Critical thinking slides by ghulam mustafa alias zain abbas

2. ON
Deportment of B’ed 2.5 year 2k19
Designed By
Ghulam Mustafa Alias Zain Abbas
And
Jinsar Ali Bhanbhro

4. Brainstorming is a group creativity technique
by which efforts are made to find a conclusion
for a specific problem by gathering a list of
ideas spontaneously contributed by its
members.
The term was popularized by Alex Faickney
Osborn in the 1953 book Applied Imagination.

5. INDIVIDUAL BRAINSTORMING
GROUP BRAINSTORMING

6. When you brainstorm on your
own you don’t have to worry
about
other people’s egos or
opinions, and you can be free
and more creative.
Forindividual brainstorming,
choose a comfortable place to
sit and think.
Minimize distractions, focus on
the problem at hand, using
mind maps to arrange and
developed ideas.

7. There is an advantage of
full experience and
creativity of all team
members.
When one member gets
stuck with an idea ,
another members
creativity and experience
can take ideas to the next
stage.

8. After sharing ideas start a group discussion to
develop other peoples ideas and use them tocreate
new ideas.
Welcome creativity and encourage to come up with
as many ideas as possible regardless of whether it
is practical or impractical.

9. Concept maps are a graphic representation of students’
knowledge.
Having students create concept maps can provide you with
insights into how they organize and represent knowledge.
This can be a useful strategy for assessing both the
knowledge students have coming into a program or course
and their developing knowledge of course material.
Concept maps include concepts, usually enclosed in circles or boxes,
and relationships between concepts, indicated by a connecting line.
Words on the line are linking words and specify the relationship between
concepts.

10. Nodes Represent concepts.
Lines Represent relations between
concepts, arrowheads indicate direction.
Labels On the lines describe the nature of the
relationship.
Combined, these three components
create propositions or meaningful
statements.

11.  Because concepts are perceived
regularities in events or objects, individuals
can have different conceptual
understandings of the same topic.
 Thus, concept maps can be intrinsically
different without being “wrong.”
 The next two slides present two ways of
structuring concept maps. They also
provide more information about concept
mapping.

12. Forexample:
 WhoLives in myhouse?
• Mom
• Me
• Brother
• Sister
• Dog
Sister
Me

13. • You are making a statement about what
several people or things have in
common

14. For
example…
• Many people like popcorn.

15. Non-example
• Everybody loves popcorn!!
This is a faulty
generalization…
WHY??

16. What is a Venn Diagram
• A diagram that consists of circles.
• The circles represent the elements of the
set and the outer parts represent elements
that are not part of the set.
• A Venn Diagram is used to organize a list
of data.

17. Venn diagrams were introduced around 1880 by John
Venn. They are used to teach elementary set theory. (*Set
theory is the branch of mathematics that studies sets,
which are collections of objects.
It is also used to illustrate simple set relationships in
probability, logic, statistics, linguistics and computer
science

18. As graphic organizers, they allow students to formulate their thoughts. With
the two above, students might list the similarities between the republicans
and democrats in C and the differences in A or B. History students might
use Figure 1 to compare Athens and Sparta in ancient Greece. Or they
might compare the North and South in the period leading to the American
Civil War.
CAN THE VENN DIAGRAM BE USED IN
OTHER CLASSES?

19. • Write down your 6 most favorite numbers.
• Put them in order from biggest to smallest. On
your Venn Diagram, label the 1st circle as
numbers that have 1 included in the number and
the 2nd circle as number that have 9 included.
• The middle circle will be numbers with BOTH 1
and 9.
• The outer parts of the Venn Diagram will be
numbers with neither 9 or 1 included.

20. LOGIC
It is a branch of philosophy that
concerns analysis of inferences and
arguments.
It is the use and study of valid
reasoning.
A properor reasonable way of
thinking about understanding
something.
An inference involves
forming a conclusion that
is based on some
evidence.
An argument consists of a
conclusion and its
supportive evidenced.

21. LogicalReasoning
A theory may be developed through:
Deductive Reasoning
Inductive Reasoning
Retroduction Reasoning

22. LogicalReasoning
A theory may be developed through:
DEDUCTION
It happens when a researcher works from
the more general information to the more
specific.
“top-down” approach
A process of gaining knowledge
Considered to reserve truth.

23. LogicalReasoning
INVALID and UNSOUND
Premise 1:
Premise 2:
Conclusion:
Some teachers are musicians.
All instructors are teachers.
Therefore, all instructors
An invalid deductive argument can never
be sound.
Premise 1: All victims of abuse have low self-esteem.
Premise 2: Clowen has low self-esteem.
Conclusion: Therefore Clowen is a victim of abuse.
are musicians.

24. LogicalReasoning
MYRA ESTRIN LEVINE
The Conservation Theory
MARTHA E. ROGERS
Unitary Human Beings

25. LogicalReasoning
SISTER CALLISTAROY
Adaptation Model
DOROTHEAOREM
Self Care Deficit Theory of
Nursing

26. LogicalReasoning
BETTY NEUMAN
Systems Model
DOROTHY JOHNSON
Behavioral System Model

27. A theory may be developed through:
INDUCTION
A form of logical reasoning in
which a generalized is induced
from a number of specific,
observed instances.
It is also called hypothesis construction because
any conclusions made are based on current
knowledge and predictions.
“bottom-up” approach
LogicalReasoning

28. LogicalReasoning
Inductive Form
Premise 1: Victims of abuse who hav
self esteem.
Conclusion: All victims of abused
The conclusion states a
generalization that extends beyond
been observed have low
the observations. have low self esteem.
ves for school at 7:00am and is on time.
always be on time if she will leaves at
Premise 1: Jennifer lea Is viewed in terms of degrees of
Conclusion: Jennifer will
7:00am.
strength and the probability that the
premises lead to a given conclusion.
Premise 1: All observed women in one area wear heels.
Conclusion: All women must wear heels.
Allows conclusion
to be false.

29. LogicalReasoning
FLORENCE NIGHTINGALE
Environmental Theory
AFAF IBRAHIM MELEIS
Transition Theory

30. LogicalReasoning
NOLA J. PENDER
Health Promotion Theory

31. LogicalReasoning
A theory may be developed through:
RETRODUCTION Abductive Reasoning
Is a mode of inference in which events are explained
by postulating (and identifying) mec hanisms which
are capable of producing them.
It is the reasoning process that starts from a set of
facts and derives their most likely explanations.