Critical Thinking/ Problem Solving

1. Critical Thinking/Problem Solving By: Tammy LeJune

2. Critical Thinking/Problem Solving What is Critical Thinking? One definition could be: “It is the art of thinking about your thinking while you are thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible.”

3. Where it all began: Critical thinking skills training can be traced back to Socrates: "Socrates established the fact that one cannot depend upon those in "authority" to have sound knowledge and insight. He demonstrated that persons may have power and high position and yet be deeply confused and irrational. He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief. He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well. His method of questioning is now known as Socratic questioning and is the best known critical thinking teaching strategy."

4. Critical Thinking Activity http://www.freegames.ws/games/computergames/sokoban/sokoban.htm

5. Named for Socrates (ca. 470-399 B. C.), the early Greek philosopher/teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy. What is Socratic Questioning Named for Socrates (ca. 470-399 B. C.), the early Greek philosopher/teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy. What is Socratic Questioning Named for Socrates (ca. 470-399 B. C.), the early Greek philosopher/teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy. What is Socratic Questioning Named for Socrates (ca. 470-399 B. C.), the early Greek philosopher/teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy. What is Socratic Questioning Named for Socrates (ca. 470-399 B. C.), the early Greek philosopher/teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. As described in the writings of Plato, a student of Socrates, the teacher feigns ignorance about a given subject in order to acquire another person's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy.

6. From Socrates to Benjamin Bloom

7. Benjamin Bloom – in 1956 headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

8. Bloom’s Taxonomy We do not teach the brain to think; it does that automatically. However, we can help students learn better by helping them organize information in such a way that they can do more with it. Unfortunately, studies show that most of the focus in schools is on the lower levels of thinking. Teachers and students are primarily concerned with learning content and parroting it back. This is not the way to develop critical thinking skills and make life-long learners. One of the best guides in the quest to move students from the lower levels of thinking to the upper levels, is Bloom's Taxonomy.

9. Bloom’s Taxonomy Bloom’s six levels • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

10. Bloom’s Taxonomy Questions: • What is . . . ? How is . . . ? • Where is . . . ? When did _______ happen? • How did ______ happen? How would you explain . . . ? • Why did . . . ? How would you describe . . . ? • When did . . . ? Can you recall . . . ? • How would you show . . . ? Can you select . . . ? • Who were the main . . . ? Can you list three . . . ? • Which one . . . ? Who was . . . ? Level 1: Knowledge - exhibits previously learned material by recalling facts, terms, basic concepts and answers. Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, & select.

11. Bloom’s Taxonomy Level 2: Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, & classify. Questions: • How would you classify the type of . . . ? • How would you compare . . . ? contrast . . . ? • Will you state or interpret in your own words . . . ? • How would you rephrase the meaning . . . ? • What facts or ideas show . . . ? • What is the main idea of . . . ? • Which statements support . . . ? • Can you explain what is happening . . . what is meant . . .? • What can you say about . . . ? • Which is the best answer . . . ? • How would you summarize. . . ?

12. Bloom’s Taxonomy Questions: • How would you use . . . ? • What examples can you find to . . . ? • How would you solve _______ using what you have learned . . . ? • How would you organize _______ to show . . . ? • How would you show your understanding of . . . ? • What approach would you use to . . . ? • How would you apply what you learned to develop . . . ? • What other way would you plan to . . . ? • What would result if . . . ? • Can you make use of the facts to . . . ? • What elements would you choose to change . . . ? • What facts would you select to show . . . ? • What questions would you ask in an interview with . . . ? Level 3: Application - solving problems by applying acquired knowledge, facts, techniques and rules in a different way. Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify

13. Bloom’s Taxonomy • Questions: • What are the parts or features of . . . ? • How is _______ related to . . . ? • Why do you think . . . ? • What is the theme . . . ? • What motive is there . . . ? • Can you list the parts . . . ? • What inference can you make . . . ? • What conclusions can you draw . . . ? • How would you classify . . . ? • How would you categorize . . . ? • Can you identify the difference parts . . . ? • What evidence can you find . . . ? • What is the relationship between . . . ? • Can you make a distinction between . . . ? • What is the function of . . . ? • What ideas justify . . . ? Level 4: Analysis - examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

