Date: 2017-04-12 11:07
Facilitating techniques might include brainstorming to identify context elements discussing how context issues affected real situations that learners are familiar with and asking small groups of learners to make up their own examples. The real task is making sure that they include as many different factors as possible. Some areas to be examined in considering a community issue, for instance, are:
Lesson Problem Solving and Critical Thinking
The CCTST measures and reports on an array of reasoning skill scale scores . Online versions of the CCTST provide an overall measure of thinking skills ( Total Score ) and the following individual scale scores: Analysis, Interpretation, Inference, Evaluation, Explanation, Induction and Deduction. The online CCTST-N adds a measure of Numeracy. Earlier versions of the CCTST and current paper-and-pencil versions of the CCTST provide the following scale scores: Total Score , Analysis, Inference, Evaluation, Induction and Deduction.
How to Develop 5 Critical Thinking Types
I will enumerate for your convenience some of the major ones just below. In the next section, I list flaws characteristic of the educational establishment in general. Each item in this second list I analyze in detail, to provide a background set of understanding in preparation for an in-depth analysis of the California reading and writing assessment.
Creativity, Thinking Skills, Critical Thinking, Problem
But that is not all. Each of the terms listed in each of the six point scoring guide create further problems for the conscientious scorer. Consider the terms in the first category alone, that of “exemplary reading performance.” A person who takes seriously the characterizations of this first category should be prepared to notice and assess whether or not the student is:
My favorite critical thinking question is 8775 Why told you that and why do you believe it? 8776 Asking that question is an amazingly useful mental habit to develop.
Body. Were the main ideas presented in a logical order? Were transitions used to provide continuity and coherence? Were they smooth and varied? Were the facts bearing on the problem and any assumptions clearly stated? Were advantages and disadvantages of each option presented? Did the presentation reflect a careful analysis of the subject and audience?
Facts are typically used in reasoning, but good reasoning does more than state facts. Furthermore, a position that is well-reasoned is not to be described as simply “opinion.” Of course, we sometimes call the judge’s verdict an “opinion,” but we not only expect, we demand that it be based on relevant and sound reasoning.
The Foundation for Critical Thinking. Articles, references, links, lesson plans, etc. School and college oriented, but lots of good general material.
Suppose an elected official makes a speech in which he says, “The government doesn’t need to be involved in cleaning up pollution from manufacturing. Business can take care of this more efficiently.” What’s your reaction?
If a piece of content quotes an expert to help support the argument or conclusion, ask questions. What qualifies the individual to give advice? What credentials does the person have to make claims? Why is he or she an authority on the subject?