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Critical Thinking

from ohassta, 2 years ago Add as contact

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presentation given as an introductory session to teachers on a model of critical thinking.

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« Prev Comments 1 - 10 of 10 Next »
  • greekhero
    greekhero said 2 months Edit Delete

    Right!
    Useful
    thanks for sharing

  • guest805a73
    guest805a73 said 6 months Edit Delete

    Unfortunately, most people only learn about this form of critical thinking and miss out on learning about logic and rhetoric. Logic and rhetoric instruction is only offered to a small percentage of students in public schools, usually as part of an AP Composition course.

    Logic (as well as informal logic) enables the critical thinker to evaluate arguments while rhetoric enables a person to make sound arguments and influence others. There are many good books on logic and rhetoric. A good starting point would be to study informal logic (sometimes referred to as fallacies). In fact, most people have heard of at least a few common fallacies, but don't really know what they are. For example, 'Slippery Slope,' 'Ad hominem,' and 'Red Herring' are common fallacies used by people (intentionally and unintentionally) to influence others. A good introduction to logical fallacies is 'The Fallacy Detective' but there are many other books and web sites devoted to the topic.

  • shaker1
  • abhaa
  • lizardin
    lizardin said 7 months Edit Delete

    There must be light

  • guestcaa294
    guestcaa294 said 7 months Edit Delete

    download problem
    error message ????????????
    __________________________________
    http://www.5001.net

  • nopiedra
    nopiedra said 7 months Edit Delete

    This keynote has a download Problema. Can you to solve it?

  • yalda
    yalda said 8 months Edit Delete

    this has a problem in download.

  • juanobando
    juanobando said 9 months Edit Delete

    Dear Ohassta: my name is Juan Obando. I'm a teacher at the Pedagogical University of Venezuela. I've found very interesting your.ppt on Critical Thinking, which is one of the themes for my Doctoral Dissertation. I would like you recommend me some of the literature you use for your .ppt. My mail is juanobando@yahoo.com or juanobando57@hotmail.com. Thanks a lot.

  • jayparkhe
    jayparkhe said 11 months Edit Delete

    download problem
    error message

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    critical-thinking-1192595222583089-3.ppt
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    Presentation Transcript

    1. Slide 1: MORE THEN BEING CRITICAL Presented by: Greg Pearson and Mary Zammit Mississauga Secondary School October 17, 2007
    2. Slide 2: Beyond your curriculum, what is  the most important thing you can teach or educate your students about?
    3. Slide 3: Working in table groups of 5-6 each group will  receive a piece of chart paper and list answers/ideas to the question that follows Groups post their work on the wall for others to see  One member in a group will highlight a key item or  idea that seems to appear on more than one chart paper
    4. Slide 4: When you think of  someone you consider an effective critical thinker, what attributes do you attach to that individual?
    5. Slide 5: One definition is:  “the thinking through of a problematic situation about what to believe or how to act where the thinker makes a reasoned judgment that reflects competent use of the intellectual tools for quality thinking.”
    6. Slide 8: A community of thinkers is defined as  an active group of students and teachers striving to learn more about a discipline by engaging in critical and imaginative thinking. Adapted from - Explorers of the Universe
    7. Slide 11: Three levels of questions:   Literal: \"On the page“  right there, reading for facts and accuracy  Inferential: \"Between the lines“  drawing conclusions, reading between the lines  Evaluative: \"Off the page“  defending an opinion, synthesizing information, bringing personal observations and insights to the text
    8. Slide 13: A grid used to  form questions by selecting framing words (who, what, where, …) from the vertical list and then adding a verb from the horizontal list (is, did, might,…)
    9. Slide 14: Why use it?   Can be easily used by students to formulate questions that can range from simple recall to inference  Supports reading comprehension  Can be used to guide students while reading a text  Can be used with pictures or text
    10. Slide 15: As students read a passage, they can use the  following coding system to help them organize their thoughts and main ideas I = Important L = Learned something new ! = Big idea surfaced * = Interesting or important fact ? = Unsure/ Find out more = Agree  = Disagree ≠
    11. Slide 16: Why use it?   Supports reading comprehension  Requires students to \"think\" about what they are reading  Requires students to make judgments  Provides useful discussion starters  Can assist students in answering questions related o the text
    12. Slide 17: have no obvious ‘right’ answer   raise other important questions, often across subject area boundaries  often address the philosophical or conceptual foundations of a discipline  naturally recur  are framed to provoke and sustain student interest
    13. Slide 18: Does the challenge require reasoned  judgment? (i.e., involve assessment among plausible options/possibilities based on criteria)  Is the challenge likely to be perceived as meaningful by students?  Will significant curricular understanding be uncovered as students respond to the challenge?
    14. Slide 20: “We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t yet been invented, in order to solve problems we don’t even know are problems yet.”

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