Please enable JavaScript.

Coggle requires JavaScript to display documents.

Critical Thinking - Coggle Diagram

- - - - Analysis:
        Application:
        Knowledge:
        
        There is now even less reason to begin with Knowledge outcomes since this information may be irrelevant to preparing students for the Analysis outcome. pg 3
- - - - Thinking Critically about the Content
        
        they must put the knowledge into use and assimilate
        or own the ideas. "Students are digesting the content only when they think deeply about the material" p. 34 "As Ryerson’s metaphor suggests, information that has been passively acquired is not digested in a way that makes it available for future use. It ceases to be—because it never was—food for thought." p. 34
        
        3 types of questions: factual, preference, judgement Factual - right or wrong.
        Preference - no right or wrong but must be justified.
        Reasoned Judgement - based on criteria. p. 36
      - Strategies for Creating Effective Challenges.
        Inviting reasoned judgment
        1.CRITIQUE THE PIECE
        2.JUDGE THE BETTER OR BEST
        3.REWORK THE PIECE
        4.DECODE THE PUZZLE
        5.DESIGN TO SPECS
        6.PERFORM TO SPECS
        
        IDEA: Rework the inquiry on water.
        More specifically, the lesson about water in Indigenous communities.
        
        1.CRITIQUE THE PIECE - How would not having clean water effect your everyday life?
        
        2.JUDGE THE BETTER OR BEST - Which community would you prefer to live in?
        
        3.REWORK THE PIECE - Predict what might happen in those communities if this problem is not solved.
        
        4.DECODE THE PUZZLE - Looking at the characters in the book or listening to the speakers in the video, what emotions are they communicating to us?
        
        5.DESIGN TO SPECS - Prepare a class video to persuade the Canadian government to help get clean water to the Indigenous communities.
        
        6.PERFORM TO SPECS - How can we make a change in our own community to raise awareness of this issue?
    - - real-life consequences (for example, sending a letter to
        an actual official instead of drafting a letter to a fictional person)
        
        connections to present-day, topical issues
        
        personalized to students’ lives
        
        tied to compelling themes (for example, justice, mystery)
        
        sensational details or images fun or engaging activities (for example, simulations)
        
        activities that open with an engaging hook (for example, an anecdote, role play, or a powerful example)
- - - - ATTITUDES OR HABITS OF MIND
        This suggests that an individual's attitudes-or, to use the term that we prefer, habits of mind-are key constituents of good critical thinking. p. 75
      - THINKING STRATEGIES
        In addition to possessing certain attitudes, good critical thinkers use a variety of tactics or supports to work their way through the challenges they face. These strategies may be very elaborate, such as following a comprehensive decision-making model. p.75
      - BACKGROUND KNOWLEDGE
        we see that critical thinking involves more than strategies and attitudes; it also requires background knowledge. p.76
      - CONCEPTUAL KNOWLEDGE
        Knowledge of a seemingly simple distinction between, for
        example, the concepts "what I like" and "what is worthwhile"
        is key to students' ability to think critically. p.76
      - CRITERIA
        Attributes such as concern for well-supported arguments
        and for clear, unambiguous statements refer to commitments
        to applying relevant criteria when thinking critically. p.76
      - The ability to think critically develops over time as individuals acquire more of the tools of good thinking. p.77
      - Critical tools
        Create a critical community
        Provide critical challenges - The contextual nature of the tools means they are best learned within the context of a curriculum-embedded challenge that students may think through. p. 78
        If a situation is not problematic
        (that is, there is only one plausible option or a correct answer
        is obvious), then it does not call for critical thinking-it is not
        a critical challenge. p. 78
      - Background knowledge. Critical thinkers possess relevant information about a topic that is required for thoughtful reflection.
        • Criteria for judgment. Critical thinkers understand the
        appropriate criteria or grounds for deciding which is the
        most sensible or defensible response to the challenge before them.
        • Critical thinking vocabulary. Critical thinkers possess the concepts and distinctions that facilitate thinking
        critically. Although the other tools also refer to concepts,
        "critical thinking vocabulary" refers to concepts that are
        not included in any of the other tools and that address
        distinctions foundational to thinking critically about
        thinking-for example, the difference between "conclusion" and "premise," or "cause" and "effect."
        • Thinking strategies. Critical thinkers are fluent in the
        repertoire of procedures, heuristics, organizing devices,
        and models that may be useful when thinking through a critical challenge.
        • Habits of mind. Critical thinkers possess a wide range
        of the values and attitudes of a careful and conscientious thinker. p. 78