14. Bloom’s Taxonomy • Questions: • What changes would you make to solve . . . ? • How would you improve . . . ? • What would happen if . . . ? • Can you elaborate on the reason . . . ? • Can you propose an alternative . . . ? • Can you invent . . . ? • How would you adapt ________ to create a different . . . ? • How could you change (modify) the plot (plan) . . . ? • What could be done to minimize (maximize) . . . ? • What way would you design . . . ? • What could be combined to improve (change) . . . ? • Suppose you could _______ what would you do . . . ? • How would you test . . . ? • Can you formulate a theory for . . . ? • Can you predict the outcome if . . . ? • How would you estimate the results for . . . ? • What facts can you compile . . . ? • Can you construct a model that would change . . . ? • Can you think of an original way for the . . . ?  • Level 5: Synthesis - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change

15. Bloom’s Taxonomy • Questions: • Do you agree with the actions . . . ? with the outcomes . . . ? • What is your opinion of . . . ? • How would you prove . . . ? disprove . . . ? • Can you assess the value or importance of . . . ? • Would it be better if . . . ? • Why did they (the character) choose . . . ? • What would you recommend . . . ? • How would you rate the . . . ? • What would you cite to defend the actions . . . ? • How would you evaluate . . . ? • How could you determine . . . ? • What choice would you have made . . . ? • What would you select . . . ? • How would you prioritize . . . ? • What judgment would you make about . . . ? • Based on what you know, how would you explain . . . ? • What information would you use to support the view . . . ? • How would you justify . . . ? • What data was used to make the conclusion . . . ? • Why was it better that . . . ? • How would you prioritize the facts . . . ? • How would you compare the ideas . . . ? people . . . ?  Level 6: Evaluation - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct

16. How to Incorporate Critical Thinking Skills in the Classroom In the Middle School Language Arts Classroom Lower Level Journal Writing: The standard approach that teachers use to incorporate journals in the language arts classroom is to have prompts displayed and the student uses these prompts to make daily entrees into their journals. Examples: I would like to change… What you wish…

17. How to Change Personal Journal Writing to Critical Journal Writing: In order to shift to critical journal writing, teachers rewrite existing prompts to include specific questions which will enable students to respond thoughtfully, or teachers rewrite journal prompts which explore concepts in a critical way. Examples: What you wish… If the student is given the above prompt, they will write down specific, material things such as a new i-pod, cell phone, clothes, or Mark/Mary’s love. However, if the prompt is expanded to include: What areas in people's lives are within their control? What areas in their lives are they powerless to control? How do decisions made when people are young affect their lives later on? When should you set future goals? What different types of goals do you have for yourself? Which are most important to you? How would you go about attaining them? Which depend on you alone, and which on others? How many of the goals that you set are material goals? Do you think young people of other countries have different goals? How do they differ? Why do they differ? The above prompt is intentionally long, but will produce journal entries which are a significant improvement on the laundry wish list.

18. How to Incorporate Critical Thinking Skills in the Classroom In the Middle School Social Studies Classroom • Title: Pearl Harbor • Materials: DVD, glue stick, poster, map pencils, pictures • Objectives: • The student will summarize reasons for the U.S. entrance into WWII • The student will evaluate the pros/cons of these reasons

19. The Middle School Social Studies Classroom Setting the Stage: Show Pictures of the Pearl Harbor bombing Discuss: Background from reading assignment Construct: Timeline of WWII events Groups: Discuss reasons for a country to go to war. Refer to textbook and previous class notes. Show: Anti-Japan and Anti-German posters and news clips Journal: What role did emotions play in the U.S. entrance into WWII? Defend or critique the reasons for going to war. Level 1 Knowledge Level 2 Comprehension Level 3 Application Level 4 Analysis Level 5 Synthesis Level 6 Evaluation

20. “A good teacher makes you think…even when you don’t want to.” Robert Fisher, 1998

21. Mind Maps The Dorms: Three women--named Dana, Alex, and Jean, all Business majors--signed up for a critical thinking class at San Jose State at the same time as three men--also named Dana, Alex, and Jean--did. The three men are majoring in English, Engineering, and Nursing, though not necessarily in that order. Given the following information, can you assign the correct name to each of those majors? 1. Jean lives in San Francisco with her mother. 2. The Engineering major lives on the peninsula, exactly halfway between San Jose and San Francisco. 3. Alex is joined in studying at San Jose State by both of her brothers. 4. The woman who lives nearest the Engineering major has three times as many brothers as he does. 5. The women with the same name as the Engineering major lives in San Jose. 6. Dana says he is smarter than the English major.

22. Bibliography: www.criticalthinking.net by Robert H. Ennis

23. Critical Thinking/ Problem Solving (default.htm) Teacher Resources teacher.htm Student Resources student.htm References references.htm World Religions worldrel.htm History of Religions histrel.htm Lesson Plans lessonpla.htm Pros/Cons procon.htm How to get Involved getinvolved.htm