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PSTM > PROMOTING AND ASSESSING CRITICAL THINKING > Flashcards

PROMOTING AND ASSESSING CRITICAL THINKING Flashcards

1
Q

Ability to discern judgement based on standards

is the art of thinking about thinking while thinking in order to make thinking better

A

Critical Thinking

When performance becomes tangible then it can make critical thinking abilities measurable and quantifiable

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2
Q

3 Dimensions of Critical Thinking

A

Analytic
Evaluative
Creative

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3
Q

Not specific to any field or person, as an intellectual, and is one of the most important factor to achieve success and attain lifelong learning
Applicable to all fields, or people that make use of their thoughts, well developed in every person, and is used always

A

Critical Thinking
When information are given to us, we must learn to filter them according to their degrees of relevance and importance
Convert intangible capacities to tangible skills and performance

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4
Q

3 Phases of Critical Thinking:

focusing on the parts of thinking in any situation

A

Analyzes thinking

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5
Q

3 Phases of Critical Thinking:

figuring out its strengths and weaknesses

A

Evaluates thinking

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6
Q

3 Phases of Critical Thinking:

building on its strengths while reducing its weaknesses

A

Improves thinking

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7
Q 
Analyze Thinking vs Assess Thinking:
Purpose
Question
Information
Conclusion
A

Analyze Thinking

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8
Q 
Analyze Thinking vs Assess Thinking:
Assumptions
Implications
Main concept
Point of view
-elements of thought
A

Analyze Thinking

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9
Q 
Analyze Thinking vs Assess Thinking:
Clarity
Accuracy 
Precision
Relevance
A

Assess Thinking

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10
Q 
Analyze Thinking vs Assess Thinking:
Depth
Breadth
Significance
Logic and fairness
-encompasses the intellectual standards
A

Assess Thinking

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11
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
What would be the result of assessing and analyzing thinking?

  1. Learners do not become a well cultivated thinker
  2. Does not drive you to become more resilient to survive adversities, to be responsive and courageous to mature and challenging life roles in the near future
A

D

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12
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Well-Cultivated Critical Thinker

  1. Raises vital questions and problems, formulates them clearly and precisely
  2. Gathers and assesses irrelevant information, using abstract ideas to interpret it effectively
A

A

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13
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Well-Cultivated Critical Thinker

  1. Comes to ill-reasoned conclusions and solutions, testing them against irrelevant criteria and standards
  2. Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences
A

B

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14
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Well-Cultivated Critical Thinker

  1. Communicates effectively with others in figuring out solutions to complex problems
  2. Very subjective, opinionated, and biased
A

A

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15
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct

  1. Critical thinking adds a second level of thinking to ordinary thinking.
  2. The second level analyzes, assesses, and improves our ordinary thinking
A

C

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16
Q

Thinking Skills (First-order vs Second-order):
Requires going out of comfort zone: Outside the box thinking
Analyzing of potential impact
Hard and looks beyond our current assumptions and beliefs
Involves system 2 thinking which is deliberate and logical

A

Second-order thinking

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17
Q

Thinking Skills (First-order vs Second-order):
Requires massive effort, potential impact of our decisions in future
Separates great thinkers from the ordinary who outperform others
Second order thinking is hard, complex, uncertain, and unconventional
First-order thinking raised to the level of conscious realization
Analyzed, assessed, reconstructed

A

Second-order thinking

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18
Q

Thinking Skills (First-order vs Second-order):
Inside the box thinking
Looks for easy answers driven by our past experiences and beliefs
Activated by system 1 thinking which is intuitive and fast
Puts more weight on immediate effect of our actions, ignores subsequent impact
We become impulsive

A

First-order thinking

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19
Q

Thinking Skills (First-order vs Second-order):
Confines use to get the same results as everyone else
is safe, superficial, reactionary, obvious, fast, easy, and conventional
Nonspontaneous and non reflective
Contains insight, prejudice, truth and error, good and bad reasoning, indiscriminately combined

