After watching the Critical Thinking Skills Presentation, viewer should be able to answer the following questions which will test their understanding of the material.
thinking which involves or exercises skilled judgment or observation or evaluative thinking
A general term given to a wide range of cognitive skills and intellectual dispositions
Negative or fault-finding
A and B
None of the above
Analyzing assumptions and biases
Examining evidence
Defining a problem
Intolerance of ambiguity
Disciplined thinking
Accuracy
Clarity
Relevancy
Logical consistency
All are important
Sociocentrism
Egocentrism
Wishful Thinking
Unwarranted assumptions
Relativistic thinking
Unwarranted assumptions
Egocentrism
Relativistic thinking
Sociocentrism
Wishful Thinking
Stereotyping
Wishful thinking
Relativistic thinking
Unwarranted assumptions
All of the above
True
False
Doubting
Indiscriminately rejecting ideas
Suspending judgment
Accepting only justified claims
All of the above are good definitions of skepticism
Value stereotypes, respect precision, look for evidence, and look for logical explanations
View phenomena with disbelief and bias
Are open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision
identify and evaluate arguments, ignore criteria, and apply reasoning
All of the above are accurate
Asking questions
Making judgments
Identifying assumptions
Eliminating ALL opinions
All of the above are procedures for applying criteria.
Poor reading skills
Poor listening skills
Prejudice
Bias
Acceptance of change
Logical reasoning
Conformism
Black-and-white thinking
Stereotyping
Wishful thinking
Nearly 40 percent of 17-year-olds cannot draw inferences from written material.
Only one-third of high-school graduates can solve a mathematics problem requiring several steps..
Acquisition of scientific facts and information often takes precedence over learning scientific methods and concepts in the classroom.
When the information content of a discipline increases, it becomes even more vital to spend time, not learning more information, but when the information content of a discipline increases, it becomes even more vital to spend time learning methods to acquire, understand, and evaluate this information
All of the above are reasons to model critical thinking.
Don’t automatically answer questions the student has. Instead, whenever possible, turn the question back to the student. Ask questions like: What do you think? What ideas do you have about that? What has been your experience?
Help students talk through problems. Encourage them to think out loud and model this yourself by vocalizing your own thought processes, trying to implement specific reasoning skills as you do so.
Shorten your response time. Remember that it takes time to think and students may be anxious, particularly if they feel they are put on-the-spot,causing them to think harder.
Have students analyze their own work, looking for patterns in their thinking and in their mistakes.
Encourage students to see the problem, situation, or concept from a different viewpoint. If working on a math problem, for example, ask the student if he or she can think of another way to solve the problem.