Critical Thinking in Everyday Life: 9 Strategies, critical thinking development strategies.3/29/2017 Strategy 3: Listen and consider unconventional opinions. Critical thinkers have a tendency to seek out new solutions to old problems. They don’t like the phrase “that is the way we have always done it.” They also see that collaboration with their team, their profession, and sometimes their competitors will bring about the best solutions, and they are OK with that. While the skills associated with these strategies come naturally to some persuasive essay and argumentative essay, the skills can also be developed. This development won’t happen quickly, but practicing the strategies can improve critical thinking and everyday decision-making. Strategy 2: Make the right decision for the majority. Critical thinkers put their egos aside and think about what is best for the overall organization, even if that is not the best solution for the individual. Their goal is seeking to understand and then making a clear and rational decision that is best for the majority. At the bottom, it pushes a bit further, however, offering 25 critical thinking strategies to help support progressive learning. While a few are a bit vague (#12 says to “Think critically daily,” and #17 is simply “Well-informed”), overall the graphic does pool together several important themes into a single image. Whether teachers are new to the notion of critical thinking or have long incorporated it into their classrooms but are looking for some new ideas, Pedagogical Strategies for Development of Critical Thinking can help them kindle the fire of learning in their students. Structured as a toolkit which teachers use at their own pace, the course features eight units, each with prompts for reflection and planning exercises that will help teachers bring to life in the classroom what they learn through the course. Encouraging students to make connections to a real-life situation and identify patterns is a great way to practice their critical thinking skills. Ask students to always be on the look for these connections, and when they find one to make sure they tell you. Group settings are the perfect way to get your kids thinking. When children are around their classmates working together, they get exposed to the thought processes of their peers. They learn how to understand how other people think and that their way is not the only route to explore. Classification plays an important role in critical thinking because it requires students to understand and apply a set of rules. Give students a variety of objects and ask them to identify each object, then sort it into a category. This is a great activity to help students think and self-question what object should go where essay about myself my family, and why. Strategy 4: Make workshops and in-services incorporate the highest critical thinking among teachers. This a real boon for administrators, and here’s why: what goes around comes around. Strategy 2: E ncourage project-based learning. Solving real-world problems gets kids out of the classroom and into the real world. Again, this is a skill that’s paramount to success in life beyond school. Critical thinking and HOTS skills come to the forefront here. The result is a heightened sense of ownership of the problem how to write research project, and a creative approach to solutions. Of course, this elevates critical thinking capacity as well. There’s no reason why the same thing couldn’t work in a classroom. Think about collaboration along the lines of using technology to reach out to the global community. Don’t just invest in technology. The end goal is students collaborating, thinking critically, and solving problems relevant to their world. An assortment of questioning tactics exists to promote CT. Depending on how a question is asked, the student may use various CT skills such as interpretation, analysis, and recognition of assumptions to form a conclusion. Mills 22 suggested that the thoughtful use of questions may be the quintessential activity of an effective teacher. Questions are only as good as the thought put into them and should go beyond knowledge-level recall. 22 Researchers 23. 24 have found that often clinical teachers asked significantly more lower-level cognitive questions than higher-level questions. Questions should be designed to promote evaluation and synthesis of facts and concepts. Asking a student to evaluate when proprioception exercises should be included in a rehabilitation program is more challenging than asking a student to define proprioception. Higher-level thinking questions should start or end with words or phrases such as, “explain,” “compare,” “why,” “which is a solution to the problem,” “what is the best and why,” and “do you agree or disagree with this statement?” For example, a student could be asked to compare the use of parachlorophenylalanine versus serotonin for control of posttreatment soreness. Examples of words that can be used to begin questions to challenge at the different levels of the Bloom Taxonomy 25 are given in Table Table4. 4. The Bloom Taxonomy 25 is a hierarchy of thinking skills that ranges from simple skills, such as knowledge, to complex thinking, such as evaluation. Depending on the initial words used in the question, students can be challenged at different levels of cognition. 