1. Shiraz University of Medical Sciences E.D.C
CRITICAL THINKING
Shiraz University of Medical Sciences
E.D.C

2. Learning Outcomes By the end of this presentation, you will:
Better understand what critical thinking is
Know why critical thinking is important
Accept the challenge to think critically in every class

3. Before we start….. Let's think about our teaching...
What types of teaching strategies do you use?
How well do these strategies actively engage your students?
What type of thinking and learning responses do these strategies evoke in your students?
Please take a few minutes to record your responses to these questions

4. Critical Thinking
How important are critical thinking skills for college students?
How important is teaching critical thinking within your degree/program competencies?
How important is the development of students’ critical thinking within your courses?

5. The facts
Research indicates that while an overwhelming majority (89%) of university faculty claimed critical thinking to be a primary objective of their instruction:
only 19% could define critical thinking
77% had little, limited or no conception of how to reconcile content coverage with the fostering of critical thinking

6. Why Critical Thinking?
“Everyone agrees that students learn in college, but whether they learn to think is more controversial.”

7. Mental Structures of College Students
Students have learned to be successful.
Success = Grades.
The prevailing model is remember and repeat.
“TELL ME WHAT YOU WANT ME TO KNOW!”

8. What is critical thinking?
How do you define critical thinking?
Please take a few minutes to response

9. Definition
Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.
Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.

10. Definitions of Critical Thinking
The definition of critical thinking has changed somewhat over the last decade:
...the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems (Chance,1986, p. 6)
Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College, Columbia University.

11. A well cultivated critical thinker:
Raises vital, clear and precise questions;
Gathers and assesses relevant information;
Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
Thinks open mindedly;
Communicates effectively with others in figuring out solutions to complex problems.

12. The Critical Mind is a Questioning Mind
Critical thinkers ...
Seek answers that define a problem or an argument.
Seek answers to explain the structure of an argument.
Evaluate evidence.
Isolate assumptions and biases.

13. The Critical Mind is a Questioning Mind
Accept complexity.
Look for connections and they attempt to synthesize information
Position themselves next to their interpretations of the text

14. Critical thinking skills
Interpretation
Analysis
Evaluation
Inference
Explanation
Self-regulation

15. Critical Thinking skills and sub-skills
Interpretation
Categorization
Clarifying meaning
Decoding significance
What is this?
Where does this information “Fit?”
How does this relate to what I already know?
Why is this important?

16. Critical Thinking skills and sub-skills
Analysis
Examining ideas
Analyzing arguments
Analyzing assumptions
What is the point?
What are the assumptions?
What evidence or information supports the main point?
Is the argument logical?

17. Critical Thinking skills and sub-skills
Evaluation
Assessing claims
Assessing arguments
Assigning value
Would reasonable people agree? Is it true?
Is there enough detail to completely understand?
Is the information connected to the question at hand?
Are there other points of view or other ways to consider this question?
Does it make sense? Can you make that conclusion based on the information and evidence?

18. Critical thinking skills and sub-skills
Inference
Finding alternatives
Drawing conclusions
Making recommendations
What are the potential problems?
What solution do you recommend?
What will be the consequences?
What is the best / worst case scenario?

19. Critical Thinking skills and sub-skills
Explanation
Stating results
Justifying procedures
Presenting arguments

20. Critical Thinking skills and sub-skills
Self-regulation –
Self examination
Self correction
What is my belief?
What evidence of information do I have?
Can I justify my belief with evidence and information?
If yes, continue to hold this belief.
If no, question my belief and search for more information.
I may need to change what I believe…

21. Teaching Critical Thinking
Teaching what to know Learning How to Think
• Teaching Learning (Learning-centered)
• What How (Skill-centered)
• Knowledge Understanding

23. Comparing Bloom’s Taxonomy to Critical Thinking
Creative Thinking
Critical Thinking
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge

24. These steps are built around Bloom’s taxonomy
Step 1 Describe – state what it is
Step 2 Analyze – break it down into its component parts
Step 3 Name the parts
Step 4 Look at the relationships between the parts
Step 5 What are the possible problems/issues with these relationships?
Step 6 Evaluate the ‘problems’

25. Step 1: Describe – state what it is
• What is it…..? • What is it not….? • What is an example of it….? • Where is it……? • Where does it not appear….? • In what context is it found…? • How does it act….? • When does it act in this manner…?

26. Step 2: Analyze – break it down into its component parts
The term analysis means to break something down to its constituent parts.
A rich and detailed description aids analysis as it becomes easier to distinguish and to differentiate between parts or sections of concepts, theories etc.

27. Step 3: Name the various parts
What are the different parts…? How many different parts are there …? How is this part similar and /or different to another part…? • Where are each of the parts generally found within the whole phenomena…?

28. Step 4: Identify the relationship between parts, and between parts and the whole
• How do the different parts interact with each other …? • How are the different parts related to the whole…? • Is there a causal relationship between any of the parts…? • Is there a temporal sequence between any of the parts…? • What is the relationship between the whole object/phenomenon and its context…?

29. Step 5: Look for possible problems with these relationships
• What are the strengths and weaknesses of the different parts…? • How do these strengths and weaknesses impact on the whole…? • How do these strengths and weaknesses impact on the context of the whole object/phenomenon…? • Why are relationships structured in this way…? • How could relationships be structured differently…?

30. Step 6: Evaluate the problems
• What conclusions can you draw about…? • What evidence supports this…? • What potential solutions are there to problems • What evidence supports this…? • Is it an important issue? • Why do you think that?

31. ANY QUESTION? THANKS

32. Reference
Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Center for Critical Thinking (1996a). The role of questions in thinking, teaching, and learning. [On-line]. Available HTTP:
Center for Critical Thinking (1996b). Structures for student self-assessment. [On-line]. Available HTTP: Center for Critical Thinking (1996c). Three definitions of critical thinking [On-line]. Available HTTP:
Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22(1), 7-8.

33. Jones, E. A. & King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum: Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22 (1),
McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching Psychology, 22(1), 9-10.
Oliver, H. & Utermohlen, R. (1995). An innovative teaching strategy: Using critical thinking to give students a guide to the future.(Eric Document Reproduction Services No )
Robertson, J. F. & Rane-Szostak, D. (1996). Using dialogues to develop critical thinking skills: A practical approach. Journal of Adolescent & Adult Literacy, 39(7),

34. Scriven, M. & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. [On-line]. Available HTTP:
Strohm, S. M., & Baukus, R. A. (1995). Strategies for fostering critical thinking skills. Journalism and Mass Communication Educator, 50 (1),
Underwood, M. K., & Wald, R. L. (1995). Conference-style learning: A method for fostering critical thinking with heart. Teaching Psychology, 22(1),
Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), 24-28

35. DisPasquale, D. M. , Mason, C. L. , & Kolkhorst, F. W. (2003)
DisPasquale, D.M., Mason, C.L., & Kolkhorst, F.W. (2003). Exercise in inquiry. Journal of College Science Teaching, 32,
Elder, L. & Paul, R. (2007). Analytic thinking. Dillon Beach, CA: Foundation for Critical Thinking.
Elder, L. & Paul, R. (2007). Intellectual standards. Dillon Beach, CA: Foundation for Critical Thinking.
Forneris, S.G. & Peden-McAlpine, C. (2007). Evaluation of a reflective learning intervention to improve critical thinking in novice nurses. Journal of Advanced Nursing, 57,