logging in or signing up critical thinking aSGuest8768 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 853 Category: Product Traini.. License: All Rights Reserved Like it (0) Dislike it (0) Added: January 02, 2009 This Presentation is Public Favorites: 2 Presentation Description No description available. Comments Posting comment... By: srikalki (35 month(s) ago) a very nice presentation can i down load this power point presentation... i have work on this... if u can plzz post it to me at srikalkimangu@yahoo.co.in plz share it itzz sooo important. Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Critical thinkingessentials : Critical thinkingessentials Dr. Rick Rudd Associate Professor Department of Agricultural Education and Communication University of Florida Why Critical Thinking : Why Critical Thinking “It is human irrationality, not a lack of knowledge that threatens human potential” (Nickerson cited in Kurfiss, 1986). Benefits of thinking critically : Benefits of thinking critically Students are able to raise vital questions and problems, as well as formulate and present them clearly Students can gather and assess information and interpret it effectively Students can reach well-reasoned conclusions and solutions to problems while testing them against relevant criteria and standards Students can be open-minded Students can clearly communicate ideas, positions, and solutions to others Novice Vs. Expert Thinker : Novice Vs. Expert Thinker Expert thinkers Quickly identify relevant information Can formulate a solution with “sketchy” information Novice thinkers Consider all information equally important Develop hypothesis, test hypothesis Cannot focus on central issues What is Critical Thinking? : What is Critical Thinking? A reasoned, purposive, and introspective approach to solving problems or addressing questions with incomplete evidence and information and for which an incontrovertible solution is unlikely. Rudd & Baker, 1999 The Critical / Creative Thinking Bridge : The Critical / Creative Thinking Bridge Critical thinking dispositions : Critical thinking dispositions Engagement Looking for opportunities to use reasoning Anticipating situations that require reasoning Confident in reasoning ability Innovativeness Intellectually curious Wants to know the truth Cognitive maturity Aware that real problems are complex Open to other points of view Aware of biases and predispositions Critical Thinking skills and sub-skills : Critical Thinking skills and sub-skills Interpretation – categorization, decoding, clarifying meaning Notes, matrices, charts, patient history Analysis – examining ideas, identifying arguments, analyzing arguments Elements of reasoning, listening, data Evaluation – assessing claims, assessing arguments Questioning, credibility, reasonableness, trust Critical thinking skills and sub-skills : Critical thinking skills and sub-skills Inference – querying claims, conjecturing alternatives, drawing conclusions Problem solving, decision making, differential, diagnosis Explanation – stating results, justifying procedures, presenting arguments Elements of reasoning, stating the case, clarity Self-regulation – self examination, self correction Self critique, questioning, changing, recognizing personal errors in thinking Slide 10: Information / Facts / Data Data Interpretation Concepts / Theories Points of View Assumptions Conclusion / Implications / Consequences Purpose / Question Elements of Reasoning Purpose / objective : Purpose / objective We should reason to address an end, achieve an objective, or meet a need The purpose must be clear for good reasoning to occur The purpose should be meaningful, not trivial The purpose should be achievable Information / facts / data : Information / facts / data Relevant evidence should be provided Evidence should be reliable and true Evidence should be reported clearly All data should be considered Adequate data to address the purpose Assumptions : Assumptions The starting point for reasoning All reasoning takes some things for granted the purpose is good the problem is solvable the resources are available Assumptions should be clearly stated and be justifiable Data interpretation : Data interpretation Because we know “X” we can infer “Y” Putting together data points to clarify your proposed answer or justify your position Need to be consistent, deep, and clear Concepts and theories : Concepts and theories Using concepts and theories in the discipline to solve disciplinary problems Requires a deep understanding of concepts, theories, rules, and axioms Must use relevant concepts and theories Points of view : Points of view Understanding and articulating your point of view how was it developed does it make sense Acknowledging that similar and opposing points of view exist Understanding and discussing opposing points of view Conclusions / implications / consequences : Conclusions / implications / consequences Reasoning should lead somewhere! What are the consequences or implications of our reasoning? What will happen if we take the course of action suggested? Are the implications, conclusions, and consequences realistic / valid? Universal Intellectual Standards : Universal Intellectual Standards Clear: If a statement is unclear we cannot evaluate its fit with the other standards. Accurate: Accuracy = TRUTH. Is it true? Precise: Is there enough detail to completely understand the statement. Relevant: Is the information connected to the question at hand? Universal Intellectual Standards : Universal Intellectual Standards Depth: Does the statement, fact, etc. address the complexity of the issue? Breadth: Are there other points of view or other ways to consider this question? Are you considering the key factors? Logic: Does it make sense? Can you make that conclusion based on the information and evidence? Course Design : Course Design What are the fundamental and powerful concepts in your course? Is your instructional time used to teach these concepts? Why do we tend to get away from the fundamental concepts and teach more “stuff?” Assumption into question : Assumption into question ASSUMPTION: Agriculture teachers make low salaries. Do you think this is true / false / other ? How important is this assumption to YOU (1-5) Why is it important to you? Write two - three questions that you can generate from this assumption. Which questions are realistic to answer? Develop and implement a plan to answer the vital questions Socratic Discussion : Socratic Discussion Pitfalls… : Pitfalls… Teaching for critical thinking takes more time to prepare Teaching for critical thinking will reduce the amount of “material” covered Teaching for critical thinking is not popular with students in the beginning BUT… Resources : Resources Criticalthinking.ifas.ufl.edu Biotechcriticalthinking.ifas.ifl.edu You do not have the permission to view this presentation. 