Critical Thinking  ne_critical_thinking.cfm

Critical Thinking Critical thinking consists of mental processes of discernment, analysis and evaluation. Critical thinking encompasses several cognitive skills that include: 1) analysis (the ability to break a concept or idea into component pieces in order to understand its structure and inherent relationships), 2) inference (the skills used to arrive at a conclusion by reconciling what is known with what is unknown), and 3) evaluation (the ability to weigh and consider evidence and make reasoned judgments within a given context).

Critical Thinking  Critical thinking is useful only in those situations where human beings need to solve problems, make decisions, or decide in a reasonable and reflective way what to believe or what to do

Critical Thinking  “a well cultivated critical thinker":  raises vital questions and problems, formulating them clearly and precisely;  gathers and assesses relevant information, using abstract ideas to interpret it effectively  comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;  thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and  communicates effectively with others in figuring out solutions to complex problems; without being unduly influenced by others thinking on the topic

Tips for Critical Thinking  Don't be absolute, yet don't be timid in your criticism: Try to avoid absolutes like "never", and use them only when you're completely sure. However, at the same time, be assertive in your criticism. Think how much less motivating this saying would be: "Slow and steady, in certain cases, wins the race."  Use libraries and the Internet, to find out information on the topic you're critiquing. An uninformed critique is sometimes worse than one merely executed badly.  Be diplomatic. Your aim is not the person himself, but the proposal he puts forward.

Tips for Critical Thinking  Ask for other people's opinions. They most likely will offer a new perspective which could change your approach. Consider people both from different age groups and different occupations.  Practice critiquing, as you'll get better at it. Take notice if others critique your critique.  Read other people's critiques in newspapers and books, and learn from their mistakes and strengths to improve your own style.

Evaluation  Evaluation is the systematic assessment of the worth or merit of some object  Evaluation is the systematic acquisition and assessment of information to provide useful feedback about some object

Evaluation Strategies  Scientific-experimental models  Management-oriented systems models  Qualitative/anthropological models  Participant-oriented models.

Questioning  A question is an expression of inquiry that invites or calls for a reply.

Improving Questioning  Identify the major focus of what you are reviewing.  Example  What is the major idea being covered in the passage?  If you could summarize the main point of this passage, what would it be?  Clearly define the terms being used in the passage.  Example  What does the “term” mean to you?  As you define the “term” what are some clear examples of the “term?”

Improving Questioning  Recall information from the passage.  Example  Ask questions that relate to the passage.  What date did the author write the passage?  According to the passage, …  Identify material to what you are learning.  Example  How is the passage related to what we are learning in class?

Improving Questioning  Compare the things you are learning.  Example  How is the concept of the passage related to the material in class?  How is the concept of the passage different from the material in class?

Analyzing  Analyzing the questions you ask is important to help understand the main concept of what you are learning. To analyze: Identify key words in material Read the question, think about what it is asking, then re- read the question Answer only one question at a time Mark through each question as you answer them Read over your answers

Explicit Method  Write what information is GIVEN either symbolically or in a narrative.  Write what is being ASKED.  RECALL any information from past learning that may prove useful and write it down.  Make a PLAN to solve the problem. Flow-chart symbolism is useful here.  SOLVE the problem using mathematics.  Re-read the problem and CHECK the steps you used to solve it.

Marcell Proust  “The real voyage of discovery consists not in seeking new landscapes but in having new eyes.”