1. Thinking and Intellectual Performance
Chap. 2

2. Essential Question: Why is Critical Thinking important?
Topic: Metacognition – Thinking about thinking

3. P. 28 Self Assessment
Review the self-assessment and add up your score. If your score falls below 30, reflect of areas to improve.

4. The role of thinking in study
Human learning means a difference occurs within the learner
You think differently, behave differently and/or feel differently as a result of mental activity.
Good thinking is critical thinking – “the disciplined art of ensuring that you use the best thinking you are capable in a given circumstance” (Paul & Elder, 2012)

5. Critical Thinking
Becoming a critical thinker means that you can routinely use higher order thinking skills based on reason and evidence. It’s not just knowledge based facts that you memorized.
An important aspect of critical thinking is the ethical concern of being fair. This is a challenge (especially in an election year!) to listen to all relevant viewpoints equally.

6. Three Stage Model of Critical Thinking
Unreflective Thinking – one who is careless, undisciplined, passive, conforming and unfair in thought
Novice Thinking – one who is active, persistent and courageous
One who is aware of their thinking
One who questions and looks for explanations
Advanced Thinking – one who is autonomous, trusts reason, has humility and a sense of justice
One who can learn from others and admit the errors of thining
One who monitors the thinking, processes and uses a wide range of strategies to improve the thinking

7. Academic Disciplines
Each discipline reflects a distinct way of thinking. You may find some are easier for you than others.
For example: Algebra is mathematics with the unknown while physics is the interrelations between mass and energy. p. 30 is a good explanation of this with examples
All academic subjects are products of thinking. Thinking creates content.

8. There are three types of Knowledge
Declarative – knowing specific information ab out something. This is usually facts and theories. We call this factual knowledge and conceptual knowledge.
Factual knowledge consists of basic pieces of information in a particular academic discipline.
Conceptual knowledge is the larger grouping of related ideas.
A basic unit of declarative knowledge is known as the proposition, one thought or idea. However, your brain does not think this way. It takes each small part and links it by meaning to may a schemata.
A schemata are metal networks of related facts and concepts that influence the acquisition and understanding of new material.

9. Procedural The second type of knowledge is procedural.
Either physically or mentally, you create a result
Examples: reading, adding, writing
The process of knowing how is call productions.
Turn to p and lets compare the two.

10. Conditional
Knowing when and why to use a particular strategy based on understanding the tasks and ourselves.
You have become aware of your own learning strengths and weakness and adjust your studying accordingly
See p. 36

11. p. 37 Exercise 2.2
Don’t peak!

12. Chapter 2 Thinking and Intellectual Performance
Types of Knowledge
Declarative—possessing specific information about something (facts and concepts; created with proposition (one basic unit for storage)
Procedural—knowing how to do something; created with productions (systematic sequence)
Conditional—knowing when and why to use a particular strategy based on understanding that task and ourselves.
Schemata—mental networks of related facts and concepts that influence the acquisition and understanding of new information (many propositions). 12

13. Bloom’s Taxonomy
Six level system of intellectual performance created in 1956
This was updated and revised in 2001
These six levels are a progression from a simple declarative learning to a more complex creative understanding
Draw the chart on p. 38 in your notes.

14. Chapter 2 Thinking and Intellectual Performance14

15. Homework: Read the chapter
Especially p
We will use this tomorrow in class. (Brush up on your Three Little Pigs story, too.)