11. Daly WM. The development of an alternative method in the assessment of critical thinking as an outcome of nursing education. J Adv Nurs. 2001; 36 :120–130. [PubMed ] Presently, athletic training educators are teaching many competencies and proficiencies to entry-level athletic training students. As Davies 1 pointed out, CT is needed in clinical decision making because of the many changes occurring in education, technology, and health care reform. Yet little information exists in the athletic training literature regarding CT and methods to promote thought. Fuller online resume services, 2 using the Bloom taxonomy, classified learning objectives, written assignments, and examinations as CT and nonCT. Athletic training educators fostered more CT in their learning objectives and written assignments than in examinations. The disposition of athletic training students to think critically exists but is weak. Leaver-Dunn et al 3 concluded that teaching methods that promote the various components of CT should be used. My purpose is to provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote CT. More recently, the American Philosophical Association Delphi report on critical thinking 7 was released in 1990. This report resulted from a questionnaire regarding CT completed by a cross-disciplinary panel of experts from the United States and Canada. Findings included continued support for the theory that to develop CT, an individual must possess and use certain dispositional characteristics. Based upon the dispositional phrases, the California Critical Thinking Dispositional Inventory 13 was developed. Seven dispositions (Table (Table2) 2 ) were derived from the original 19 published in the Delphi report. 12 It is important to note that these are attitudes or affects, which are sought after in an individual, and not thinking skills. Facione et al 9 purported that a person who thinks critically uses these 7 dispositions to form and make judgments. For example, if an individual is not truth seeking, he or she may not consider other opinions or theories regarding an issue or problem before forming an opinion. A student may possess the knowledge to think critically about an issue, but if these dispositional affects do not work in concert, the student may fail to analyze, evaluate, and synthesize the information to think critically. More research is needed to determine the relationship between CT and the disposition to think critically. 36. Fopma-Loy J, Ulrich D. Spotlight on…seventeen ways to transform reading assignments into critical thinking experiences. Nurse Educ. 1999; 24 :11–13. [PubMed ] 10. Bailin S, Case R, Coombs JR, Daniels LB. Common misconceptions of critical thinking. J Curriculum Stud. 1999; 31 :269–283. 15. Miller MA, Malcom NS. Critical thinking in the nursing curriculum. Nurs Health Care. 1990; 11 :67–73. [PubMed ] To provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote critical thinking. 2. Fuller D. Critical thinking in undergraduate athletic training education. J Athl Train. 1997; 32 :242–247. [PMC free article ] [PubMed ] In addition to using these questioning techniques, it is equally important to orient the students to this type of classroom interaction. Mills 22 suggested that provocative questions should be brief and contain only one or two issues at a time for class reflection. It is also important to provide deliberate silence, or “wait” time two types of essay writing, for students upon asking questions. 22. 27 Waiting at least 5 seconds allows the students to think and encourages thought. Elliot 18 argued that waiting even as long as 10 seconds allows the students time to think about possibilities. If a thought question is asked cover letter for teachers, time must be given for the students to think about the answer. 13. Facione PA, Facione NC, Giancarlo CA. Test Manual: The California Critical Thinking Disposition Inventory. Millbrae, CA: Insight Assessment; 2000. Recently researchers have begun to investigate the relationship between the disposition to think critically and CT skills. Many believe that in order to develop CT skills, the disposition to think critically must be nurtured as well. 4. 10 – 12 Although research related to the disposition to think critically has recently increased, as far back as 1933 Dewey 8 argued that possession of knowledge is no guarantee for the ability to think well but that an individual must desire to think. Open mindedness, wholeheartedness, and responsibility were 3 of the attitudes he felt were important traits of character to develop the habit of thinking. 8 Students need to be exposed to diverse teaching methods that promote CT in order to nurture the CT process. 14. 17 – 19 As pointed out by Kloss, 20 sometimes students are stuck and unable to understand that various answers exist for one problem. Each ATC has a different method of taping a sprained ankle writing dissertation introductions, performing special tests, and obtaining medical information. Kloss 20 stated that students must be exposed to ambiguity and multiple interpretations and perspectives of a situation or problem in order to stimulate growth. As students move through their clinical experiences, they witness the various methods for taping ankles, performing special tests, and obtaining a thorough history from an injured athlete. Paul and Elder 21 stated that many professors may try to encourage students to learn a body of knowledge by stating that body of knowledge in a sequence of lectures and then asking students to internalize knowledge outside of class on their own time. Not all students possess the thinking skills to analyze and synthesize information without practice. The following 3 sections present information and examples of different teaching techniques to promote CT. 6. McPeck JE. Teaching Critical Thinking: Dialogue and Dialect. New York, NY: Routledge; 1990. 24. Phillips N, Duke M. The questioning skills of clinical teachers and preceptors: a comparative study. J Adv Nurs. 2001; 33 :523–529. [PubMed ] Lantz and Meyers 35 used personification and assigned students to assume the character of a drug. Students were to relate themselves to the drug, in the belief that drugs exhibit many unique characteristics, such as belonging to a family, interaction problems, adverse reactions, and so forth. The development of analogies comes from experience and comparing one theory or scenario to another with strong similarities. 