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Critical Thinking - Student

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Kate Benchoff

on 25 August 2014

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Transcript of Critical Thinking - Student

Critical Thinking
A Critical Thinker...
* Challenges

* Evaluates

* Analyzes

* Reflects

* Judges
Critical Thinking Is NOT:
* based on the transmission model of

* only applicable to students

* a rejection-based philosophy

* perfect
Your Mission, Should You Choose To Accept It:
Critical Thinking
or "Why You Shouldn't Believe This:"

Some Activity Ideas
Silent Socratic Dialogue
Student Team or Single Teaching
Constructive Controversy
Classroom Trials

Classroom Rules for Critical Thinking

From Edman Laird's "Teaching Critical Thinking in the Honors Classroom"
• Because you are not God, it is inevitable some of the beliefs
and viewpoints you firmly hold are completely wrong.
Therefore, beware of intellectual arrogance.

• Until you understand the viewpoints of those who disagree
with you, you do not understand your own viewpoint very

• Until you can summarize another viewpoint so well those
who hold it agree with your summary, you do not understand that viewpoint.

• If you wish to be considered a critical thinker, you must be
willing to seriously consider alternatives and to change
your mind.

• Always assume those with whom you disagree are as intelligent as you are and have motives as noble as you do.
A few definitions...
"The term 'critical thinking' encompasses skills such as
evaluating sources of information, challenging assumptions,
understanding context, analyzing arguments, and using
metacognition" (Cotter & Tally, 2009).

"Bloom's taxonomy delineates six categories of learning: basic knowledge, secondary comprehension, application, analysis, synthesis, and evaluation. The first two categories, basic knowledge and secondary comprehension, do not require critical-thinking skills, but the last four--application, analysis, synthesis, and evaluation--all require the higher-order thinking that characterizes critical thought" (Bissell & Lemons, 2006).

"CT is much more than a set of reasoning and communication skills. CT seems to reflect an approach to life....It is not enough that someone have the skills to use reason when considering ill-defined problems...a critical thinker must also desire to use CT skills even in situations in which reasonable reflection may lead to discomfort or difficult decisions on the part of the thinker" (Edman, 2002).
Flip it. Flip it Good.
The flipped classroom provides a manageable framework for students to develop critical thinking skills.
Bissell, A. N., & Lemons, P. P. (2006). A New Method for Assessing Critical Thinking in the
Classroom. Bioscience, 56(1), 66-72.
Cotter, E. M., & Tally, C. (2009). Do Critical Thinking Exercises Improve Critical Thinking Skills?.
Educational Research Quarterly, 33(2), 3-14.
Edman, L. (2001). Teaching Critical Thinking in the Honors Classroom. In C.L. Fuiks & L. Clark
(eds.) Teaching and Learning in Honors (pp. 45-64). Retrieved from http://
An "A" Student
vs. A Critical Thinker
"One of the most common complaints heard about infusing CT instruction into a curriculum is the claim by professors that they already have too much to cover to include teaching thinking too" (Edman, 2001).
1. Discuss
2. Brainstorm
3. Evaluate

Brainstorming Guidelines:
* Assume no limitations
* Avoid all negativity and skepticism
* Assume all ideas are equally valid
* Be creative
* Avoid judgment of any kind, verbal or non-verbal
* Have fun
Full transcript