CRITICAL

THINKING
SKILLS
 What is Critical
Thinking?
A reasoned, purposive and reflective
thinking used to make decisions, solve
problems, and master concepts (Rudd,
2002)
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 Why?
It is human irrationality,
not a lack of knowledge that
threatens human potential.
Everyone agrees that students learn
in college, but whether they learn to
think is more controversial.
Critical Thinking
Dispositions
￮ Engagement
- Seek and participate
opportunities to use reasoning
- Confident in reasoning ability

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￮ Innovativeness
- Intellectually curious
- Want to know the truth
￮ Cognitive maturity
- Open to other points of view
- Aware of biases and
predispositions
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 Elements of Reasoning

Information
“
Facts
Data
Assumptions

Concepts
Data interpretation
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 Enhancing Disposition
￮ Give students to ask and answer
questions.
￮ Present real problems and allow
time to solve.
￮ Expose students to varying
opinions and resources.
￮ Demonstrates the quest for truth.
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 Enhancing Disposition
￮ Encourage multiple solutions, not one
right answer.
￮ Consider personal and industry biases
when learning.
￮ Frame problems and learning so that
reasoning is cued.
￮ Recognize students displays of position
disposition and reasoning. 8
 CRITICAL
THINKING SKILLS 9
 Critical Thinking Skills

Interpretation Analysis

Evaluation Interference 10
 Interpretation
￮ Categorization
￮ Clarifying meaning.
￮ Decoding significance.
￮ Example of interpretation:
- Human disease chart
- Food pyramid
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 Analysis
￮ Examining ideas
￮ Analyzing arguments
￮ Analyzing assumptions
￮ Example of analysis:
- Case studies
- Economic simulations
- Decision models 12
 Evaluation
￮ Assessing claims
￮ Assessing arguments
￮ Assigning value
￮ Example of evaluation:
- Evaluating recommendation
- Evaluating cases
- Evaluating management practice
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 Assigning value using universal
intellectual standards
￮ Clear: If unclear we cannot evaluate.
￮ Accurate: Would reasonable people agree?
Is it true?
￮ Precise: Is there enough detail to
completely understand.
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￮ Relevant: Is the information connected to the
question at hand?
￮ Depth: Do the information, facts, and data
address the complexity of the issue?
￮ Breadth: Are there other points of view or other
ways to consider this question?
￮ Logic: Does it make sense? Can you make that
conclusion based on the information and
evidence? 15
 Inference
￮ Finding alternatives
￮ Drawing conclusions
￮ Making recommendations
￮ Example of inference:
- Recommending plans of
practice
- Diagnosis and recommended
treatment 16
 Explanation
￮ Stating results
￮ Justifying procedures
￮ Presenting arguments
￮ Techniques for explanation
- Debates
- Oral presentation
- Defend the opposition
- Classroom discussions 17
Self-Regulation
￮ Self-examination
￮ Self-correction

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 Creating a Thinking
Environment
Model the thinking you expect
Hold them responsible for the
thinking they do.
Engage students in the
thinking you want.
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Causes, effects, and
solutions of
cheating
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 TASK
Small Debate Session
1. Impact of GRAB on other taxi brands
2. Ways to survive without mobile phones 24 hours
long
3. The way rapid technological progress impacts on
modern kids
4. My experience living in poor housing
5. The results of wildfire
6. The role of a child during divorce process 21
Thanks!
Any questions?
You can find me at
￮ @username
￮ user@mail.me

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 Big concept
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