If you use the exercises that appear in the textbook, the Instructors Manual, and at www. Are there additional opportunities for active learning I could incorporate that would be even more effective than what I do now? Remember that in the active learning paradigm, the instructor is a resource, guide, and mentor to students.
Have I listed the course learning objectives on the syllabus? Listing the course student learning objectives on the syllabus will communicate your learning expectations to the students. Chapter 2 describe the reciprocal relationship between doing practice to improve skills and the strengthening of dispositions. If appropriate, have I listed the relevant departmental and programmatic learning objectives and General Education objectives on the syllabus?
Explain why critical thinking is important in our daily lives. Identify the characteristics of strong or weak thinking. Defend the need for critical thinking in a free society. CH 2 Identify the core cognitive skills involved in critical thinking. Describe the relationship of cognitive skills during the critical thinking process.
Describe, compare, and contrast inductive and deductive reasoning. Identify and evaluate instances of critical thinking found in human conversation. Describe the characteristics of a strong critical thinker. Explain ways to cultivate the seven critical thinking habits of mind.
Contrast being a strong critical thinker and an ethical thinker. Explain how to use the IDEAS process to think critically and solve problems that occur in the day-to-day lives of. CH 4 Explain how context and purpose affect the quality of an interpretation. Apply five strategies to effectively resolve problematic vagueness and ambiguity. Describe the central characteristics of a language community.
Explain why strong critical thinking, particularly judicious interpretation, is helpful when encountering a new language community. Define the terms reason, claim, premise, conclusion, and argument. Explain how reasons, conclusions, and arguments are related to one another. Define expertise as it relates to evaluating the credibility of the source of a claim. Identify and apply 12 criteria to evaluate the trustworthiness of a source.
Explain how to evaluate the plausibility of a claim independently. Name and explain the four presumptions or presuppositions that are made when people offer reasons to support their claims. Apply four tests to determine whether an argument is worthy of acceptance. Use the argument mapping. Describe and recognize common reasoning mistakes. Evaluate the logical strength of deductive arguments. Identify common fallacies that are encountered when evaluating deductive arguments.
Evaluate the logical strength of inductive arguments. Identify common fallacies that are encountered when evaluating inductive arguments. Identify common cognitive heuristics when they are used in decision making. Explain how heuristic thinking can help or hinder decision making. CH 11 Apply the concept of dominance structuring to explain how people can maintain a steadfast commitment to their decisions. Explain the benefits and risks associated with the natural tendency toward dominance structuring.
Identify specific critical thinking skills and dispositions that can improve decision making. Explain how critical thinking can be used to make better decisions. Recognize comparative reasoning. Evaluate comparative reasoning. Explain the uses, benefits, and risks of comparative reasoning. CH 13 Recognize ideological reasoning. Evaluate ideological reasoning using the four tests of worthiness of an argument. Explain the uses, benefits, and risks of ideological reasoning. CH 14 Describe the three central characteristics of empirical reasoning.
Describe the steps in conducting an empirical investigation. Explain the uses, benefits, and risks of empirical reasoning. CH 15 Identify the critical thinking questions that effective writers ask.
Explain how effective writers organize and develop their presentations. Evaluate the credibility of sources. Identify the core cognitive skills involved in critical thinking. Explain how to use the IDEAS process to think critically and solve problems that occur in the day-today lives of college students. Recognize the potential application. Explain how context and purpose affect the quality of an interpretation.
Use the argument mapping techniques developed in Chapter 5 to facilitate the analysis and. Apply the concept of dominance structuring to explain how people can maintain a steadfast commitment to their decisions.
Identify the three most fundamental patterns of human reasoning. Recognize ideological reasoning. Describe the three central characteristics of empirical reasoning. Identify the critical thinking questions that effective writers ask. For you, this first day is essential for ensuring the success of this course.
When you meet your students for the first time, engage them in an activity meant to break the ice and get students comfortable with participating and interacting with one another.
Students will try to guess your style and expectations, so set the bar high on the first day. Encourage everyone to contribute to the conversation. Call on students if they are not raising their hands. Ask vocal students to nominate a classmate to offer a response. Your goal on this first day and every day thereafter is to make students feel comfortable, welcome, respected, and safe so they will share their ideas and their reasoning.
