Critical Thinking

1. LESSON
1
Reading and Writing Skills

2. Let’s warm up
In the next few slides you will be
made to answer questions that
will tease your brain and make
you think critically. Ready?
Let’s go!

3. Name a province in
the Philippines
which start with
the letter
B

4. Take one out and
scratch my head. I
am now black but
once was red. What
am I?

5. Question:
What was world’s
tallest mountain
before Mt. Everest
was discovered?

8. CRITICAL
THINKING
Reading and Writing Skills

9. By the end of this lesson…
You will be able to:
🖊 Define critical thinking;
🖊 Differentiate critical from non-critical
thinking;
🖊 Apply the principles of critical thinking in
various situations.

10. CRITICAL THINKING
vs.
NON-CRITICAL THINKING
What is the difference
between the two?
01

11. CRITICAL THINKING
It involves a series of complex
thought processes which allows
you to make reasoned judgments,
assess the way you think, and
solve problems effectively.
It happens when you simply
accept the things you are told
without examining them. It also
happens when you construct
thoughts based on emotions.
Moreover, non-critical thinking
leads people to jump to
conclusions without proof or
evidence.
NON- CRITICAL THINKING

12. CRITICAL THINKER
NON- CRITICAL
THINKER
NON-CRITICAL
THINKER readily
accepts ideas he/she is
exposed to.
CRITICAL THINKER
enables him/her to process
and evaluate ideas to come
up with his/her own
perspective.

13. LEVELS
OF
THINKING

14. BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN
● It was published by Benjamin
Bloom, an American Psychologist,
together with a team of educational
psychologists.
● It is a system that classifies the
levels of thinking important for
learning.
● It was created to promote higher
levels of thinking.
● It is composed of six levels which
follow a successive pattern. Thus,
to proceed to the next level, the
current one must be mastered first.

15. REVISED BLOOM’S TAXONOMY
● Lorin Anderson (Bloom’s former
student), and a group of cognitive
psychologists published a revision
of the levels of taxonomy.
● This was done to make it relevant to
21st century learners and teachers.
● They changed the names of the
levels and used verbs instead of
nouns to denote active process of
thinking.
● It was also reconstructed because
CREATING is more complex form
of thinking than EVALUATING.

17. FOUNDATIONS
OF
THINKING

18. In the summer before Pia became a grade 11 student, she
decided to volunteer in a non-government organization which
ran a shelter for street children. During her orientation, she
was told to report incidents of street children engaging in illicit
activities. One day, she found one of the children who used to
go to the shelter picking pockets in the market, so she went to
talk to him. He said that his father threatened to beat him up if
he will not hand enough money by the end of the day.
To illustrate the taxonomy, let us refer to the
sample situation below:

19. KNOWLEDGE/REMEMBERING
- base of the Bloom’s Taxonomy, least complex, ensures that a specific
information is learned.
Question: What did Pia do during the summer?
○ Answering the question requires you to recall the information
you just read.
○ This is REMEMBERING; it involves the retrieval, recognition, and
recalling of information.
○ REMEMBER by asking questions which aim to define, memorize,
or state information.

20. COMPREHENSION/UNDERSTANDING
- going beyond basic recall by understanding what the facts mean;
understanding the main idea in order to interpret or summarize
ideas in your own words.
Question: What can you say about the situation of the street child?
○ To answer this question, you have to draw your own
interpretation based on what you read. This is called
UNDERSTANDING. It refers to the construction of meaning from
verbal and nonverbal messages.
○ UNDERSTAND by asking questions which discuss, describe,
paraphrase, or explain information.

21. APPLICATION/APPLYING
– must show that one can apply the information that they have
learned.
Question: If you were Pia, how would you approach the incident of
seeing one of the children?
○ You have to draw on the knowledge you learned to use it on
situation; this is APPLYING.
○ APPLYING refers to the use and implementation of knowledge in
various situations.
○ APPLY knowledge by asking questions which demonstrate, solve,
or use information.

22. HIGHER ORDER
THINKING
SKILLS

23. Pia reported the incident regarding the street child to her volunteer
organization. They contacted the proper authorities to help the child
and apprehend his father. However, they were told that it was already
reported months before, and that the authorities will look into the
issue once they have the time, as they have other priorities.
To illustrate the taxonomy, let us refer to the
sample situation below:

24. ANALYSIS/ANALYZING
– beyond simple understanding and applying knowledge; begin to have
a more active role in their own learning.
Question: Based on the response of the authorities, what inference can
you make regarding their treatment of the case?
○ In answering, you have to examine the causes and make
inferences based on them.
○ This is called ANALYZING; it focuses on breaking down of ideas
into parts and relating these parts to one another.
○ ANALYZE by asking questions which compare, integrate, or
structure information.

