CRITICAL

THINKING
WHY
CRITICAL THINKING
VUCA
WORLD
VUCA
VOLATILE
with
unstable
UNCERTAIN
with
unknown
COMPLEX
with many
interconnected
AMBIGUOUS
with lack of
clarity
challenges outcomes parts
EVERYDAY
DECISION
 EVERYDAY
DECISION

trivial important
If we want children to thrive in our complicated
world, we need to teach them how to think.
(Brian Oshiro, 2019)
 The VUCA world needs citizens
with a critical mind, who can distinguish between
facts and propaganda, who cross-check
information and news, who look for the other
perspectives. We can stop and reflect on events,
reactions, and behaviors.
(Marie-Therese Claes, 2020)
CHALLENGES
CRITICAL THINKING
 FAST MIND
(gut | impulse | passionate)
 LAZY MIND

(stubborn | bias | close-mindedness)

CRITICAL THINKING
WHAT
 “Deliberately analyzing
information to make better
judgment and decision.”

CRITICAL THINKING
CRITICAL THINKING understand the logical
connections between ideas
identify, construct, and
evaluate arguments
detect inconsistencies and
common mistakes in reasoning
solve problems systematically
identify the relevance and
importance of ideas
reflect on the justification of one’s
own beliefs and values
 go beyond the
basic levels of comprehension
“The unexamined life is
not worth living.”

SELF-EXAMINATION
 CROSS
EXAMINATION
“self-correcting”

THOMAS AQUINAS
REFLECTIVE
THINKING
“inquiry”
METACOGNITION
“think about thinking”
“is not” simply mimicking questioning other
“is”
other thinking thinking

simply agreeing embracing other

with other thinking thinking

being biased towards emulating other

one way of thinking thinking

being biased against willingness

one way of thinking to be wrong

drawing conclusions questioning one’s

too quickly own thinking

denying faults in putting logic

one’s own thinking before bias

placing weight on recognizing

insignificant details contradiction

(Saga Briggs, 2014)

“not just being critical”

CREATIVE
problem solving

REFLECTIVE
metacognition

ADAPTIVE
openness to change
CRITICAL THINKING
HOW
 INTELLECTUAL HUMILITY
CURIOSITY
SELF-AWARENESS
OBJECTIVE
UNDERSTAND OUR BIAS
COMPASSION AND EMPATHY
WILLING TO CHALLENGE
THE STATUS QUO
CREATIVE THINKERS
 FORMULATE
QUESTIONS
what are you looking for?
go beyond “what” - ask “how?” and “why”
 GATHER
INFORMATION
how do you know this?
seek and ask experts advise
 EVALUATE
INFORMATION

need to question:
concepts at work, assumptions, intentions,
values, interpretations, bias
 CONSIDER
IMPLICATIONS

look at the effects and consequences

evaluate your choices
and have more
informed decision

EXPLORE
OTHER’S PERSPECTIVE
REFLECT
 “The illiterate of the
21st century
will not be those who
cannot read and write,
but those who cannot
LEARN, UNLEARN, and
RELEARN.”

ALVIN TOFFLER
CRITICAL
THINKING
Q&A
 MODALITIES OF
DISTANCE LEARNING

ONLINE
REMOTE REMOTE
DISTANCE
LEARNING STUDY
LEARNING
DISCUSSION BOARDS
(COMMENTS)
MINDMAPPING
BREAKOUT ROOMS
DOCUMENT ANALYSIS

HYPERDOCS
INTERACTIVE LESSONS
GING
PROBLEM
BASED
LEARNING
 Students work on a project
over a period of time
that engages them

PROBLEM
in solving a
REAL-WORLD PROBLEM
or answering a
COMPLEX QUESTION.

BASED
They develop deep content
knowledge as well as
critical thinking, creativity,

LEARNING
and communication skills
in the context of
doing an authentic,
meaningful project.
 A CHALLENGING
PROBLEM OR QUESTION
The project is framed by
a meaningful problem
to be solved or
a question to answer,
at the appropriate level
of challenge.
SUSTAINED INQUIRY
Students engage in a rigorous, extended
process of posing questions, finding resources,
and applying information.
AUTHENTICITY
The project involves real-world
context, tasks and tools,
quality standards, or impact,
or the project speaks
to personal concerns, interests, and
issues in the students’ lives.
 Students make some decisions
about the project,
including how they work
and what they create.