Use some of the following techniques: Engage the students with multiple activities starting on the first day that require them to apply their critical thinking skills and dispositions. Set the expectation that active learning is going to be the modus operandi for this course. Share the Active Learning paradigm with your students so that they understand the teaching philosophy of the course.
Model this for the students. Praise students for their contributions to the conversation to build their self-confidence in their critical thinking skills. Be the facilitator of the conversation, but not the driver. Ask questions and pause to let students think before responding.
If there is silence, wait for students. Someone other than you should fill the uncomfortable silence. If you break the silence the first time, they will always wait for you in the future.
Curb quickly any situation in which one or two students dominate the conversation or are always the first to speak. Ask students to reflect quietly before raising their hands. This will give everyone a chance to process the information that is presented. Engage the students as learners to find answers. Remind students that they are going to be challenged in this course by claims and arguments that might not be consistent with their personal view points or beliefs.
Encourage them to always treat one another with complete respect and tolerance for alternative points of view. By creating an active zone of inquiry, your classroom will be a dynamic setting where students can discover a new awareness of their thought processes.
They will actively engage their critical thinking skills and test their ideas, stretching the boundaries of their critical thinking habits of mind. It cannot be said enough times that your students need an abundance of time to work through the activities and exercises that Think Critically 2e Remember the central offers.
If you are committed to teaching for thinking using this message of Think Critically textbook as the vehicle, then 2e: To become stronger your efforts will be rewarded when your students grow as critical thinkers, students critical thinkers. Practice, practice, and more practice with feedback should be your goal for students. Conducting class sessions with a high level of activity and group conversation going on in the room might be new. You might wonder how you will conduct an effective class and maintain control while using the active learning approach.
Talk to your students about them and discuss them as a class to be sure that students understand what learning you are targeting. At the end of the class, reflect as a class on whether or not the learning objectives were met. Use this conversation to gauge whether additional exercises from that chapter should be included in the next class session. Build your critical thinking vocabulary by using the examples of language from Think Critically 2e text skills, habits of mind, and the key terms in each chapter and use these words with precision.
Read about the active learning and critical thinking literature to develop your teaching tool bag. Work the exercises from the book with your students. Put yourself in the role of learner. Raise your awareness of examples of critical thinking from the world around you. Look for examples everywhere you go print and electronic media, movies, TV, Internet, advertisements, books, magazines, radio, and so on.
Bring examples to class to use as Daily Discussion Starters of supplemental mapping or evaluation activities. Most importantly, relax and enjoy this course! Your inquisitiveness and enthusiasm for critical thinking will come across and energize your students. To maximize learning in this course, students will access to the Internet. Although you do not need to access the Internet during class time, the videos and URLs mentioned in the text and available at www.
Thus, it is ideal to conduct this course in a room that has desktop computers such as a technology lab or in a room with a mobile technology cart so students can access the Internet via laptops. In the beginning of the term, you serve as the primary facilitator of course discussions and activities.
For example, after a few days of modeling the Daily Discussion Starter, have the students take responsibility for initiating a Daily Discussion topic tied to the theme of the chapter they are studying.
After you have modeled effective brainstorming, select a student to facilitate a brainstorming or group-sharing session. Task students with identifying additional examples of reasoning, claims, arguments, and fallacies to incorporate into class discussion, or assign them the activity of generating quiz questions modeled after the activities you have been working from in class.
Think Critically 2e nurtures and develops stronger critical thinking skills and positive dispositions of your students. It should come as no surprise that the techniques you find in this textbook have direct applications and uses in other courses.
Your students will praise the usefulness of this course in their daily lives, and it will likely become one of the most enjoyable classes you will teach. A definition of critical thinking as the process of purposeful, reflective judgment is offered and explained. A case is made for why critical thinking is important to individuals and to society as a whole. Finally, students are introduced to the Critical Thinking Holistic Scoring Rubric that can be used to evaluate critical thinking.
