1. Rigor and Relevance: Paul’s Reasoning Model Ms. Reilly Science grade 8 Oct 2013

2. 2 Objectives  Identify how Paul’s Reasoning model supports critical thinking and reasoning skills in the classroom.  Understand the benefits of using Paul’s Reasoning Model to analyze issues/problems.

3. Paul’s Reasoning Model:  Using this framework gives a structure for analyzing problems and issues.  Paul provides a model for critical thinking that emphasizes eight elements: 1) issue/problem 2)purpose/goal 3)point of view 4) evidence 5) implications 6) concepts/ideas 7)inferences 8) assumptions 3

4. Origins of Paul’s Reasoning Model  Where: Developed at W@M Center for Education  Who: Dr. Richard Paul – creator in 1992  Why: Help students think through a problem or analyze an event or specific situation where there are many possible options for resolution 4

5. 5 Paul’s reasoning model provides support for c ompetencies that matter most for college  Writing  Reasoning  Analytic Thinking  Problem-solving

6. 6 For Successful Problem Analysis: Five Habits of Mind 1. Weighing Evidence How do we know what’s true and false? What is the evidence, and is it credible?

7. 7 #2 Habit of Mind for Successful Problem Analysis 2. Awareness of Varying Viewpoints What viewpoint are we hearing? Who is the problem author, and what are his or her intentions? How might it look to someone with a different history or background of experience?

8. 8 #3 Habit of Mind for Successful Problem Analysis 3. Seeing Connections/Cause & Effect Is there a pattern? How are things connected? Where have we seen this before?

9. 9 #4 Habit of Mind for Successful Problem Analysis 4.Speculating on Possibilities/Conjecture? What if? Supposing that? Can we imagine alternatives?

10. 10 #5 Habit of Mind for Successful Problem Analysis Assessing Value (Both Socially and Personally) What difference does it make? Who cares? So what?

11. 11 Elements of Reasoning-Reasoning Wheel -- Paul, 1992 Issue/ Problem Evidence/ Data Point of View Implications/ Consequences Inferences Concepts/ Ideas Purpose/ Goal Assumptions

12. 12 Elements of Reasoning-Defining each aspect of the model 1.Issue or Problem: When we reason, there must be some issue or question that needs resolution. As a part of the reasoning process, we should be able to formulate the question to be answered or the issue to be addressed. 2.Purpose or Goal: When we speak or write, it should be for a purpose. That purpose should be clear, achievable, and realistic (i.e. to inform, entertain, persuade, or to inspire). 3.Point of View: We must reason from some point of view or frame of reference. If the point is too narrow, it may be restricted or unfair. The consideration of other points of view may broaden our thinking.

13. 13 Elements of Reasoning (cont.) 4.Experiences, Data, or Evidence: When we reason, we must support our view with reasons or evidence. Evidence is important in order to distinguish opinions from reasons or to create a reasoned judgment. The consideration of accuracy, fairness, and clarity help us to ensure good reasoning. 5.Concepts or Ideas: Reasoning requires the understanding of concepts, terms, principles, rules, or theories. Good reasoning requires us to ask ourselves, “What are the key ideas presented?” When we write and speak, we can examine and organize our thoughts around the substance of concepts and ideas.

14. 14 Elements of Reasoning (cont.) 6. Inferences: An inference is a small step in the mind, in which a person concludes that something is so because of something else. Some of our inferences are justified and reasonable, but many are not. We need to distinguish between the raw data of our experiences and our interpretations of those experiences (inferences). 7.Assumptions: We take some things for granted when we reason based on no evidence or data. We need to be aware of the assumptions we have made and the assumptions of others. Incorrect assumptions can be the source of faulty reasoning.

15. 15 Elements of Reasoning (Cont.) 8.Implications and consequences: When we reason in a certain direction, we need to look at the consequences of that direction. When we argue and support a certain point of view, solid reasoning requires that we consider what the implications are of following that path. What are the consequences of taking the course that we support? When we read or listen to an argument, we need to ask ourselves what follows from that way of thinking. We can also consider consequences of actions that characters in stories take. For example, if I don’t do my homework, I will have to stay after school to do it; if I water the lawn, it will not wither in the summer heat.

16. 16 Standards/Guidelines for “sound” Reasoning  Are there enough reasons to make a convincing argument?  Is the evidence correct or accurate?  Are the reasons clear?  Are specific reasons or examples included rather than vague generalizations?  Are the arguments and reasons strong and important?  Is the thinking logical?