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critical thinking aSGuest8768 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 853 Category: Product Traini.. License: All Rights Reserved Like it (0) Dislike it (0) Added: January 02, 2009 This Presentation is Public Favorites: 2 Presentation Description No description available. Comments Posting comment... By: srikalki (35 month(s) ago) a very nice presentation can i down load this power point presentation... i have work on this... if u can plzz post it to me at srikalkimangu@yahoo.co.in plz share it itzz sooo important. Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Critical thinkingessentials : Critical thinkingessentials Dr. Rick Rudd Associate Professor Department of Agricultural Education and Communication University of Florida Why Critical Thinking : Why Critical Thinking “It is human irrationality, not a lack of knowledge that threatens human potential” (Nickerson cited in Kurfiss, 1986). Benefits of thinking critically : Benefits of thinking critically Students are able to raise vital questions and problems, as well as formulate and present them clearly Students can gather and assess information and interpret it effectively Students can reach well-reasoned conclusions and solutions to problems while testing them against relevant criteria and standards Students can be open-minded Students can clearly communicate ideas, positions, and solutions to others Novice Vs. Expert Thinker : Novice Vs. Expert Thinker Expert thinkers Quickly identify relevant information Can formulate a solution with “sketchy” information Novice thinkers Consider all information equally important Develop hypothesis, test hypothesis Cannot focus on central issues What is Critical Thinking? : What is Critical Thinking? A reasoned, purposive, and introspective approach to solving problems or addressing questions with incomplete evidence and information and for which an incontrovertible solution is unlikely. Rudd & Baker, 1999 The Critical / Creative Thinking Bridge : The Critical / Creative Thinking Bridge Critical thinking dispositions : Critical thinking dispositions Engagement Looking for opportunities to use reasoning Anticipating situations that require reasoning Confident in reasoning ability Innovativeness Intellectually curious Wants to know the truth Cognitive maturity Aware that real problems are complex Open to other points of view Aware of biases and predispositions Critical Thinking skills and sub-skills : Critical Thinking skills and sub-skills Interpretation – categorization, decoding, clarifying meaning Notes, matrices, charts, patient history Analysis – examining ideas, identifying arguments, analyzing arguments Elements of reasoning, listening, data Evaluation – assessing claims, assessing arguments Questioning, credibility, reasonableness, trust Critical thinking skills and sub-skills : Critical thinking skills and sub-skills Inference – querying claims, conjecturing alternatives, drawing conclusions Problem solving, decision making, differential, diagnosis Explanation – stating results, justifying procedures, presenting arguments Elements of reasoning, stating the case, clarity Self-regulation – self examination, self correction Self critique, questioning, changing, recognizing personal errors in thinking Slide 10: Information / Facts / Data Data Interpretation Concepts / Theories Points of View Assumptions Conclusion / Implications / Consequences Purpose / Question Elements of Reasoning Purpose / objective : Purpose / objective We should reason to address an end, achieve an objective, or meet a need The purpose must be clear for good reasoning to occur The purpose should be meaningful, not trivial The purpose should be achievable Information / facts / data : Information / facts / data Relevant evidence should be provided Evidence should be reliable and true Evidence should be reported clearly All data should be considered Adequate data to address the purpose Assumptions : Assumptions The starting point for reasoning All reasoning takes some things for granted the purpose is good the problem is solvable the resources are available Assumptions should be clearly stated and be justifiable Data interpretation : Data interpretation Because we know “X” we can infer “Y” Putting together data points to clarify your proposed answer or justify your position Need to be consistent, deep, and clear Concepts and theories : Concepts and theories Using concepts and theories in the discipline to solve disciplinary problems Requires a deep understanding of concepts, theories, rules, and axioms Must use relevant concepts and theories Points of view : Points of view Understanding and articulating your point of view how was it developed does it make sense Acknowledging that similar and opposing points of view exist Understanding and discussing opposing points of view Conclusions / implications / consequences : Conclusions / implications / consequences Reasoning should lead somewhere! What are the consequences or implications of our reasoning? What will happen if we take the course of action suggested? Are the implications, conclusions, and consequences realistic / valid? Universal Intellectual Standards : Universal Intellectual Standards Clear: If a statement is unclear we cannot evaluate its fit with the other standards. Accurate: Accuracy = TRUTH. Is it true? Precise: Is there enough detail to completely understand the statement. Relevant: Is the information connected to the question at hand? Universal Intellectual Standards : Universal Intellectual Standards Depth: Does the statement, fact, etc. address the complexity of the issue? Breadth: Are there other points of view or other ways to consider this question? Are you considering the key factors? Logic: Does it make sense? Can you make that conclusion based on the information and evidence? Course Design : Course Design What are the fundamental and powerful concepts in your course? Is your instructional time used to teach these concepts? Why do we tend to get away from the fundamental concepts and teach more “stuff?” Assumption into question : Assumption into question ASSUMPTION: Agriculture teachers make low salaries. Do you think this is true / false / other ? How important is this assumption to YOU (1-5) Why is it important to you? Write two - three questions that you can generate from this assumption. Which questions are realistic to answer? Develop and implement a plan to answer the vital questions Socratic Discussion : Socratic Discussion Pitfalls… : Pitfalls… Teaching for critical thinking takes more time to prepare Teaching for critical thinking will reduce the amount of “material” covered Teaching for critical thinking is not popular with students in the beginning BUT… Resources : Resources Criticalthinking.ifas.ufl.edu Biotechcriticalthinking.ifas.ifl.edu