25. SYNTHESIS/EVALUATING
- make judgments based on the information they have learned and their
own insights
Question: Is the reaction of the authorities justified?
○ When thinking of your answer, weigh the pros and cons,
advantage and disadvantages, to JUDGE the action. This is called
EVALUATING. It refers to making judgments on the value and
validity of ideas and events.
○ EVALUATE by asking things which judge and test an idea based
on certain rules or standards.

26. EVALUATION/CREATING
– move beyond what they have learned to create own products, ideas
and theories.
Question: How would you illustrate the highlights of the events,
including the first part, through a four-panel comic strip?
○ While making the comic strip, you have the synthesize the parts
to turn them into one output. This is known as CREATING. It
involves combining parts to form a well-designed whole.
○ CREATING does only mean making something concrete. You can
also ask questions which aim to produce, design or construct
new information or ideas.

27. • Remembering (Label, Who, What, Match, List, Name, State, Outline, Define,
Locate,
Repeat, Identify, Recite, Select)
• Understanding (Discuss, Explain, Interpret, Translate, Restate, Describe, Which,
Summarize, Provide proof of, Provide an Outline, Diagram)
• Applying (Use, Report, Construct, Solve, Illustrate, Predict, Perform, Demonstrate,
Design)
• Analyzing (Analyze, Investigate, Satisfy, Classify, Compare and Contrast, Debate,
Graph)
• Evaluating (Justify, Evaluate, Conclude, Editorialize, Weigh pros/cons, Criticize,
Appraise, Judge, recommend)
• Creating (Invent, Design, Formulate, Hypothesize, Report, Sing, Experiment,
Generate,
Compose)
Additional Verbs for
Each Taxonomic Level

28. Remembering- requires students to recall information.
● “What is the capital of the Philippines?”
● “Who is the author of Harry Potter?
● “How many ounces are in a pound?”
Understanding- interpreting, classifying, summarizing, inferring, comparing, and explaining.
● “What is the main idea of this story?”
● “How would you illustrate the water cycle?”
● “If I put these three blocks together, what shape do they form?”
Additional Examples for
Each Taxonomic Level

29. Applying- students take information they already know and apply it to a new situation.
● “How would you use your knowledge of latitude and longitude to locate the Philippines?”
● “What happens when you multiply each of these numbers by nine?”
● Using the formula that we have learned, solve for the perimeter and area of HSCI Ledesco’s
basketball court.
Analyzing- a student is made to break down something into its component parts. To analyze
requires students to identify reasons, causes, or motives and reach conclusions or
generalizations.
● “What are some of the factors that cause rust?”
● “How and why did the Bataan Death March happen?”
● “Compare and contrast the characteristics of mammals from amphibians.”
Additional Examples for
Each Taxonomic Level

30. Evaluating- requires an individual to make a judgment about something. Evaluation
questions do not have single right answers.
● “What do you think about your work so far?”
● “What story did you like the best?”
● “Do you think that the government did the right thing?”
Creating - challenge students to engage in creative and original thinking. These questions
invite students to produce original ideas and solve problems.
● “Develop a proposal that would help in determining the preferred degree programs of
graduating SHS students”
● “How would you assemble these items to create a windmill?”
● “Create a five-paragraph essay to demonstrate your concept of charity.”
Additional Examples for
Each Taxonomic Level

32. Why study the Levels of Thinking?
Once you are able to think using these
levels, you can apply them both in
academic and real-life settings. For
instance, when confronted with a
problem, start by describing it, identify
its causes and effects, the people
involved, and how it occurred. Explore
and analyze possible solutions and
evaluate the feasibility of each.
Choose the best solutions and plan
how to apply it.

33. 1. Inquisitive; genuine questions that lead to a better understanding
2. Does not settle for superficial level of interpretation
3. Investigates and digs deeper
4. Open-minded to different ideas to arrive to different judgment
5. Examines and evaluates information
6. Does not accept information until it is verified
7. Does not let irrational emotions affect his/her thinking guided by
the
application of different levels of thinking.
Qualities of a
Critical Thinker