ISA 301 Advanced Information Systems Acquisition Instructor Support Package Lesson / Activity Plan Cover Unit of Instruction (UOI) - Lesson/Activity Plan(s) (Instructions/Guide) Course ID: ISA 301 Course Title: Advanced Enterprise Information Systems Acquisition Unit of Instruction #: Lesson 00B Unit of Instruction Title: Critical Thinking Prepared By: Sterling Mullis, Lesson Owner (703) 805 5246   UNIT OVERVIEW – Introduction to Critical Thinking and its place in acquisition decisions and this course TLO(s) COVERED – TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Major Takeaways: There are various definitions for Critical Thinking Critical thinking skills are vital to successful management of DOD acquisition programs Students are expected to practice critical thinking skills are part of the case studies and practical exercises The case study preparation sheet is provided as a tool to guide team and individuals in their analysis

Lesson 00B Critical Thinking Lesson / Activity Plan   Feedback for CM/LD if you find errors or have suggestions for improvement: Email Sterling at sterling.mullis@dau.mil CC your CMRR. LESSON/ACTIVITY DETAILS Planned Academic Time Required: 30 minutes . The time for this lesson/activity plan is broken out as follows Instructor-facilitated Discussion 30 minutes Classroom Exercises 0 minutes Group Work 0 minutes Presentations 0 minutes Assessments 0 minutes Planned Breaks 0 minutes (includes time planned at the end of this lesson/activity) Support Requirements: Must be reflected in the POI. List all that apply to this lesson/activity. Equipment Required/Desired (NOTE: Need Required and Desired) COMPUTERS Required: Instructor, Computer Projection Capability, One computer per Student, Classroom Printer, Team Whiteboards, Internet Access Desired: Software/Related and Hardware Required/Desired Required: BB/ATLAS interface, MS Office Suite, adobe reader Desired: NA Facilities Required: Standard Classroom; # 0 Break Out Rooms Support Requirements Not identified above: None INSTRUCTOR PREPARATION Supporting Materials and Location (Type, Ref, Description or Identification) Reference Material and location (Type and Description or Identification) STUDENT PREPARATION Required Student Preparation N/A Lesson Owner Comments The lesson is designed to familiarize students with the concept of critical thinking, various definitions and its place in DOD acquisition and this course 30 minutes on slide content Enterprise Architecture

Today we will learn to: Given a DoD Information Technology / Software acquisition scenario, recommend a course of action SLIDE INFORMATION******** Method Employed: Facilitated Lecture Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Key Reference(s): NA SVG Slide# 3 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 mins Major Takeaways (MT): There are various definitions for Critical Thinking Critical thinking skills are vital to successful management of DOD acquisition programs Students are expected to practice critical thinking skills as part of the case studies and practical exercises The case study preparation sheet is provided as a tool to guide team and individuals in their analysis Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): This real intent here is to emphasize the practice of critical thinking as a major component of the course and introduce the students to the case study prep sheet for future use. May mention that while these are primarily intended for use on the case studies in the course, the application of critical thinking is a primary goal in all the lesson exercises Critical Thinking

Critical thinking definitions Lesson Plan Critical thinking definitions Why critically think? A critical thinking caution Critical thinking process examples Course case study preparation template SLIDE INFORMATION******** Method Employed: Transition Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): NA ******** SVG Slide# 4 IVG# 4 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): Transition to topic area Critical Thinking

Defining Critical Thinking Active, persistent, and careful consideration of a belief or supposed form of knowledge in the light of the grounds which support it and the further conclusions to which it tends. (Dewey, 1909) (1) An attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experience; (2) knowledge of the methods of logical enquiry and reasoning; and (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. (Glaser, 1945) Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do. (Norris and Ennis, 1989) Critical thinking is that mode of thinking—about any subject, content, or problem—in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in the thinking and imposing intellectual standards upon them. (Paul, Fisher and Nosich, 1993) SLIDE INFORMATION******** Method Employed: Content Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): ******** SVG Slide# 5 IVG# 5 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): There are various definitions for Critical Thinking Learning Points (LP): Reflective thought, rigorous examination of what should constitute evidence, and removing bias are important aspects of most of these definitions Note to Instructors (Q&As; Guidance for Slide): Numerous definitions of Critical Thinking. Intent was to demonstrate that the study of Critical Thinking has been ongoing and to acquaint the students with various definitions. Critical Thinking

Defining Critical Thinking (cont.) Critical thinking is skilled and active interpretation and evaluation of observations and communications, information, and argumentation. (Fisher and Scriven, 1997) Critical thinking is the process of examining underlying assumptions; interpreting and evaluating evidence; imagining and exploring alternatives; and developing reflective criticism to reach a conclusion. (DAU faculty member, 2007) Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. (Paul and Elder, 2006) SLIDE INFORMATION******** Method Employed: Content Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): ******** SVG Slide# 6 IVG# 6 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): There are various definitions for Critical Thinking Learning Points (LP): Reflective thought, rigorous examination of what should constitute evidence, and removing bias are important aspects of most of these definitions Note to Instructors (Q&As; Guidance for Slide): Numerous definitions of Critical Thinking. Intent was to demonstrate that the study of Critical Thinking has been ongoing and to acquaint the students with various definitions. Critical Thinking

