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Critical thinking is
reasonable reflective
thinking that is focused
on deciding what to
believe or do
Ennis (1996)
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Critical thinking can be
interpreted as a dimension of
thinking that is guided by
criteria and standards to arrive
at a discerning, thoughtful, and
skillful judgment on something.
(Lopez, 2014)
5. The critical thinking consists
of two main components:
dispositions and abilities.
The acquisition of disposition
motivates the learners to
acquire the abilities
(Norris & Ennis, 1989)6/23/2015 5
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The Nature of Critical
Thinking: An Outline of
Critical Thinking
Dispositions
and Abilities
Robert H. Ennis
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1. Focus on a question
2. Analyze arguments
3. Ask and answer
clarification and/or
challenge questions
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4. Judge the credibility
of a source.
5. Observe, and judge
observation reports.
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6. Deduce, and judge
deduction
7. Make material
inferences
8. Make and judge value
judgments
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9. Define terms and
judge definitions, using
appropriate criteria
10. Attribute unstated
assumptions
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11. Consider and reason from
premises, reasons, assumptions,
positions, and other propositions
with which they disagree or about
which they are in doubt, without
letting the disagreement or doubt
interfere with their thinking
("suppositional thinking")
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13. Proceed in an orderly
manner appropriate to the
situation.
14. Be sensitive to the
feelings, level of knowledge,
and degree of sophistication
of others
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1. Critical Thinking
Opener
This is the introductory part
of the lesson in which the
prior knowledge of the
students regarding the
subject matter is activated.
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2. Critical Thinking about
the Input
This can be forms of text
(editorial, news, opinion, etc),
selection from textbooks, or
articles from internet that serve
as subject matter.
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3. Critical Thinking about
Vocabulary
Learners are asked to define
unfamiliar words by using
different types of context such
as the semantic clues, syntactic
clues, and presentation clues.
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4. Critical Thinking in
Action
This is the part of the
lesson in which subject
matter and critical thinking
aspect are interwoven.
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5. Think Critically about
Critical Thinking
Learners think about their
thinking while they are thinking
to make their thinking better is
the main objective of this part
of lesson structure.
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6. Applying Critical
Thinking
This involves two kinds of
transfer as regards the
application of processes of
certain critical thinking aspect.
These are near transfer and far
transfer.
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7. Reinforcement Critical
Thinking Task
Students are asked for written
performance regarding the
effective use of the critical
thinking abilities/dispositions or
cognitive processes to content
similar to the topic of the lesson.
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Critical Thinking Map of
Critical Thinking Disposition
“Care to Get It Right to the
Extent Possible” CARE TO
GET IT RIGHT TO THE
EXTENT POSSIBLE
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1. What are the alternatives
available before making a decision?
2. What are the points of view of
others about the situation to make
oneself well-informed?
3. Which alternative is best in the
light of possible consequences?
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4. How important are the
consequences?
5. Is the endorsed position
regarding the issue based on
credible and justified information?
6. Are you impulsive when you
make significant decision?
Explain.
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Critical thinking is a young
discipline and infusing it into
different content areas is a long-
term evolutionary goal in
education, but this is a project
that is worth the effort
(Lopez, 2010)