A

First-order thinking

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20
Q

Also called the parts of thinking or the fundamental structures of thought
Provide a general framework of thought
Help us to look into thinking of others, get into anyone’s mind, what they meant about something

A

Elements of Thought in Critical Thinking (Wheel of Reasoning) - Dr. Richard Paul

People need to be able to identify the parts of their thinking and to assess the use of these parts of thinking by using the elements of thought
Must be applied with universal intellectual standards with utmost sensitivity

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21
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
PPAIIICQ

A 
Purpose
Point of view
Assumptions
Implications and Consequences
Information
Interpretation and Inference
Concepts
Question at Issue
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22
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Reason behind why we are acquiring knowledge, have to be clear and justifiable
Is the goal and objective, that we are trying to accomplish also include functions, motives, and intentions

A

Purpose
All reasoning has a purpose, take time to state and distinguish from other related purposes
Check periodically to be sure if we are still on the right target, choose significant and realistic purposes

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23
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Implies who we are
From what view we are acquiring the knowledge, why we want to learn and why we should learn
Place from which we view something; includes what we are looking at and way we are seeing things

A

Point of view

Make sure to understand the limitations of our pov and fully consider other relevant view points

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24
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Shows conclusions that we draw from what we acquire
Purely personal and changes from person to person; unique
Need for intellectual standards to come to play

A

Assumptions
Operate at the subconscious or unconscious level of thought
Not give notice, only when our conscious mind is needed
We should be clear and are justified by sound evidences

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25
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Depicts the probable consequences that the individual expects from the assumptions

A

Implications and Consequences

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26
Q

Which is which? (Implications vs Consequences):
_____: follow from thoughts, what we think of, inherent in our thoughts
Best thinker, think through the logical implication in a situation before acting

_____: follow from actions

A

Implications

Consequences

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27
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Data we are acquiring
Facts, data, evidences, experiences we use to figure out things
Not necessarily mean that it is correct or wrong not until such time that we make use of this information (not necessarily accuracy or correctness)

A

Information

Make use of accurate and relevant information to answer questions that you would like to address

28
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Lead us to assumptions; all reasoning contains the two by which we draw conclusion and give meaning to data

A

Interpretation and Inference

29
Q

Which is which? (Interpretation and Inference):
1. _____: depict what we have understood from the knowledge we acquired

  1. _____: interpretations or conclusions that we come to, what the mind does in figuring something out
A
  1. Interpretation
  2. Inference (Reaching conclusion from known facts or evidence; infer only what the evidence implies
    Logically follow from evidences; Verbal statement or thought process
    Should be consistent with each other and identify assumptions underlying your inferences)
30
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
Theories, definitions, actions, laws, principles, and models
Used in thinking in order to make sense of things
Should be clear and make use of them justifiably

A

Concepts

31
Q

Elements of Thought in Critical Thinking (Wheel of Reasoning):
What you are interpreting, query behind it; should be clear and precise enough to productively guide out thinking
All reasoning is an attempt to figure out something
Lays out the problem or issue and guides the thinking

A

Question at Issue
When it is vague = thinking will lack clarity and distinctness
Distinguish questions that have definitive answers, from those that are matter of opinion or that require multiple viewpoints

32
Q

Who proposed the “Universal Intellectual Standards in Critical Thinking” (9 Thinking Behaviours)?

A

Linda Elder and Dr. Richard Paul
Purpose: guide students to become better in thinking and reasoning
Applied to thinking, whenever one is interested in checking the quality of reasoning about a problem or issue

33
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF

understandable, the meaning can be grasped
“Gateway” of all other standards to critical thinking
Without it, there is no way to interpret anything, if comprehension not achieved
Free from confusion and ambiguity, knowledge must be clear firsthand

A

Clarity
Reader or listener can understand what is being said
If a statement is unclear, we cannot determine whether it is accurate or relevant
Essential for both educator and student
Ex: Could you elaborate? Could you illustrate what you mean? Could you give me an example?

34
Q

Universal Intellectual Standards in Critical Thinking (9
Thinking Behaviours): CAPRDBLSF

free from errors
Quality of being error free; increases its reliability
Base of facts and researchers in order to back it up

A

Accuracy
Remember that a statement may be clear but inaccurate —> Validate Sources of information always
Ex: How could we check on that? How would we test that? How do we know this is true?

