Structured

controversy In text

interaction Socratic method

Concept mapping

4.4. It relies heavily on effective It relies heavily on effective questioning; controversy is questioning; controversy is deliberately introduced and used deliberately introduced and used to elicit critical thinking, this is to elicit critical thinking, this is similar to a debate.similar to a debate.

A B C D

Problembased

learning

In text interaction

Socratic method


5.5. The student analyze, scrutinize, The student analyze, scrutinize, and “interact” with the content of and “interact” with the content of the reading materials instead of the reading materials instead of just reading the article or just reading the article or textbook.textbook.

A B C D

Problembased

learning

Socratic method


In text interaction

The student analyze, scrutinize, The student analyze, scrutinize, and “interact” with the content of and “interact” with the content of the reading materials instead of the reading materials instead of just reading the article or textbook.just reading the article or textbook.

6

Socratic method involves drawings or Socratic method involves drawings or diagrams which show the mental diagrams which show the mental connections on associations that connections on associations that students make between a major or students make between a major or central central concept.concept.

7

Critical thinking also involves one’s Critical thinking also involves one’s frame of mind or attitude and is a frame of mind or attitude and is a perspective through which one perspective through which one views all situations.views all situations.

8

When you want to apply critical thinking to When you want to apply critical thinking to your class, you should monopolize the your class, you should monopolize the class and do not allow the students to class and do not allow the students to ask questions that will require their use of ask questions that will require their use of the higher levels of cognition.the higher levels of cognition.

9

The first step of concept mapping is The first step of concept mapping is to select the concept that will be to select the concept that will be used as the stimulus.used as the stimulus.

10

11 – 14. What are the 4 strategies that

enhance critical thinking?

15 – 17. What are the 3 types of asking

effective questions?

18 – 19. Who defined Critical thinking as one’s

frame of mind or attitude and is a perspective through which one views all situations?

20. Give one practices that WE NEED TO

STOP if we want to be a successful critical thinker.

MARCELO, AL RONALD VINCENT Z.MARCELO, AL RONALD VINCENT Z.MARASIGAN, MA. CECILLIAMARASIGAN, MA. CECILLIAMORENO, ERSKINEMORENO, ERSKINEMITAL, NERAMITAL, NERA

BSN 3A3BSN 3A3STSSTS

MRS. FLORESMRS. FLORES

Strategies That Enhance Critical Thinking (For Nursing Students)

Documents

critical thinking problem

critical thinking discussion

effective questions

effective questions

concept maps

central concept

text interaction strategies

new passengers