1. Critical Thinking and Viewing
Chapter 5 –
Critical Thinking and Viewing

2. Opening Activity
Look at the following symbol and discuss, as a class, the questions below.
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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?

3. 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.

4. 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.
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5. 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)

6. 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?

7. 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)

8. 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)
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9. Applying Different Levels of Thinking
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10. 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)
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11. 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

12. 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?

13. 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

14. 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.

15. 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?

16. 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.

17. 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
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18. Analyzing Visuals Critically
Pie graphs – use to show the parts that together make up a whole
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19. Analyzing Visuals Critically
Bar graphs – use to show comparisons between amounts of something or the number of times something occurs
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Diagrams – use to show how something is constructed, how its parts relate, or how it works
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20. 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.
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Scan the visual.
Analyze the visual.
Question the visual.
Associate the visual.
Interpret the visual.