35
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF

exact to the necessary level of detail
Exactness and Specificity = info is precise

A

Precision
Giving exact amount of detail that is required for a given situation
Ex: Could you be more specific? Could you give more details? Could you be more exact?

36
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF

relating to the matter at hand
Any knowledge that is interpreted should be relevant to what is focused
Thinking must be related to the central idea or problem being worked on
How is this idea connected to the topic at hand

A

Relevance
How to presented facts bare to the topic
How do ideas presented by students relate to the ideas discussed
Ex: How does this relate to the problem? Does this answer the question? How does this help us?

37
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF
contains complexities and interrelationships
Ensures the knowledge is full pledge and covers all complexities if any
How do ideas/ presentations address the complexities of topic at hand

A

Depth
How do deal with significant factors that must be addressed (i.e. lectures)
Ex: What will make this difficult? Have you predicted different possible outcomes? Have you looked ahead?

38
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF

encompasses multiple viewpoints
Multiple interpretations for the same knowledge, considered other points of view; seen from multiple perspectives
The idea of using multiple points of view

A

Breadth
Using other ways to look at and solve problems
Ex: Do you need to look at this from another perspective? Do you need to consider other points of view? Do you need to look at this in another way?

39
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF

no contradictions
Knowledge and arguments are evidential and make sense throughout
Consistent and rooted in reality; anchored in truth, facts, and real-life experiences; if the topic/ problem makes sense

A

Logic
If answers to question sets follow from given data/information
Ex: Does all this make sense together? Does your thinking follow the evidence?

40
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF

focuses on the most important
Knowledge acquired should have important ideas and vital facts which make then significant
Relation of the gathered ideas to the main ideas makes the knowledge significant

A

Significance
What the most significant information is needed to be gathered (for students) or conveyed (for educators)
How important are the facts being presented with regards to the context of discussion
Ex: Which of these facts are the most important? Is this the most important thing to consider? Are you focusing on the most important thing?

41
Q

Universal Intellectual Standards in Critical Thinking (9 Thinking Behaviours): CAPRDBLSF

justifiable; not self serving
Free from any bias and is balanced; open-minded, objectivity, and equality
If the thinking, assumptions and behaviours are justified

A

Fairness
If the concepts discussed are being justifiably used or discussed
Ex: Am I considering the thinking of others? Is my purpose fair in this situation? Is my thinking based on facts, or just opinions?

42
Q

ODD MAN OUT:
In a class, there is thinking and learning in different levels of quality:

  1. A very high level, absorbing the material very effectively
  2. Studying ineffectively (or not at all)
  3. Excellent level, smarter than the teacher
  4. Somewhere in between: factors relay on their degree of motivation, other factors related to health, financial, family related issues
A
  1. Excellent level, smarter than the teacher
43
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Criteria of an “Exemplary/ extraordinary” Student:

  1. Often raises important questions and issues
  2. Analyzes key questions and problems clearly and precisely
A

C

44
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Criteria of an “Exemplary/ extraordinary” Student:

  1. Ignores key questionable assumptions, complicate key concepts effectively
  2. Uses language in keeping with educated usage
A

B

45
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Criteria of an “Exemplary/ extraordinary” Student:

  1. Never identifies relevant competing points of view
  2. Does not demonstrate a commitment to reasoning carefully from clearly stated premises in the subject,
A

D

46
Q

A if only the first statement is correct
B if only the second statement is correct
C if both of the statements are correct
D if neither of the statements is correct
Criteria of an “Exemplary/ extraordinary” Student:

  1. Has a marked sensitivity to important implications and consequences
  2. Take notes, come to class prepared, spend many hours studying, try their hardest, and ready to ask questions
A

C

47
Q

ODD MAN OUT:
Students, ask themselves this: To what extent do I:

  1. Raise important questions and issues in the class?
  2. Analyze key questions and problems clearly and precisely?
  3. Distinguish relevant from irrelevant, accurate from inaccurate information?
  4. Recognize key assumptions?
  5. Give criticism to the teacher’s attitude?
A
  1. Give criticism to the teacher’s attitude?
48
Q

ODD MAN OUT:
Students, ask themselves this: To what extent do I:

  1. Deepen my relationship with my classmates?
  2. Clarify key concepts?
  3. Use language in keeping with educated usage?
  4. Identify competing points of view?
  5. Reason carefully from clearly stated premises?
  6. Note important implications and consequences?
A
  1. Deepen my relationship with my classmates?
49
Q

Addendum (Student Profiles): LMHE

Output may be unclear, vague, clouded, and poorly reasoned
Frequently try to get through courses by memorizing things rather than by understanding or comprehending them, intellectually.

A

Low-Performing Students

Often produce work that is unclear, imprecise, and poorly reasoned.
May achieve competence in reciting information and naming concepts, but they often use terms and concepts incorrectly because their understanding is superficial or mistaken

50
Q

Addendum (Student Profiles): LMHE

Level of self confidence is not enough to get them through
Perform inconsistently in a subject, and therefore develop a limited body of knowledge, due to incomplete comprehension of basic concepts and principles
Often use memorization as a substitute for understanding

A

Mixed-Quality Students

Develops limited body of knowledge
Learning at this level demonstrates incomplete comprehension of basic concepts and principles
Internalized a few of the intellectual standards appropriate to the assessment of their own work in a subject, but demonstrate inconsistency in self-evaluation.

51
Q

Addendum (Student Profiles): LMCHE

Develop scope of knowledge close to optimum potential and sound thinking within a subject
Development of a range of knowledge acquired through the exercise of thinking skills and abilities.

A

High-Performing Students
Thinking is clear, precise, and well-reasoned, but sometimes lacks depth of insight (especially into opposing points of view).
Due to lesser experience
Manage to reason out logically, precisely and clearly
Internalize the intellectual standards relevant to the subject and demonstrate competence in self-evaluation

52
Q

Addendum (Student Profiles): LMHE

Implies excellence in thinking within the subject
Use their intellectual skills to develop a broad range of knowledge.
Exemplary work is clear, precise, and well-reasoned, but also insightful and well-informed

A

Exemplary Students
Student has internalized the basic intellectual standards appropriate to assessing his or her own work in a subject and is highly skilled at self-evaluation.

53
Q

Two complementary parts of the written communication system
Close reading and substantive writing are symbiotic skills of disciplined thought they support and reinforce one another.
Both require that people think from multiple perspectives, and both require that we use the elements of reasoning well

A

Reading and Writing

Reading and writing depend on semantic knowledge (schema)
Before actual reading happens, in order to aid comprehension, there are 2 phases of reading, in order support the reader’s ability to focus attention on the reading material

54
Q

Attempts in Reading:

recall background knowledge, internalize live experience of topic, and match knowledge to the text

A

1st attempt

55
Q

Attempts in Reading:

identify new and unfamiliar words from assigned text, learn their meaning

A

2nd attempt

56
Q

Attempts in Reading:

actual reading happens

A

3rd attempt

57
Q

word recognition, ability to recognize written words correctly and automatically

A

Main component of fluent reading

58
Q

expose to more words = vocabulary begins to grow = comprehension becomes better = better spellers = greater interest in writing
Widens experiences

A

Reading

59
Q

act of ascribing words; necessary to have facts and experience to share

A

Writing

60
Q

Factors to consider in Substantive Writing:

the way we write; handwriting

A

Mechanics

61
Q

Factors to consider in Substantive Writing:

speech sounds that make up words

A

Phonology

62
Q

Factors to consider in Substantive Writing:

give meaning to words and concepts

A

Semantics

63
Q

Factors to consider in Substantive Writing:

parts of words

A

Morphology

64
Q

Factors to consider in Substantive Writing:

rules for the order of words in sentences; grammar rules

A

Syntax

65
Q

narrative (story-telling) or expository (descriptive in nature)

A

Discourse

PSTM (14 decks)

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