1. CRITICAL THINKING

2. Objectives Participants will be able to:
Understand and Recognize Critical & Creative Thinking as a Skill
Use instructional strategies that support and promote student thinking at high levels
Engage students in intellectual discussion
Raise students’ levels of metacognition
Choose assessments that allow students to demonstrate Critical & Creative Thinking

3. The thinker, Auguste Rodin 1902

4. THINKING CRITICALTHINKING CREATIVE THINKING

5. Everyone thinks; it is our nature to do so.
much of our thinking is, biased, distorted, partial, uninformed or prejudiced.

6. The quality of life depends precisely on the quality of thinking.
Excellence in thought,
must be systematically
cultivated

8. Why Concern Ourselves With Thinking?

9. Because whenever we are dealing with human life, we are almost always dealing with thinking.

10. Thinking is the way that the mind makes sense of the world.

11. There is no way to understand anything except through thinking.

12. Everything we know, believe, want, fear and hope for, our thinking tells us.

13. Thinking
is the core of the curriculum

14. Sir Ken Robinson …
“there is a consistent mission to transform the culture of education and organizations with a richer conception of human creativity and intelligence.”

15. Critical Thinking: What is It. Why is it Important
Critical Thinking: What is It? Why is it Important? How Does it Improve Teaching and Learning? What are the strategies of critical thinking How to teach ? How to assess critical thinking abilities ?

16. What is critical thinking ?
“Critical,” is derived from the Greek word krisis, which means “to separate.”
Critical thinking is the ability to think clearly and rationally.

17. What is critical thinking ?
"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

18. What is critical thinking ?
it is based on universal intellectual values
clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.”
Michael Scriven and Richard Paul (1987)

19. Is a Self-Directed Process By Which We Take Deliberate Steps
Critical Thinking
Is a Self-Directed Process
By Which We Take
Deliberate Steps
To Think at the Highest Level of Quality.

20. Importance of critical thinking
It is a domain of general thinking skill.
Essential for the new knowledge economy.
Enhances language and presentation skills..
Promotes creativity.
It is crucial for self-reflection.  

21. The Critical Thinking Mind
is [[ The Educated Mind

23. Activity Write 1) a statement about fever /abdominal pain/ headache
2)      elaborate (In other words…)
3)      exemplify and/or illustrate
Write the most important thing you know about critical thinking,
1)     Critical thinking is …..( Single )
2)     In other words…
3)     For example …

24. Think for Yourself
To begin to think about your thinking, make a list of any problems you believe currently exist with your thinking. Try to be as explicit as possible. The more problems you identify the better. For each problem you identify, complete the following statements:
1.   One problem with my thinking is…
2.   This is a problem because…
3.    If I adequately addressed this problem, the quality of my life would improve in the following ways…

25. CRITICAL and CREATIVE Thinking
Critical and creative thinking are interrelated processes essential for problem solving.
Creative thinking involves constructing something original.
Critical thinking involves logic and reasoning skills.
As we solve problems, we navigate between both thinking patterns across all disciplines and grade levels.
Shilpi
Critical and creative thinking is defined as the:
Ability to perceive gaps, challenges, or concerns
Think of many varied or unusual possibilities
Elaborate and extend alternatives
Make meaningful connections that include analyzing, evaluating, and developing options
(Isaksen, Dorval and Treffinger, 2000)
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Critical thinking is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. (Michael Scriven & Richard Paul)
Creative thinking alternates between divergent and convergent thinking to arrive at original and useful ideas.

26. ANY subject, content or problem.
CRITICAL & CREATIVE thinking
can and should be applied to
ANY subject, content or problem.

