1. 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)
UNIT OVERVIEW – Introduction to Critical Thinking and its place in acquisition decisions and this course
TLO(s) COVERED – TLO 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

2. Lesson 00B Critical Thinking
Lesson / Activity Plan  
Feedback for CM/LD if you find errors or have suggestions for improvement: Sterling at 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

3. 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 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

4. 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 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

5. 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 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

6. 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 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

7. 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 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

8. 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 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

9. 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 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

10. 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 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

11. 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 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

12. 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 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

13. 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 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

14. Critical Thinking: Team Preparation Summary Sheet
Stakeholders:
Problem Statement:
Issues:
Alternatives:
Decision Criteria:
SLIDE INFORMATION********
Method Employed: Content
Supporting TLO/ELOs ID:
TLO 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

15. 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 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