SEI-2 Flashcards
It is considered a higher-order thinking skill.
Critical Thinking
It is a skill that involves not only knowing information but also being able to reason, interpret, and create new meaning with that information
Critical Thinking
Who said this, and what is this?
“It is a mode of thinking in which the thinker
improves the quality of thinking by skillfully analyzing, assessing, and constructing it.
Elder and Paul
Critical thinking
It is selfdirected, self- disciplined, self- monitored,
and self- corrective thinking
Critical Thinking
Conceptual Framework of Critical Thinking
1.Who
2. What
3. Where
4. How
Who: Critical Thinking
Student
Patient
Clinician
What: Critical Thinking
Cognitive Skills
1. Strategy
2. Create
3. Analyze
4. Evaluate
5, Reason
6. Self-monitor
7. Apply
How: Critical Thinking
Individual
1. Growth Mindset
2. Critical Spirit
4. Reflection
Social/Collective
1. Feedback
2. Dialogue
Where: Critical Thinking
Classroom
1. Collaborative
2. “Safe” Space
3. Instructor for Peer Guides
Clinic
1. Why culture
2. Authentic Environment
Critical thinking applies to student, patient,clinician
Who
Critical thinking involves higher-order cognitive skills
What
Critical thinking happens in the classroom, clinic,and others
Where
Critical thinking occurs individually or collectively
How
Critical thinking applies to you currently as a
student in the classroom.
Who
Critical thinking applies to us as physical
therapists
Who
Critical thinking involves a set of high- level
cognitive skills for an individual to perform
What
6 Foundational Cognitive Skills:
- Interpretation
- Analysis
- Evaluation
- Interference
- Explanation
- Self-Regulation
It is the product of all these cognitive skills combined.
Clinical Reasoning
It occurs when a clinician uses past experiences to recognize patterns within a patient.’s presentation and then uses those patterns to gather additional information to make informed clinical decisions.
Forward Reasoning
- are the goals appropriate?
- are the interventions being implemented
correctly? - do the assessments (measurements) match
anticipated patient problems and goals
HOAC II (Hypothesis-Oriented Algorithm for Clinicians)
- These questions help novice practitioners
in particular to develop a framework for
their clinical thinking process. The model helps the therapist to evaluate his or her own effectiveness, consider alternate solutions, and modify or change the process.
HOAC II
The importance of creating a safe learning environment, where it is okay to ask questions and make mistakes.
“Questioning culture”or”why culture”
Relates to a learners future professional roles
or a patient’s roles are also helpful in promoting and challenging higher-order reasoning and processing.
Authentic Environment
It suggests that knowledge alone
does not create a critical thinker
Critical Spirit
They are related to the idea that intelligence and knowledge grow over time.
Growth mindset
Intelligence is a genetically based and predetermined trait.
Fixed Mindset
This will occur when the patient is not meeting the goals.
Trigger
They are used to confirm foundational understanding of
material, create problem-solving scenarios and facilitate reflection on knowledge.
Questions
Require one correct response and are usually
lower-order thinking questions.
Convergent Questions
It is open-ended and encourage dialogue; higher
order thinking.
Divergent Questions
It is used to help learners make progress toward achieving a goal, outcome, or learning objective, and should be a regular part of any learning environment.
Feedback
It should be specific, related yyo goals, and delivered using
different modalities (ie, written, verbal)
Feedback
It is more important for a novice learner learning a new
task.
Timely Feedback
It encourages the transfer of knowledge in a learner with
greater expertise ; allows application of knowledge in novel situations.
Delayed Feedback
These questions help learners to consider their performance on 4
levels:
Task
Process
Self-Regulation
Self
In the educational realm helps to build ones knowledge to higher levels, repair ones knowledge, or to clean ones knowledge.
Scaffolding
It involves techniques and tools used to
help a learner build on his or her
foundational or prior knowledge of a topic
to achieve new knowledge at a higher
level.
Scaffolding
It is the level that a learner can achieve given the right
support, or the difference between what he
or she can do independently and what he or
she can do with support.
Zone of Proximal Development
common strategies for scaffolding
cue cards
organizers
partially completed handouts
visual presentations
think-pair-share
concept maps
probing questions
It involves building on foundational knowledge to make a decision.
Forward Scaffolding
It involves breaking down a learner’s thinking process
Reverse Scaffolding
what type of critical thinking is this: An instructor can prompt the student who answered to break down the process that she
used to get to the answer.
Scaffolding
It often collaborate more easily and quickly at the start
because the learners relate to one another.
Homogenous
It enables participants to learn more from a wider variety of
individuals with diverse backgrounds and experiences
Heterogenous
Critical Thinking Tools
- Active Learning Techniques
- Authentic Experiences
- Priming Activities
- Concept Maps
- Infographics
Critical thinking tool that are deliberately designed to
ensure that learners are exposed to the foundational
information need ed for the in- class or in- clinic
application activities; activities that enable the
learner to apply the information at a higher level.
Priming activites
These are diagrams or visual representations of a concepts
meaning that include knowledge, relationships, links,
and part- to- whole analysis of that concept.
Concepts Maps
Critical Thinking Tool that helps learners to deconstruct
and integrate information and they help teachers to assess
knowledge and understanding.
Concept Maps
In which a lecture is delivered via video or Power Point ahead of
the class session so that the class time can be used for more active prob lem- solving and application activities.
Flipped Classroom
Challenges of priming activities:
- Maintaining accountability
- Ensuring that the homework is integrated into the next meeting
- time
It can act as a content booster and reminder to your patient of the roles of the various health care providers involved in his or her rehabilitation process and how they all link together
Concept Maps
It can also function as an active or social learning strategy
as students or patients work individually or collectively to
construct a representation of the main aspects of a reading or lecture on a given topic.
Concept Maps
It is to present and share information (or data)
quickly and clearly in a visually pleasing manner.
Infographics
It require learners to gather appropriate data and summarize, synthesize, prioritize, and present information in an
engaging manner.
Inforgraphics
It includes visual components (colors, graphics), data or information (statistics, time frames, resourc es),
and your message (application, relationships between facts, deductions).
Infographics
Infographics according to Haverkamp and Vogt
- Timelines
- Graphs
- Maps
- Order and Relationsips
- Networking
Challenges of Infographics
- Time
- Resources
Challenges of Concept Maps
- time constraints, understanding the process for construction
- understanding how maps used can promote learning or understanding.
Tools in Critical Thinking: To foster both
individual and/or group discussion, questions,
and feedback.
Active Learning Techniques
Tools in Critical Thinking: To facilitate reflection
Authentic Experience
Tools in Critical Thinking: to apply the principles of
scaffolding
Priming Activities
Tools in Critical Thinking: To help learners deconstruct
and then reconstruct complex topics for
higher-order thinking
Concept Maps
Tools in Critical Thinking: to encourage data gathering,
analysis, synthesis, and prioritization of information, all of which require critical thinking
Infographics
