How is Your Critical Thinking Coming Along? 5 Steps For Forming Your Own Informed Opinion Schmidt - 2010

Part I - Objectives You will be able to explain what Critical Thinking is and when to use it. 2. You be able to list and explain the 5 Steps for Critical Thinking. 3. You will see how Critical Thinking sometimes works almost automatically. Other times, you must focus on important details and explanations.

What is the job of a critic? Such as a movie critic? Or a book or music critic? A critic’s purpose? To gather details to form an informed opinion or recommendation Both positive and negative comments

5 Steps a Critic Follows Question – Is this film worthwhile for viewers? Evidence –The critic examines details that he or she considers important. Warrants – The critic gives reasons and explanations for choosing those details. Critical thinking (idea tumbling) – The critic thinks about the significance of these details. Claim = The critic arrives at a recommendation or “answer” to the question.

A critic’s recommendation may be positive or negative or some of both.

Is critical thinking hard? Sometimes the brain does it almost automatically. Sometimes you have to train yourself to focus. left brain? right brain?

RED BLUE ORANGE GREEN RED GREEN PURPLE YELLOW RED ORANGE GREEN BLACK For example… Below, try to say the color rather than the word itself. RED BLUE ORANGE GREEN RED GREEN PURPLE YELLOW RED ORANGE GREEN BLACK BLUE RED PURPLE GREEN BLUE ORANGE Your right brain tries to read the color, but your left brain tries to read the word. To read the words accurately, you have to train yourself to focus. http://www.squidoo.com/mind-mysteries#module82499281

 |   |  In Your Mind’s Eye Sometimes you may need some time to study the details before your brain makes sense of it.   http://www.uic.edu/com/eye/LearningAboutVision

What do you see? Evidence: Examine for details that may be important.  |   |  What do you see? Evidence: Examine for details that may be important. Warrants: Reasons? Explanations? Is there only one right answer?   http://www.uic.edu/com/eye/LearningAboutVision

Think critically. Question: Which line is longer? Evidence: Examine for details that may be important. Warrants: Explain or give reasons for choosing these details. Critical Thinking - Idea Tumbling: How does this information get you closer to your “answer”? Claim: Your “answer”? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Think critically. Question: What do you see? Evidence: Examine for details that may be important. Warrants: Explain or give reasons for choosing these details. Critical Thinking - Idea Tumbling: How does this information get you closer to your “answer”? Claim: Your “answer”? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Think critically. Question:Are the two heavy lines straight? Evidence: Examine for details that may be important.                                             Warrants: Explain or give reasons for choosing these details. Critical Thinking - Idea Tumbling: How does this information get you closer to your “answer”? Claim: Your “answer”? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Think critically. Question: Are the holes on the top or the bottom? Evidence: ?                                             Warrants: ? Critical Thinking - Idea Tumbling ? Claim: ? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Think critically. Question: Is the ring an even gray? Evidence: ? Warrants: ? Critical Thinking - Idea Tumbling ? Claim: ? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Think critically. Question: Is this a perfect square? Evidence: ? Warrants: ? Critical Thinking - Idea Tumbling ? Claim: ? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Think critically. Question: Which is the lowest step? Evidence: ? Warrants: ? Critical Thinking - Idea Tumbling ? Claim: ? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Think critically. Question: Which of these little guys is the tallest one? Evidence: ? Warrants: ? Critical Thinking - Idea Tumbling ? Claim: ? http://www.uic.edu/com/eye/LearningAboutVision/EyeSite/OpticalIllustions/Glasses.shtml

Critical thinking - Form your own educated opinion Question? What should you focus on? Evidence – Which details do you consider important? Warrants – What are your reasons and explanations? Critical Thinking – Tumble your ideas. Claim = What is your “answer”?

Review Explain the 5 Steps of the Critical Thinking Process. Q = E = W = CT = C =

Part I - Objectives You will be able to explain what Critical Thinking is and when to use it. 2. You be able to list and explain the 5 Steps for Critical Thinking. 3. You will see how Critical Thinking sometimes works almost automatically. Other times, you must focus on important details and explanations.