Why critically think? Lesson Plan Critical thinking definitions A critical thinking caution Critical thinking process examples Course case study preparation template SLIDE INFORMATION******** Method Employed: Transition Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): NA ******** SVG Slide# 7 IVG# 7 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): Transition to topic area Critical Thinking

Why Critical Thinking? We all think. It is in our nature as humans to do so. However, much of our thinking is biased, distorted, partial, uninformed, or prejudiced. The quality of our work (and life) depends on the quality of our thought. Unexamined thinking is costly and will not allow us to meet today’s complex acquisition challenges. SLIDE INFORMATION******** Method Employed: Content Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): ******** SVG Slide# 8 IVG# 8 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Critical thinking skills are vital to successful management of DOD acquisition programs Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): This quote is attributed to Dr. Linda Paul and Dr. Richard Elder of the University of Louisville, the authors of popular Critical Thinking Framework, in earlier versions of ISA320. I cannot find exact source. Critical Thinking

A critical thinking caution Lesson Plan Critical thinking definitions Why critically think? A critical thinking caution Critical thinking process examples Course case study preparation template SLIDE INFORMATION******** Method Employed: Transition Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): NA ******** SVG Slide# 9 IVG# 9 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): Transition to topic area Critical Thinking

A Caution: The Confirming Evidence Trap Examine all of the evidence with equal rigor Build counterarguments or get someone else to provide you with counterarguments Be honest about your motives Don’t ask leading questions Find new advisors if they always seem to agree with you SLIDE INFORMATION******** Method Employed: Content Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): ******** SVG Slide# 10 IVG# 10 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Critical thinking skills are vital to successful management of DOD acquisition programs Learning Points (LP): There are some common “traps” in our thinking processes…the confirming evidence trap is one. You seek for evidence that supports a pre-conceived notion and discount any evidence to the contrary Note to Instructors (Q&As; Guidance for Slide): You may wish to provide an example…ISA320 uses the Hitler / JFK example. You may choose to use B2 / USS Constitution (see Ian Toll’s “Six Frigates”) Critical Thinking

Critical thinking process examples Lesson Plan Critical thinking definitions Why critically think? A critical thinking caution Critical thinking process examples Course case study preparation template SLIDE INFORMATION******** Method Employed: Transition Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): NA ******** SVG Slide# 11 IVG# 11 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): Transition to topic area Critical Thinking

Critical Thinking? 1. Identify and clarify the problem.  Your first task is recognizing that a problem exists.  2. Gather information.  Learn more about the problem.  Look for possible causes and solutions.  3. Evaluate the evidence.  Where did the information come from?  Does it represent various points of view?  What biases could be expected from each source?    Is it fact or opinion?  4. Consider alternatives and implications.  Draw conclusions from the gathered evidence and pose solutions.  Weigh the advantages/disadvantages - identify costs/benefits/consequences? 5. Choose and implement the best alternative.  Select an alternative and put it into action.  SLIDE INFORMATION******** Method Employed: Content Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): ******** SVG Slide# 12 IVG# 12 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Students are expected to practice critical thinking skills as part of the case studies and practical exercises Learning Points (LP): There are process models to help us structure our analysis and thinking. This slide provides two such, very similar, models Note to Instructors (Q&As; Guidance for Slide): Numbered sections on left provide an alternative to the IDEAS phases shown in graphic on the right. This should not be foreign to any of the military or former military folks. Sorry I don’t have much more guidance, but the slide content is pretty clear. Critical Thinking

Course case study preparation template Lesson Plan Critical thinking definitions Why critically think? A critical thinking caution Critical thinking process examples Course case study preparation template SLIDE INFORMATION******** Method Employed: Transition Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): NA ******** SVG Slide# 13 IVG# 13 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): Transition to topic area Critical Thinking

Critical Thinking: Team Preparation Summary Sheet Stakeholders: Problem Statement: Issues: Alternatives: Decision Criteria: SLIDE INFORMATION******** Method Employed: Content Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Reference(s): ******** SVG Slide# 14 IVG# 14 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 min Major Takeaways (MT): The case study preparation sheet is provided as a tool to guide team and individuals in their analysis Learning Points (LP): The students will be asked to use this template during team exercises later in the course to help shape their analysis Note to Instructors (Q&As; Guidance for Slide): This is simplified version of one used by the PMT401 students Critical Thinking

Today we learned to: Given a DoD Information Technology / Software acquisition scenario, recommend a course of action SLIDE INFORMATION******** Method Employed: Facilitated Lecture Supporting TLO/ELOs ID: TLO 39.1.1 Given a DoD Information Technology / Software acquisition scenario, recommend a course of action Key Reference(s): NA SVG Slide# 3 Total Lesson Time: 30 minutes Lesson Instructor-facilitated Discussion: 30 minutes Classroom Exercises: 0 minutes Slide Time Required: 2 mins Major Takeaways (MT): There are various definitions for Critical Thinking Critical thinking skills are vital to successful management of DOD acquisition programs Students are expected to practice critical thinking skills as part of the case studies and practical exercises The case study preparation sheet is provided as a tool to guide team and individuals in their analysis Learning Points (LP): Note to Instructors (Q&As; Guidance for Slide): This real intent here is to emphasize the practice of critical thinking as a major component of the course and introduce the students to the case study prep sheet for future use. Critical Thinking