Numerous examples and exercises are provided to achieve the chapter learning objectives. What comes to mind when you hear the words critical thinking? Capture all ideas—no censuring! Why is critical thinking an essential feature of a free society? Access the Carlin video clip from www. Ask students to turn to a neighbor and share their reactions. Bring the class back together for a discussion. Start by asking for a few students to share their reactions with the class.
Ask the group the following questions: a. Carlin uses humor to convey a message. What point s is Carlin trying to make? What examples would support his argument? Is it strong or weak, and why? Be sure to ask students to provide explanations for their statements and conclusions. Ask students to read each of the examples in the text box or read them aloud to the class. Ask students: What similarities can you identify across these examples?
Seek responses, such as all have cognitive actions; people doing something, deciding what to do, or believing; all have action verbs; behaviors performed to determine a decision or engage in good practice; or choose what to do next, and so on. Ask students: What differences can you identify across these examples? Seek responses, such as all different contexts work, play, sport, home, parenting, family, arts, politics, and so on ; some examples depict single individuals engaged in critical thinking and others are examples of groups engaging in critical thinking; lots of different kinds of mental activity, and so on.
Ask students to identify the action verbs and phrases in each example that indicates the critical thinking activity. As students identify these verbs and phrases, list them on the board in the front of the room.
Encourage the class to use the language of critical thinking in this course when talking about, or evaluating, thinking examples. They will develop what is known as meta-cognitive awareness.
Does the situation no longer count as a positive example of critical thinking? Why or why not? The point here is to get students to focus on critical thinking as a process that is not dependent upon a successful outcome or consequence.
If the students do not readily appreciate that the outcome does not negate the instance of good thinking, ask them to reflect on experiences they have had personally where they know they have diligently thought critically but had to re-evaluate the situation after new evidence or a different outcome had come to light. Access www. Play the Carlin video in its entirety for the class. Ask students: Mullen is a powerful man, yet he encourages the graduates to think critically and to question without fear.
Why is Mullen himself not fearful of what might happen if these graduates heed his advice? It is not enough to only expose students to positive examples of strong critical thinking. Permit students to view the links on ThinkSpot. Ask students to draw a line down their notebooks on a clean sheet and put the same headings at the top left and right sides of the page. Out of print. Peter Facione Carol Ann Gittens. If You're an Educator Download instructor resources Additional order info.
Overview Features Contents Order Overview. Support Instructors — Four new optional chapters are available through the Pearson Custom Library, and a comprehensive supplements package is available.
An engaging visual design - designed for today's students — is clean, open, and full-color with exciting info-graphics and minimal boxes. Video clips and Web-based multimedia examples connect critical thinking skills with popular culture and present critical thinking in visual, auditory, graphical, and text-based contexts.
New to This Edition. Chapter 3 Solve Problems and Succeed in College is new to the 2 nd edition. Many of the exercises have been updated and many of the examples are new.
Table of Contents Found in this section: 1. Brief Table of Contents 2. Full Table of Contents 1. Previous editions. Sign In We're sorry! Username Password Forgot your username or password? Sign Up Already have an access code? Instructor resource file download The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.
What is one of the characteristics of critical thinking in a free society? In what way is critical thinking similar to playing an instrument? Both require A. Jason is a professor at a U. Which of the following statements is true? Jason must avoid references to critical thinking. Jason can only teach government-sanctioned information. Jason can teach critical thinking in his courses D.
Based on his quote in the text, which of the following scenarios would Thurgood Marshall approve of? Ned has not been to the dentist in 5 years. He has a painful tooth, but he has decided not to go to the dentist because he is afraid of drills. He is making his decision based on A. Kim believes all Mexicans are lazy. Even though she has met several hardworking Mexicans, she refuses to re-evaluate her beliefs. She is lacking in A. Karla decides to go to work even though she is very ill with pneumonia.
Her decision A. Marlene is a college professor who is teaching a critical thinking course. What is something she would say in her lecture? To be an effective critical thinker, you must be mentally disciplined. Effective critical thinking requires you to be judgmental. Critical thinking is about finding the Truth with a capital T. Only Americans practice critical thinking.
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