Part 2 - Objectives 1. You be able to list the 5 Steps of Critical Thinking. 2. You will be able to explain the 5 Steps of Critical Thinking. 3. You will practice the 5 Steps of Critical Thinking to help form your own educated opinion.

List… What are the 5 Steps of the Critical Thinking Process? Q = E = W = CT = C =

Explain… Question? What should you focus on? Evidence – Examine details you consider important. Warrants – Give your reasons and explanations. Critical Thinking – Tumble your ideas. Claim = Support your “answer.”

Critical Thinkers A critical thinker – looks at the question Critics - gathers details as evidence - explains the warrants/reasons for their value - idea tumbles using previous knowledge - forms a claim or “answer” Critics Editorials Letters to the Editor Argumentative and Persuasive Writing

OK! Think critically… Question: Should school have started a week ago (August 18 instead of August 25) so that we could get out a week earlier next summer (May 27 instead of June 6)?

So…What do I do next? Evidence – Which details are important to consider? Question: Should school have started a week ago (August 18 instead of August 23) so that we could get out a week earlier next summer (May 27 instead of June 6)?

Warrants – Reasons? Question: Should school have started a week ago (August 18 instead of August 23) so that we could get out a week earlier next summer (May 27 instead of June 6)? Why? On your ½-sheet, explain at least 2 reasons why you think these dates are important to think about.

Critical Thinking (idea tumbling) What ideas should you think about critically? Short-term effects Long-term effects Pros Cons Advantages Disadvantages

Long-term effects What happens next May if…? Critical Thinking Effects Short-term effects What happens now if…? we start school a week early? we start school a week later? Long-term effects What happens next May if…? we end school a week early? we end school a week later? On your ½-sheet, explain 1 short-term effect and 1 long-term effect.

What are the advantages …? What are the disadvantages…? Critical Thinking Advantages and Disadvantages Pros and Cons What are the advantages …? If we start school a week early? End early? If we start school a week later? End later? What are the disadvantages…? If we start school a week early? End early? If we start school a week later? End later? On your ½-sheet, explain any 1 advantage and any 1 disadvantage.

Two heads are always better than one! Consulting with Peers Two heads are always better than one! Strongly Agree? Agree? Disagree? Disagree? Agree? Strongly agree? Strongly Disagree? Strongly agree? With your table partner, Explain your short-term and long-term effects. Explain your advantages and disadvantages.

Your Claim Agree? Disagree? Disagree? Agree? Strongly Agree? Agree? Disagree? Disagree? Agree? Strongly agree? Strongly Disagree? Strongly agree? Question: Should school have started a week ago (August 18 instead of August 23) so that we could get out a week earlier next summer (May 27 instead of June 6)?

Your Claim… Consulting with Peers Strongly Agree? Agree? Strongly Disagree? Disagree? Go to corner of your choice. In groups of 4, share the reasons for your claim.

Get ready to report out. Did you discuss -- Long-term and short-term effects? Advantages and disadvantages? Agree? Strongly agree? Disagree? Strongly disagree? In your group of 4, write your explanations and reasons on your flipchart paper. Make sure each person adds at least 2 with initials.

NOW…Do you want to change your “answer?” WAIT a minute!! NOW…Do you want to change your “answer?” Have you heard things you hadn’t thought about? Should you move to a different group? On your ½-sheet, write your Critical Thinking Claim.

On the back of your ½-sheet: List and explain the 5 Steps of the Critical Thinking Process. Q = E = W = CT = C =

Critical thinking – Form your own educated opinion Question? What should you focus on? Evidence – Which details do you consider important? Warrants – What are your reasons and explanations? Critical Thinking – Tumble these ideas with your own previous knowledge.. Claim = What is your “answer”?

Part 2 - Objectives 1. You be able to list the 5 Steps for Critical Thinking. 2. You will be able to explain the 5 Steps for Critical Thinking. 3. You will practice the 5 Steps of Critical Thinking to help form your own educated opinion.

