The document discusses thinking skills, emphasizing the importance of both creative and critical thinking in learning and problem-solving. It defines thinking skills and introduces metacognitive strategies to improve cognitive processes, including critical thinking's self-assessment and reflection. Additionally, it outlines various types of thinking skills and tools to aid in decision-making and planning.

1. CHAPTER 1
Thinking skills
MGT 315
CREATIVE AND CRITICAL
THINKING

2. Do you know what does it mean by the phrase “thinking
out of box”?
It is actually a metaphor that means to think differently,
unconventionally, or from a new perspective
It is also refers to a creative thinker

3. LEARNING OBJECTIVES
 Student will be able to define thinking skills
 Student will learn the types of thinking skills
 Students will be able to learn the importance of
thinking skills
 Student will be able to examine the thinking
tools and ways to implement it.

4. DEFINE THINKING SKILLS
 Thinking skills is where an information is
process by using cognitive ability skill and
making meaning from it.
 In order for a person to effectively process the
information , one can be taught a specific
metacognitive strategies.
 Metacognitive strategies involve activities such
as planning how to approach a given learning
task and monitoring comprehension.
INTRODUCTION

5. Because whenever we
are dealing with
human life, we are
almost always
dealing with
thinking.

6. Thinking is the way
that the mind makes
sense of the world.

7. There is no way to
understand anything
except through
thinking.

8.  what there is
 what is happening
 what our problems are
 what our options are
 what threatens us
 what is important
 what is unimportant
 who our friends are
 who our enemies are
 what our “history” is
 who we are
 who loves us
Thinking tells us:

9. THINKING DETERMINES:
 what we learn
 how we learn
 what we think is important to learn
 what effort we should expend
 what we think is true
 what we think is false
 how things should be viewed
 whether our learning is of high or low
quality
 whether our learning is deep or superficial

10. Everything we know,
believe, want, fear and
hope for, our thinking
tells us.

11. Think of some problem
behavior your students
engage in.
See if you can identify the
thinking that leads to the
behavior.

12. THINKING
is
the core
of the curriculum

13. Critical Thinking
Is a Self-Directed
Process
By Which We Take
Deliberate Steps
To Think at the Highest
Level of Quality.

14. Red Thinking:
Higher order executive
functioning.
Thinking that analyzes,
assesses and improves green
Thinking.
Green Thinking:
Instinctive, automatic,
spontaneous thinking.
Unconsciously guided

15. Critical Thinking Is Not New
Critical Thinking Is Not New
Socrates 2,400 years ago discovered by a
method of probing questioning that people
often could not rationally justify their
confident claims to knowledge.
In 1605, Francis Bacon, wrote the first book on
critical thinking, The Advancement of Learning,
in which he documented various forms of
human irrationality and the need to establish
new habits of thought through education.

16. GREEN THINKING
Unconscious Mixture Of High Quality
And Low Quality Thinking
Spontaneous Subconscious Uncontrolled
Impulsive Self protecting Unanalyzed
Reflexive Self validating
Includes ideas that are valid, as well as nonsense, confusion, stereotypes,
prejudices. The key is that we cannot distinguish the difference between high
and low quality thought in green thinking mode.
Green thinking goes without assessing itself.

17. RED THINKING
Red Thinking stops and assesses itself before going
forward.
Disciplined Seeks the truth Self assessing
Critical Thinking Self correcting Probing
In red thinking mode, we actively work to eliminate
prejudices, biases, dysfunctional thinking from our
thinking. We actively work on our thinking.
We rigorously apply intellectual standards to our
thinking.

18. The Critical Thinking Mind
=
The Educated Mind

19. Substantive
Learning
Write
It
Hear
It Say
It
Apply
It
Read
It

20. Critical Thinking
Critical Thinking
Something you add onto everything else
Rather
The Way You Do
Everything You Do

21. ACTIVITY: WHAT IS CRITICAL
THINKING?
To be clear in writing:
 1) state
 2) elaborate (In other words…)
 3) exemplify and/or illustrate
Write out the most important thing you know
about critical thinking, in this form:
1) Critical thinking is …..
2) In other words…
3) For example of…

22. THINK FOR YOURSELF: 1-1
BEGINNING TO
THINK ABOUT YOUR THINKING
 To begin to think about your thinking, make a list
of any problems you believe currently exist with
your thinking. Try to be as explicit as possible.
The more problems you identify the better. For
each problem you identify, complete the following
statements:
 1. One problem with my thinking is…
 2. This is a problem because…
 3. If I adequately addressed this problem, the
quality of my life would improve in the following
ways…

23. THINK FOR YOURSELF: 1-2
CRITIQUE YOUR THINKING
Consider your thinking in these domains of your life: at work, in personal
relationships, in teaching, in intimate relationships, as a reader, as a
writer, in planning your life, in dealing with your emotions, in figuring out
complex situations. Complete these statements:
 Right now, I believe my thinking across all domains of my life is of
______________ quality. I based this judgment on _________________.
 1. In the following areas, I think very well…
 2. In the following areas, my thinking is OK, not great, but not terrible
either…
 3. In the following areas, my thinking is probably of low quality…
 List at least three areas for each of the above.

24. TYPES OF THINKING SKILLS
• A thorough evaluation
and very careful
judgment for instance
judging the likelihood of
product or services
Critical
thinking
• Innovative, unique and
novelty ideas which are
able to put things
together in new and
different ways.
Creative
thinking

25. IMPORTANCE OF THINKING
SKILLS
1. Help individual to find a clear goal or
solution
2. Help to develop a systematic planning
3. Reasoning

26. THINKING TOOLS
 Plus, Minus, Interesting (Edward de Bono)
 CAF (Consider all factors)
 C& S (Consequences & Sequal)
 AGO (Aims, Goal , Objectives)
 FIP (First important priorities)

28. PLUS, MINUS, Interesting (PMI Table)

29. CAF (CONSIDER ALL FACTORS)
Decision
Planning
Judgment
A
ction

30. C&S (CONSEQUENCES & SEQUAL)
 Predicting consequences and effects
 Anticipatory thinking
 Short term effect
 Mid term effect
 Long term effect

31. AGO (AIMS, GOAL , OBJECTIVES)
 Focus on aims, goal and objective
 Focus thinking
 Understand the other people if we know their
AGO

32. FIP (FIRST IMPORTANT
PRIORITIES)
 Priority first
 Selecting the most important factor
 Eliminate the least important factor

33. SUMMARY
 Human is said to only use portion of its brain
capability.
 Human can actually boost their brain capability
by understanding specific types of thinking, how
they work, and practicing the various type of
thinking skills.

34. REFERENCES
De Bono, E. (1990). Six thinking hats. London: Penguin
Michalko, M. (1998). Cracking creativity . Berkeley: Ten Speed
De Bono, E. (2005). De Bono’s thinking Course . Barnes & Noble Books; Revised edition (2005)
Vincent Ryan Ruggiero, Critical Thinking: Supplement to Becoming a Master Student, Houghton
Mifflin Company, Rapid City, Michigan, 1993.