STUDENT
VOICE AND CHOICE
 Students and teachers reflect
on the learning,
the effectiveness of their inquiry
and project activities,
the quality of student work,
and obstacles that arise
and strategies for overcoming them.

REFLECTION
 Students give, receive, and apply
feedback to improve
their process and products.

CRITIQUE
AND REVISION
 Students make their project work
public by explaining,
displaying and/or presenting it
to audiences beyond the classroom.

PUBLIC
PRODUCT
PROBLEM
BASED
LEARNING
 Edutopia Crash Course

TEDx Talks Vox

TED Talks Jubilee

TED-Ed Soul Pancake

 Visible Thinking is a flexible and systematic
research-based approach
to integrating the development of
STUDENTS’ THINKING with content learning
across subject matters.
http://www.visiblethinkingpz.org
 NOTE-TAKING

1. How can I use this?

Notes 2. Why must I use this?
3. When will I use this?

CAPTURING NOTES CREATING NOTES

JOURNAL
myinsightjob.wordpress.com
 MIND MAP ati o n
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ety se
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a e i r
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o
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t
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ay
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rotherwise. v i
m
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to
ymore They emse ing m
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ugh"Y
t o a h p e to og c
hem m
T t m y ifi
thro n d t for la ka hay" ay res at the i n this ork t sacr
s e a u
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They hear iwords
m n al" of pity from f t livin s the ur fam
e
those
i
a crsurrounding them, but m
a " y a the l w y a
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a color, signifying a different
a r e n te g t
"You this words of pitypualso n i sh m T aus
strikes
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s tren theie
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l
social class. They see
them r with
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e s e w h a s n d and that creates a broken
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a
" I reelgoardet h
f u nco
" image of immersion. These
them towards a better life. th o
e r v e this
These words continuously s
h
wit an't a b l y des sights create anger and
re s u c pro b hate butts the same time,
enter their ears "the land of the y, st ng yo d"Ione i n g " creates gratitude. They see
poor is dirtied by their filth". The priva nowi love
c
v e ryt h
s t e
interaction and the service that l a
o f f
ck ain o losing
k a
" I 've lo filth that erases through
time and the singe of poor
brought proved otherwise. n e ss, wn, p in of
eli no pa recreated with every hard
, lon e unk , the ills
r
nge of th e da ical b
y s work. This sight bring joy

Give OPPORTUNITIES to REFLECT

a k e s
t gdoi gas hope.
u s n
f h a r
s o n, fe mily o he m
n e d
n o n mi r o n
as well
i n They say they're satisfied, maintains
flecti they
theiro lives w
pa give r fa ay t
The y are r you an't p filled with the happiness that isRofe family, t a n d i ng his eaknesses
say
s
the vide f you c
o jokes instead of pain, smile instead Undoferweep. g h i s own w
pro ause However deep inside these smiles din a
Fincreates
b e c
ily facade to the real problems that they face.
o f a m
i on t y Problems a l they do not want to share, problems

EXPERIENCES
n e c t i m i n
con ociet a crthat only bring distraught. They're eyes speak for
Losing ect from s ing called themselves, a life filled joy and satisfaction.
sp be

REFLECTION
No re anized by
Dehum

FEELINGS and THOUGHTS

Pain that they have is from the dreadful looks These pains however create something more grand. Determination and
received by others. The pain that they receive is hard work, things destroyed by the rich and wealthy. True determination
the heart braking reality of life. The end result is a comes from the sight of family and true hardworking can only. Be
smile on the face with hidden sadness. retained with the fulfillment of the smiles of their children

conceptual | metacognitive | personal

EMPATHY MAP
JOURNALS

DISCUSSION BOARD
 CRITICAL
THINKING:
Revisiting
Higher Order
Thinking Skills
in a Distance
Learning Modality
CRITICAL
THINKING