1. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 1 Navigating Your Future: Principles for Student Success Chapter Nine Critical Thinking Skills Navigating Your Future: Principles for Student Success By James G. Beierlein & Barbara K. Wade Chapter Nine Critical Thinking Skills

2. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 2 Attitudes Needed for Critical Thinking Open-mindedness - Free of bias and willing to accept new ideas Whole-heartedness - A passion for inquiry Responsibility - Can accept the logical consequences of a particular belief Open-mindedness - Free of bias and willing to accept new ideas Whole-heartedness - A passion for inquiry Responsibility - Can accept the logical consequences of a particular belief

3. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 3 The Types of Questions in Critical Thinking Clarifying Questions - Verify the accuracy of your understanding (Bloom Levels 1 & 2) Expanding Questions - A product of your analysis and evaluation of the new knowledge (Bloom Levels 3, 4, & 5) Justification Questions - Show your ability to draw conclusions, test internal consistency of data, and relate to other facts (Bloom Level 6) Clarifying Questions - Verify the accuracy of your understanding (Bloom Levels 1 & 2) Expanding Questions - A product of your analysis and evaluation of the new knowledge (Bloom Levels 3, 4, & 5) Justification Questions - Show your ability to draw conclusions, test internal consistency of data, and relate to other facts (Bloom Level 6)

4. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 4 How Your Brain Learns Left Lobe - Handles verbal processing (logical & analytical operations, sorting & filing of details) Right Lobe - Handles visual & spatial processing (emotions, creative activities, analysis of concepts & principles) Left Lobe - Handles verbal processing (logical & analytical operations, sorting & filing of details) Right Lobe - Handles visual & spatial processing (emotions, creative activities, analysis of concepts & principles)

5. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 5 Your Brain & Memory Short Term Memory I - What is on your mind right now Short Term Memory II - Where information is stored for a limited time while you decide if it is worth passing on to long term memory Long Term Memory - Permanent storage Short Term Memory I - What is on your mind right now Short Term Memory II - Where information is stored for a limited time while you decide if it is worth passing on to long term memory Long Term Memory - Permanent storage

6. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 6 What is Passed to Long Term Memory Data in short term memory not reinforced by use in a short time is discarded Estimated that up to ½ of the data you receive is lost in 24 hours if not used again This is why “all nighters” do not work Many short study sessions are best to transfer data to long term memory Data in short term memory not reinforced by use in a short time is discarded Estimated that up to ½ of the data you receive is lost in 24 hours if not used again This is why “all nighters” do not work Many short study sessions are best to transfer data to long term memory

7. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 7 Training vs. Education Training - “What” is the right answer? Education - “Why” is this the right answer? Education can see relationships, knows how to apply knowledge in new ways, and can generate new knowledge to solve unforeseen problems. Training - “What” is the right answer? Education - “Why” is this the right answer? Education can see relationships, knows how to apply knowledge in new ways, and can generate new knowledge to solve unforeseen problems.

8. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 8 Learning Styles Everyone does not learn the same way Your learning style = How you perceive information + How you process information Everyone does not learn the same way Your learning style = How you perceive information + How you process information

9. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 9 Self Assessing Your Learning Style Take the Keirsey-Bates Indicator Test Take the test again, but answer the questions based on your professor’s teaching style. What did you learn that you could use in their class? Have your roommate or friend take the test answering the questions the way they think you would. What did you learn about you? Take the Keirsey-Bates Indicator Test Take the test again, but answer the questions based on your professor’s teaching style. What did you learn that you could use in their class? Have your roommate or friend take the test answering the questions the way they think you would. What did you learn about you?

10. Chapter 9Copyright 2002 Houghton Mifflin Company - All Rights Reserved 10 Mind Mapping Mind Mapping = Diagramming what you are learning Requires active learning to do this It is a way to involve another sense in learning Mind Mapping = Diagramming what you are learning Requires active learning to do this It is a way to involve another sense in learning