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Critical Thinking

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Critical Thinking

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    1. Critical Thinking What is it?

    2. Higher Order Thinking

    4. Bloom's Taxonomy The first, most basic level of thought is called KNOWLEDGE. When you possess knowledge, you possess basic information. You fill your head with facts, figures, names, dates, places, etc.—remembering previously learned material.

    5. Bloom's Taxonomy If you were to consider the topic of mathematics using Bloom’s Taxonomy, you would define KNOWLEDGE as remembering numbers—the ability to count from 1 to 100, but you would not understand how those numbers are useful. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

    6. Bloom's Taxonomy Knowledge is followed by Understanding, the ability to grasp the meaning of material. It goes just beyond the knowledge level. Comprehension is the lowest level of understanding. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

    7. Bloom's Taxonomy APPLICATION is the next level of the hierarchy and refers to the ability to use learned material in new and concrete ways, such as solving a particular problem. Application requires a higher level of understanding than comprehension. Application: apply, choose, demonstrate, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

    8. Bloom's Taxonomy In ANALYSIS, the 4th level of the taxonomy, the learning outcomes requires the ability to break the information into separate parts in order to gain a greater understanding of the whole. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

    9. Bloom's Taxonomy SYNTHESIS, the 5th level of Bloom, refers to the ability to put parts together to form a new whole. and, finally, formulate new ideas from the patterns of information SYNTHESIS allows you to take the information you have collected through the analysis process and to pull in other information in order to formulate new ideas Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

    10. Bloom's Taxonomy The last level of the taxonomy is EVALUATION. Evaluation is concerned with the ability to judge the value of material for a given purpose. The thought process in this area is the highest in the cognitive hierarchy because it incorporates or contains elements of the previous levels: knowledge, comprehension, application, analysis, and synthesis. In addition, this level contain conscious value judgments and arguements based on clearly defined criteria.

    11. Bloom's Taxonomy This last level of the taxonomy, EVALUATION, empowers you to judge the value “Which is the best choice? What would be best for me, for others, or for my family?” Evaluation: appraise, assess, choose compare, defend estimate, judge, predict, rate, select, support, value, evaluate.

    12. Critical Thinking What is it?

    13. Definition of Critical Thinking

    14. Critical Thinking Critical thinking is higher-order thinking. It enables a person to make judgments about political or social issues. Critical thinking enables an individual to be a responsible citizen who contributes to society, and not be merely a consumer of society's propaganda.

    15. Critical Thinking Critical thinking can also be described as the scientific method applied by ordinary people to the ordinary problems and issues. Critical thinking approximates the well-known method of scientific investigation: a question or problem is identified, the issue is defined and researched, Evidence is weighed and evaluated, a hypothesis formulated, relevant data sought and gathered, the hypothesis is logically tested and evaluated, and reliable conclusions are drawn from the result.

    16. All of the techniques of scientific investigation are used in critical thinking, which is in essence scientific method used in everyday life. Critical thinkers investigate problems, ask questions, pose new answers that challenge the status quo, discover new information that can be used for understanding or judgments, question authorities and traditional beliefs, challenge received dogmas and doctrines.

    17. A person who thinks critically will: define the issue or problem and gather relevant information; look at the issue or problem from multiple angles and ask appropriate questions; suspend judgment in the absence of sufficient evidence to support a decision; remain comfortable with ambiguity (understand the difference between “Truth” and “knowledge in progress;”  evaluate the validity of arguments, evidence and assumptions of alternative points of view or solutions; recognize the fallibility of their own opinions, the probability of bias in those opinions, and the danger of weighting evidence according to personal preferences; reason logically from information and evidence; and come to reliable and trustworthy conclusions, well supported by logic and evidence about the issue or problem, and act effectively.

    18. John Dewey and Critical Thinking In his book How We Think, John Dewey defined critical thinking as "reflective thought"- to suspend judgment, maintain a healthy skepticism, and exercise an open mind. These three activities called for the active, persistent, and careful consideration of any belief in light of the ground that supports it. In Dewey’s view students must be taught to examine, poke, question, and reflect on what they have learned. Skepticism, questioning, and reflection are essential. Examine a problem, find a solution, think about why you were or were not successful, and learn from your successes and failures.

    19. John Dewey and Critical Thinking Dewey thought that all inquiry both about the physical universe and about ethical choices could equally be explored through the scientific method. That is, he thought we could make value judgments by applying reasoned inquiry. He suggested that the test for ethical choices should be “ends in view,” or the projected consequences of alternative social action. So we should test our hypotheses about what we should do or not do in a situation of social choice (or personal choice) by the consequences of the action. He thought we could be scientific about making social choices or “value judgments.”

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