Critical Thinking and Viewing Chapter 5 – Critical Thinking and Viewing

Opening Activity Look at the following symbol and discuss, as a class, the questions below. Need to add a logo pic How does the symbol make me feel? What do I already know about the symbol? What ideas do I associate with it? How might somebody with a different background, culture, or age view it differently?

Learning Outcomes By the time you finish reading and studying this chapter, you should be able to: LO1 Apply different levels of thinking. LO2 Ask critical questions. LO3 Analyze visuals critically.

Applying Different Levels of Thinking Not all thinking is equal. Some types require deeper levels of thought and concentration than others. Educational psychologist Benjamin Bloom highlighted this idea in his taxonomy of thinking. Insert table 5.1 here

Applying Different Levels of Thinking Remembering: involves memory and recall most basic level of thinking foundation for deeper levels of thought writing information down helps with this skill (ex: annotating or flashcards)

Applying Different Levels of Thinking Understanding: goes beyond basic recall involves knowing what a topic means and why it is important demonstrated when you explain or describe a subject ask and answer the questions below to test What is the topic? What are some examples of this idea? What is the most important idea about the topic? Why does the main idea about the topic matter?

Applying Different Levels of Thinking means putting information to use in reading, this involves identifying main ideas and details in writing, this involves formulating a main idea and outlining key details about it (ex: summary writing)

Applying Different Levels of Thinking Analyzing: involves breaking down information into smaller parts and studying all the parts separately to understand how they fit together do this by isolating details and creating a graphic representation of them (ex: line diagram, Venn diagram, cause-effect organizer) Insert figure 5.2 here

Applying Different Levels of Thinking Insert figures 5.3 and 5.4 on this slide

Applying Different Levels of Thinking Evaluating: judging the value or worth of something requires a deep level of thought making an informed opinion about the text consider strengths and weaknesses (ex: evaluation checklist or T-chart) Insert figure 5.5 here

Applying Different Levels of Thinking Creating: requires the deepest level of thinking producing something of your own use STRAP strategy when creating Subject Your topic Type Form of writing Role Your personal position or authority on the topic Audience Your readers Purpose Reason for writing

Asking Critical Questions Asking the 5W’s and H Questions – sometimes called journalistic questions because answers provide basic information needed to report any news story WHO? WHAT? WHEN? WHERE? WHY? HOW?

Asking Critical Questions Socratic Questions Clarifying Questions – explain what something means Assumption Questions – question things you assume are true Reasoning Questions – question logic and reasoning Perspective Questions – consider other points of view Consequence Questions – consider what might happen Recursive Questions – reconsider your original question or position Asking Socratic Questions – open- ended questions that require students to think deeply and invite brainstorming and discussion

Analyzing Visuals Critically Visuals include photographs, diagrams, paintings, drawings, and other art work. Use the critical viewing process: Scan the visual. Analyze the visual. Question the visual. Associate the visual. Interpret the visual.

Analyzing Visuals Critically Symbols are special types of visuals that appear almost everywhere and may hold significant meaning. To analyze a symbol critically, ask and answer the following: How does the symbol make me feel? What do I already know about the symbol? What ideas do I associate with it? How might somebody with a different background, culture, or age view it differently?

Analyzing Visuals Critically Graphics feature visual representations of numbers and data and are a common feature in textbooks. To understand and evaluate graphics, do the following: Scan the graphic. Study the specific parts. Question the graphic. Reflect on its effectiveness.

Analyzing Visuals Critically Graphics can add value to your academic writing, especially if the topic focuses on numbers or data. Line graphs – use to show changes in amounts over time insert figure 5.11 here

Analyzing Visuals Critically Pie graphs – use to show the parts that together make up a whole insert figure 5.12 here

Analyzing Visuals Critically Bar graphs – use to show comparisons between amounts of something or the number of times something occurs insert figure 5.13 here Diagrams – use to show how something is constructed, how its parts relate, or how it works insert figure 5.14 here

Closing Activity Need to add photo Apply the critical viewing process to the photograph below. Answer the analysis questions for each stage in the process. Need to add photo Scan the visual. Analyze the visual. Question the visual. Associate the visual. Interpret the visual.