Building University-Industry Learning and Development through Innovation and Technology PROJECT OVERVIEW, TIMELINE AND SCOPE November 2017
PAUL-ELDER CRITICAL THINKING Assoc.Prof.Dr. PHAM Van Tuan Dr. NGO Dinh Thanh Dr. PHAN Minh Duc The University of Danang - University of Science and Technology (UD-DUT)
CRITICAL THINKING LEARNING OUTCOMES Identify and describe the 3 parts of Paul and Elder’s model Explain why the different “elements of thought” contained in Paul and Elder’s model of critical thinking are important for lecturers
WHAT IS CRITICAL THINKING? Thinking about your thinking, while you’re thinking, in order to make your thinking better. Critical thinking is the art of analyzing and evaluating thinking with a view to improving it Richard Paul and Linda Elder
WHAT IS CRITICAL THINKING? Critical thinking is, in short, self-directed, self-disciplined, self- monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. Paul and Elder, (2006, p.4)
CRITICAL THINKING MODEL Paul-Elder Critical Thinking Model Intellectual Traits Intellectual Standards Elements of thought (reasoning) Must be applied to To develop
CRITICAL THINKING MODEL
CRITICAL THINKING MODEL
LEARNING WITH CRITICAL THINKING Tradition Learning MethodCritical Learning Method Teacher-centered Transmit knowledge What to think Theory Student-centered Facilitate knowledge How to think Strategies, principles, concepts, and insights
WHY USE CRITICAL LEARNING? Lifelong learning Engage learner Has relevance to real world problem
APPLICATION EXAMPLE OF CRITICAL THINKING IN THE CLASSROOM
EXAMPLE OF CRITICAL THINKING ACTIVITY Analyze and name all parts of a robot kits Method: Each group is given a robot kit Instructor presents principles Group explores a robot kit Group presents and explains features and name Discuss qualities and function
EXAMPLE ACTIVITY
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