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Critical Thinking, Chapter 1

This presentation is for use with Baker & Beitman's "Critical Approaches to Reading, Writing, and Thinking." It is designed for a flipped, on-ground classroom.
by

Nicole Truitt

on 27 June 2016

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Transcript of Critical Thinking, Chapter 1

What is Critical Thinking?
Your Book Says:
"Critical Thinking is a reflective, rational process used to make good decisions or to form beliefs that are more likely to be true."
Critical Thinking is only the first step in a critical approach
Step 2:

Critical Reading:
the application of the skills of a critical thinker to a text
to see if it is credible
to check if it makes a good argument
to avoid being taken in by rhetorical tricks and emotional manipulation


Critical Thinkers:
Think critically about claims, evidence, "facts"
Work at it/practice critical thinking
Use knowledge to make good decisions and solve problems
Know that they won’t always be right
Recognize when they need more information
Develop certain skills and character traits

Some key facts about
Critical Thinking:
It's not about being smart
Critical
Thinking

for use with Chapter 1 of Critical Approaches to Reading, Writing and Thinking
Nicole Truitt
Delaware Technical Community College
ENG 101 Fall 2014

1. Why is the Becel video relevant to a discussion about Critical Thinking?
2. Why does King link thinking critically to character?
3. In your own words, define
Critical Thinking.
Step 3:

Critical Writing
The use of critical thinking and reading skills to examine a text
to allow you to make your own arguments about it
to explain your own ideas completely and logically


1. If it takes too much effort to learn more about something,
I'm okay with not knowing about it.
2. I don't care what I do or say, as long as I win an argument.
3. Once my mind is made up, I usually don't change it.
4. I don't really think there are better or worse opinions; all
opinions are equal.
5. Some beliefs should never be questioned.
Agree or Disagree?
https://www.polleverywhere.com/survey/BzLl3gtqf
https://www.polleverywhere.com/multiple_choice_polls/X5ykEYnKKIgdcyh
https://www.polleverywhere.com/multiple_choice_polls/ZJNCOWLVsfbVW0k
https://www.polleverywhere.com/multiple_choice_polls/HIEduG1volQJR29
https://www.polleverywhere.com/multiple_choice_polls/ArESgSd9j0x5aHz
https://www.polleverywhere.com/multiple_choice_polls/d40hAgpFOMDtZjG
Comprehension
Interpretation
Inference
Analysis
Monitoring
Evaluation
Explanation
Problem-solving

Character
Intellectual Curiosity
Intellectual Humility
Open-mindedness
Organization
Skepticism
Fair-mindedness
Trust in Reasoning
Persistence
What are some
advantages and disadvantages
of Critical Thinking?
Definitions?
Examples?

Activity 1.4
on page 12
There are no guarantees
'Deciding not to decide' is totally a thing
It can be used in a strong or weak sense
Standards are essential
Information
should be:
Significant

Accurate
Complete
Fair
Relevant
Clear
Practice!

Think of a person you know
who is a critical thinker.
Write your own anecdote that highlights
one of the dispositions
(but don’t state which one).
Trade with a classmate, and see if that person can identify the disposition you had in mind.



The classmate should write the disposition at the bottom of your anecdote.
Complete Activity 1.5 on pages 12-13
Four Corners Version (opt):
Discussion: Do you think it is possible to be a critical thinker 100% of the time? Why or why not?
Ric Baker & Vivian Richardi Beitman
Critical Approaches to Reading, Writing and Thinking
Prepare for next class by reading Chapter 1, Section 2:
Pages 18-29

Please do
Practice 1.8
while you read
Barriers to Critical Thinking
Obstacles
caused by our emotions
Chapter 1, Section 2
Obstacles caused by the way we think
Use of defense mechanisms
Rationalizing
Confirmation Bias
Memory Errors

Attribution Mistakes
Wishful Thinking
Conformity
Denial
Anger
Avoidance
In groups, discuss examples in your own lives when you
encountered one of these obstacles.
Choose one example per group to share with the class.
Practice:
Chapter 2: Comprehension
Pages 31-60
Next:
Not at all
Not much
Some
A lot
A whole lot
Move around the room to choose the corner that best represents how much you possess of each trait I call out:
Front of classroom
For example, when I call out "Humility", move to the front right corner of the room if you think you have "A lot" of "Humility."
In groups, discuss examples in your own lives when you
encountered one of these obstacles.
Choose one example per group to share with the class.
Practice:
In groups, discuss examples in your own lives when you
encountered one of these obstacles.
Choose one example per group to share with the class.
Practice:

http://www.slate.com/articles/health_and_science/science/2015/01/surprise_journal_notice_the_unexpected_to_fight_confirmation_bias_for_science.single.html
Surprise Journals:
Full transcript