ABo4o1 critical thinking

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  • APPROXIMATE TIMING Video and startup :10 Presentations 5 + 2 x :10 + 5 = :35 Discussion, critique , break, and video :15 --------------- 1 hour mark --------------------- Toolbox: :45 In-class exercise :45 Debrief – project assignment QnA :20
  • START 1:00 END 1:45
  • Kristin Health care, web design (e.g., facebook, google,) automotive, academia, the best students and employees in almost every field should think critically
  • Steve- (Berger Lifespan text) Colleges don ’t produce the “grand thinker” that they were once thought to to, so what is the benefit? Diversity. (and the benefits of being exposed to different people, viewpoints, cultures, backgrounds, etc.). It helps in terms of thinking, social skills, etc.
  • Steve – talking also about how this is an umbrella term
  • Kristin
  • Scott
  • Steve
  • Scott
  • Kristin
  • Steve
  • Scott Rephrasing: this so often includes classroom notes!
  • Steve
  • ABo4o1 critical thinking

    1. 1. Critical Thinking Toolbox Tequila Mobile Presentation Toolbox: Critical Thinking Feedback: MidTerms & Marking Rubric Preparation: Major League Baseball Session 7
    2. 2. Fun 1 Fun 1 Fun 2 Fun 2 Tequila Mobile: Assigned questions 1. What problem(s) does management face? 2. What advice do you propose for on a. The “way forward” ? b. Incremental changes in the business model to enable incremental increases in the 3Ps ? 3. What next steps to achieve targets?
    3. 3. Presentation Design Business Models Financial Analysis 1:00 Critical Thinking
    4. 4. Critical Thinking ToolboxCritical Thinking Toolbox  What do you think of this opinion piece?  Is the problem the author poses important?  Does the “Education 1.0” model accurately reflect our current situation? AB0401?  Is Koh’s argument for Singapore to adopt his “Education 2.0” model well-supported?  Fiscally and socially sustainable alternatives?
    5. 5. Critical Thinking ToolboxCritical Thinking Toolbox Work in pairs. Agree on 2-3 key sentences in the last page of the MLB case. a.  Person B reads one sentence aloud, then states in his/her own words what has been read. In other words,person B interprets the sentence. b. PersonA may then either agree with the interpretation or offer a different interpretation, add to the first one, etc. c.  Do not critique the evidence, merely interpret the logic of the statement or claim. d. Switch roles and move on to next key sentence. (Instructor will intervene and ask you to explain your result)
    6. 6. Critical Thinking ToolboxCritical Thinking Toolbox  Everyday problems can be more inquiry based  Students can learn to question claims, raise doubts, investigate situations, probe alternatives
    7. 7. Critical Thinking ToolboxCritical Thinking Toolbox  Discuss: What type of knowledge should your teachers seek to impart?
    8. 8. Critical Thinking ToolboxCritical Thinking Toolbox
    9. 9. Critical Thinking ToolboxCritical Thinking Toolbox “Critical Thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action”  Center For Critical Thinking (2004)
    10. 10. Critical Thinking ToolboxCritical Thinking Toolbox “He had learned how to pass examinations by ‘cramming; that is, in three or four days and nights he could get into his head enough of a selected fragment of some scientific or philosophical or literary or linguistic subject to reply plausibly to six questions out of ten. He could retain the information necessary for such a feat just long enough to give a successful performance; then it would evaporate utterly from his brain, and leave him undisturbed.” On what GeorgeAmberson had learned in college, from the Magnificant Ambersons (1918)}
    11. 11. Critical Thinking ToolboxCritical Thinking Toolbox “Purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of evidential, conceptual, methodological, or contextual considerations upon which judgment is based”  Facione, 1990 (within Behar-Horenstein & Niu, 2011)
    12. 12. Critical Thinking ToolboxCritical Thinking Toolbox “I consider critical thinking to be committing a kind of quiet mischief”  Professor Charles Haddad
    13. 13. Critical Thinking ToolboxCritical Thinking Toolbox critical thinking = disciplined, self-guided thinking aimed at a reasoned personal and work life. Thinking that analyzes the thinking process Thinking that evaluates thought Thinking that develops within itself intellectual habits thinking that moves beyond our native egocentricity
    14. 14. Critical Thinking ToolboxCritical Thinking Toolbox  Critical thinking involves finding connections between concepts, asking relevant questions, to find solutions to personal, professional, and academic problems.  Students should be able to:  Generate and justify ideas and questions.  Identify, examine, and access relationships between ideas and concepts.  Determine problems, hypothesize possible courses of action, apply viable solutions, and evaluate outcomes.
    15. 15. Critical Thinking ToolboxCritical Thinking Toolbox
    16. 16. Critical Thinking ToolboxCritical Thinking Toolbox
    17. 17. Critical Thinking Toolbox
    18. 18. Critical Thinking ToolboxCritical Thinking Toolbox  What kinds of questions should be asked?  How should instructors respond to student posts?
    19. 19. Critical Thinking ToolboxCritical Thinking Toolbox  Partners  Purpose:Address two differing interpretations to the issue or problem in the assigned case.  ‘A’ takes a pro side.  ‘B’ argues con side.  Switch when prompted.  Usually after 2-3 minutes.  Develops intellectual depth and empathy.
    20. 20. Critical Thinking ToolboxCritical Thinking Toolbox A well cultivated critical thinker:  raises vital questions and problems, formulating them clearly and precisely;  gathers and assesses relevant information, using abstract ideas to interpret it effectively;  comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;  thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences;  and communicates effectively with others in figuring out solutions to complex problems.
    21. 21. Critical Thinking ToolboxCritical Thinking Toolbox
    22. 22. Critical Thinking ToolboxCritical Thinking Toolbox  Imply  Infer  Intuit  Investigate  Judge  Justify  Know  Meditate  Observe  Perceive  Ponder  Probe  Prove  Question  Rate  Reason  Reflect  Scrutinize  Solve  Theorize  Verify  Weigh
    23. 23. Critical Thinking ToolboxCritical Thinking Toolbox
    24. 24. Critical Thinking ToolboxCritical Thinking Toolbox
    25. 25. Critical Thinking ToolboxCritical Thinking Toolbox Illustration Based on St. Edward’s University, Center for Teaching Excellence, 2001
    26. 26. Critical Thinking ToolboxCritical Thinking Toolbox “Science is built of facts the way a house is built of bricks, but an accumulation of facts is no more science than a pile of bricks is a house!” Poincare

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