the art and science of critical thinking prepared and presented for mid-continent university by...
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The Art and Science of Critical thinking
Prepared and Presented for
Mid-Continent University
by
Cheryl Torok Fleming, Ph.D.
Summer, 2013
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Workshop Objectives
• Develop ideas for modeling, incorporating, and assessing critical thinking in the classroom.
• Leave the workshop with at least one idea you plan to use immediately.
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Agenda
• Introductions• Devotion and Prayer• Defining Critical Thinking• Classroom Applications of Critical
Thinking• Closing
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Discussion Questions
• What is critical thinking?
• List some impediments to engaging in critical thinking. Why do they exist?
• How do we know critical thinking when we see it? What qualities characterize it?
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Discussion Questions
• What concerns do we have about our students and their thinking skills?
• Why do we want to improve critical thinking skills in our students?
• What outcomes do we want or expect?
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Report Out
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Definitions of Critical Thinking
“Carefully exploring the thinking process to clarify our understanding and make more intelligent decisions.”
(Chaffee, 2009, p. 2)
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Definitions of Critical Thinking
“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do.”
(Ennis, cited in Fisher, 2006, p. 4)
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Definitions of Critical Thinking
“Critical thinking consists of an awareness of a set of interrelated critical questions, plus the ability and willingness to ask and answer them at appropriate times.”
(Browne & Keelye, 2007, p. 3)
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Definitions of Critical Thinking
“Critical thinking is a collection of skills we use every day that are necessary for our full intellectual and personal development.”
(Boss, 2010, p. 4)
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Learn the Tools the Best Thinkers Use
• The best thinkers know that learning is both an emotional and an intellectual task.
• The best thinkers view education as a lifelong process.
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Student Techniques for Improving Learning
• Become an active learner.• Consider academic disciplines to be ways
of thinking.• Ask questions.• Seek connections.• Think of your professor as a coach.• Consider class time as “practice time.”
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Student Techniques for Improving Learning
• Relate subject matter to life.• Determine which learning skills to
develop.• Practice explaining ideas to others.• Identify fundamental ideas of a course.• Use and apply the intellectual standards.
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Small Group—Discussion Exercises
1. What did you learn about critical thinking?
2. What specific tools or techniques do you plan to use to encourage critical thinking?
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A Word from our Sponsor. . .
“And the things that you have heard from me among many witnesses, commit these to faithful people who will be able to teach others also.”—2 Timothy 2:2 (NKJV)
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References
Boss, J. (2010). Think: Critical thinking and logic skills for everyday life. New York: McGraw Hill.
Brown, J, & Isaacs, D. (2008). The world café: Sharing our futures through conversations that matter. San Francisco: Berrett-Koehler. www.theworldcafe.com
Browne, M. & Keeley, S. (2007). Asking the right questions: A guide to critical thinking, 8th ed. Upper Saddle River, NJ: Pearson Prentice Hall.
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References
Chaffee, J. (2009). Thinking critically 9th ed. Boston: Houghton Mifflin.
Fisher, A. (2006). Critical thinking: An introduction. Cambridge, UK: Cambridge University.
Mumaw, S., & Oldfield, W. (2006). Caffeine for the creative mind: 250 exercises to wake up your brain. Cincinnati, OH: HOW Books.
Paul, R, & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Upper Saddle River, NJ: Pearson Prentice Hall. www.criticalthinking.org