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Critical Thinking and Other Higher-Order Thinking Skills🧠- Coggle Diagram
Critical Thinking and Other Higher-Order Thinking Skills
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🖋️ Author
University of Connecticut
Center for Excellence in Teaching and Learning
Based on concepts by Paul & Elder (2007)
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Purpose
Explain the meaning and importance of critical thinking
Show how it goes beyond memorization to foster innovation
Guide integration into course design and assessment
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Key Themes
Misconceptions: Critical thinking ≠criticism
Criteria-based thinking
Importance for education quality and student growth
Socratic questioning as a tool
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Methodology
Tool: Bloom’s Taxonomy
Knowledge → Comprehension → Application
Analysis → Evaluation → Synthesis
Use actionable verbs in outcomes
Align outcomes, activities, and assessment
Non-linear skill progression
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Findings & Results
Students engage deeper when higher-order skills are targeted
Learning becomes more meaningful and transferable
Example: From defining water cycle → evaluating climate impact
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Strengths
Encourages intellectual humility
Promotes deeper understanding and communication
Enhances creative problem-solving
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Weaknesses
Students unfamiliar with thinking beyond correct answers
Requires time to implement and explain in courses
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Conclusions
Critical thinking is foundational, not optional
Must be embedded deliberately into course structure
Assessment methods should match thinking level