Part 3 - Objectives 1. You be able to list and explain the 5 Steps for Critical Thinking without using clues (like the letters and mnemonic devices). 2. You will see that each of the 5 steps is necessary to the Critical Thinking process. 3. You will practice the 5 Steps for Critical Thinking to understand how to analyze unfamiliar ideas in daily life.

Why are all 5 Steps of Critical Thinking necessary? Question – Do students make good employees? Duh, I dunno. No evidence? No warrants/reasons? No use of your own knowledge when tumbling your ideas? Without finding Evidence and Warrants, you can’t support a Claim.

Why can Critical Thinking sometimes seem so hard? Is the Question confusing? Does the Evidence have unfamiliar vocabulary? Do you have trouble finding Warrants? When you Think Critically, do you have trouble connecting your previous knowledge to the topic?

What can you do?? 1 Don’t start until you are sure you know what you are looking for! Ask the teacher to explain the question more clearly! 2 Look up unfamiliar vocabulary on dictionary.com. 4 Briefly research the topic. 3 Brainstorm evidence, warrants, and other ideas with someone.

Question? What is the meaning of this cartoon? 1 Question? What is the meaning of this cartoon? 2 4 Vocabulary? What does “pioneered” mean? What does “online past” mean? Research? What are some dangers of social networking? Brainstorm with someone? What do you know about social networking like MySpace and Facebook? 3

What about Critical Thinking for fun? “Moderately Confused” Question - What is the message of this cartoon? Evidence What details do you notice? characters’ appearance? actions? attitudes? dialogue? labels? props?

Warrants – Why did the cartoonist choose these details? characters’ appearance? actions? attitudes? dialogue? labels? props?

Critical Thinking – Using the details you have noticed, what is happening in this cartoon? What are the 2 characters doing together? What is each character concerned about? What does the speaker’s dialogue mean?

Idea Tumbling - What do you know from your own previous knowledge about this topic? Who has access to FB, MySpace, etc.? Can people other than friends see your information and pictures? What information do people post on FB? Why? How can that information be used? Can you permanently delete information from FB?

After thinking about this cartoon critically, what is your Claim? Question - What is the message of this cartoon? Example: Today’s FB could be incriminating to you in the future. or Example: Information by or about you that exists in the public domain may be embarrassing or destructive when you try to get a job someday. “Moderately Confused”

Critical thinking - Form your own educated opinion Question? What should you focus on? Evidence – Which details do you consider important? Warrants – What are your reasons and explanations? Critical Thinking – Tumble your ideas with your own previous knowledge. Claim = What is your “answer”?

Part 3 - Objectives 1. You be able to list and explain the 5 Steps for Critical Thinking without using clues (like the letters and mnemonic devices). 2. You will see that each of the 5 steps is necessary to the Critical Thinking process. 3. You will practice the 5 Steps for Critical Thinking to understand how to analyze unfamiliar ideas in daily life.

Writing Assignment Prep – Overview situation of Painting recommendation ~English Journal, July 2010, “gateways to Writing Logical Arguments,” p. 34 – Case of the Art Donor

Paintings - in textbook English 2 – p. 34 (kids and TV), 137 (boat floating), 254 (dog), 239 (green hands) English 3 – TBA

Work through in small and large groups: What is the intended purpose of the painting? What will you need to consider to decide? Topic, style, mood/tone, colors, desired effects, etc.

Q: Which painting would you recommend for the hospital’s children’s waiting room? Look at each of 4 options. What characteristics are appropriate for the purpose? Evidence: Examine paintings for details you think are important to fit the purpose.

Critical thinking - Form your own educated opinion Question? What do you think? Evidence – Which details do you consider important? Warrants – What are your reasons and explanations? Critical Thinking – Tumble your ideas. Claim = What is your “answer”?

Writing assignment – 2-page handwritten/1-page typed recommendation to donor: Context, Claim, Support Homework – complete draft to share