27. additional information irrelevant information
Critical Thinking Pathway
Identifies and extracts pertinent
information and data from all sources
Know when to seek
additional information
and seek it
Distinguish accurate
relevant information
Make decisions about
participant risks
Discard
irrelevant information
Develop
intervention plan

28. Skills of Critical Thinking

29. Levels of Critical thinking

30. LEVELS OF CRITICAL THINKING
COMMITMENT
COMPLEX
BASIC
COMPONENTS
SPECIFIC KNOWLEDGE BASE
EXPERIENCE
COMPETENCIES
ATTITUDES
STANDARDS

31. STRATEGI ES

32. STRATEGI ES

33. STRATEGIES Questioning Plus ,Minus, Interesting Analogies
Point of view
Visualization
Mind mapping
Decisions and Outcome
Fluency, Originality, Flexibility and elaboration
Encapsulation

34. What are the plus, minus, and interesting aspects of your reading?
Green
Plus
Yellow
Minus
Blue
Interesting
LouEllen

35. Fluency Flexibility Originality Elaboration
Thinking of and listing many ideas
Flexibility
Thinking from different perspectives
Originality
Coming up with unique ideas
Elaboration
Building upon an existing idea – adding details
LouEllen

36. Without a combination of critical thinking, problem-solving, effective teamwork, and creativity, learning remains stagnant, more useful for passing a test than solving a real world challenge.

37. Teaching Strategies that Promote Critical Thinking
Ask students to summarize in writing and orally what the teacher or another student has said
Ask students to elaborate on what has been said either by giving examples and using their own words
Ask students to make connections between related concepts
Dr. Richard Paul and Dr. Linda Elder

38. Teaching Strategies that Promote Critical Thinking
Ask students to state the most important concept of the class thus far
Ask students to state the most confusing point of the class thus far (Angelo and Cross, 1993)
Ask students to discuss on any point with a partner for 30 seconds, and then ask them to participate in a class discussion or a debate

39. Teaching Strategies that Promote Critical Thinking
Ask for role play on real-life situations such as counseling /breaking bad news
Ask students to write and/or present persuasive evidence based arguments
Get students to debate
(Halstead and Tomson, 2006)

40. Teaching Strategies that Promote Critical Thinking
Create problem-solving exercises and get students to work collaboratively
Give students essays to write that ask them to interpret, synthesize, analyze, and evaluate material
(Halstead and Tomson, 2006)

41. JiTT Just-in-Time Teaching
Teaching Strategies that Promote Critical Thinking
JiTT Just-in-Time Teaching
The instructor gathers the responses prior to the class lecture/discussion period “Just-in-time” to use them to clarify any misconceptions about course content and then guides students through follow-up in-class activities

42. JiTT Just-in-Time Teaching
JiTT enhances student involvement because students come to class having recently completed their assignment; therefore, they come ready to participate.
Students typically also feel empowered since they know that what will happen in class depends in part on what they and their classmates have responded.

43. Developing Discussion Questions to Promote Critical Thinking
Higher-level thinking questions
Open-ended questions aimed at provoking divergent thinking
Go beyond knowledge-level recall
Should promote evaluation and synthesis of facts and concepts
Should start or end with words or phrases such as “explain,” “compare,” “why”
(Walker, S.E. Active Learning Promotes Critical Thinking)

44. Developing Discussion Questions to Promote Critical Thinking
Socratic questioning
Focuses on clarification
Probes or explores the meaning, justification, or logical strength of a claim or position
How is X similar or different from Y?
Debate format gets students to see multiple sides of an issue
(Walker, S.E. Active Learning Promotes Critical Thinking)

45. STANDARDS Clarity Accuracy Precision Relevance (Focus) Consistency
Logical correctness
Completeness (Depth)
Fairness

46. BARRIERS Egocentrism Sociocentrism
Unwarranted assumptions and stereotypes
Relativistic thinking
Wishful thinking

47. CHARACTERISTICS of a Critical Thinker
Passionate drive for clarity, precision, and accuracy
Careful, disciplined thinking
Sensitivity to the ways that critical thinking can be prejudiced by egocentrism, wishful thinking and other psychological barriers
Honesty and intellectual humbleness
Open-mindedness, intellectual courage, love of truth, intellectual perseverance

48. TO end…
Learn the WHAT, WHY, and HOW of using critical and creative thinking strategies to raise the rigor for all students.
Begin planning ways to support your staff with implementing critical and creative thinking strategies in their everyday instruction.
Rose

49. Go as far as you can see. When you get there, you can see farther.
Thomas Carlyle
Shilpi