22. Mills J. Better teaching through provocation. College Teach. 1995; 46 :21–25. 14. Loving GL, Wilson JS. Infusing critical thinking into the nursing curriculum through faculty development. Nurs Educ. 2000; 25 :70–75. [PubMed ] 8. Dewey J. How We Think. 2nd ed. Boston essay edit, MA: DC Heath; 1933. 9. Facione PA, Sanchez CA, Facione NC, Gainen J. The disposition toward critical thinking. J Gen Educ. 1995; 44 :1–25. 27. Dillon JT. The Practice of Questioning. London, England: Routledge; 1990. 1) Wherever possible take problems one by one. State the problem as clearly and precisely as you can. Next consider how you could integrate strategy #9 (“Analyze group influences on your life”) into your practice. One of the main things that groups do is control us by controlling the definitions we are allowed to operate with. When a group defines some things as “cool” and some as “dumb, ” the members of the group try to appear “cool” and not appear “dumb.” When the boss of a business says, “That makes a lot of sense,” his subordinates know they are not to say, “No, it is ridiculous.” And they know this because defining someone as the “boss” gives him/her special privileges to define situations and relationships. 1) accept the fact that there are serious problems in our thinking (accepting the challenge to our thinking) and First Strategy: Use “Wasted” Time. All humans waste some time; that is, fail to use all of their time productively or even pleasurably. Sometimes we jump from one diversion to another, without enjoying any of them. Sometimes we become irritated about matters beyond our control. Sometimes we fail to plan well causing us negative consequences we could easily have avoided (for example, we spend time unnecessarily trapped in traffic — though we could have left a half hour earlier and avoided the rush). Sometimes we worry unproductively. Sometimes we spend time regretting what is past. Sometimes we just stare off blankly into space. You begin to see how important and pervasive social definitions are. You begin to redefine situations in ways that run contrary to some commonly accepted definitions. You notice then how redefining situations (and relationships) enables you to “Get in Touch With Your Emotions.” You recognize that the way you think (that is, define things) generates the emotions you experience. When you think you are threatened (i.e. define a situation as “threatening”), you feel fear. If you define a situation as a “failure,” you may feel depressed. On the other hand, if you define that same situation as a “lesson or opportunity to learn” you feel empowered to learn. When you recognize this control that you are capable of exercising, the two strategies begin to work together and reinforce each other. Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like improvement in basketball, in ballet, or in playing the saxophone. It is unlikely to take place in the absence of a conscious commitment to learn. As long as we take our thinking for granted, we don’t do the work required for improvement.
4) Carefully analyze and interpret the information you collect, drawing what reasonable inferences you can.
Second Strategy: A Problem A Day. At the beginning of each day (perhaps driving to work or going to school) choose a problem to work on when you have free moments. Figure out the logic of the problem by identifying its elements. In other words, systematically think through the questions: What exactly is the problem? How can I put it into the form of a question. How does it relate to my goals, purposes, and needs? Let’s look at another example. You do not have to define your initial approach to a member of the opposite sex in terms of the definition “his/her response will determine whether or not I am an attractive person.” Alternatively, you could define it in terms of the definition “let me test to see if this person is initially drawn to me—given the way they perceive me.” With the first definition in mind, you feel personally put down if the person is not “interested” in you; with the second definition you explicitly recognize that people respond not to the way a stranger is, but the way they look to them subjectively. You therefore do not take a failure to show interest in you (on the part of another) as a “defect” in you. When you are reading, notice whether you are clear about what you are reading. When you orally express or write out your views (for whatever reason) college papers for money, ask yourself whether you are clear about what you are trying to say. In doing this, of course, focus on four techniques of clarification. 1) Stating what you are saying explicitly and precisely (with careful consideration given to your choice of words), 2)Elaborating on your meaning in other words, 3)Giving examples of what you mean from experiences you have had, and 4)Using analogies. metaphors, pictures, or diagrams to illustrate what you mean. In other words, you will frequently STATE, ELABORATE, ILLUSTRATE, AND EXEMPLIFY your points. You will regularly ask others to do the same. Strategy Nine: Analyze group influences on your life: Closely analyze the behavior that is encouraged, and discouraged, in the groups to which you belong. For any given group, what are you "required" to believe? What are you "forbidden" to do? Every group enforces some level of conformity. Most people live much too much within the view of themselves projected by others. Discover what pressure you are bowing to and think explicitly about whether or not to reject that pressure.
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