the ‘critical thinking’ class. overview definition of ct definition of ct rationale for teaching...

TheThe‘Critical Thinking’ Class‘Critical Thinking’ Class

OVERVIEWOVERVIEW

Definition of CTDefinition of CT Rationale for teaching CTRationale for teaching CT CT in everyday lifeCT in everyday life Characteristics of CT Characteristics of CT Bloom’s TaxonomyBloom’s Taxonomy CT activities, skills and QsCT activities, skills and Qs

What is Critical Thinking?What is Critical Thinking?

Definitions Definitions (layman)(layman)

Thinking Thinking activelyactively, , asking questions about what we see and asking questions about what we see and hear, evaluating and finding relationships. hear, evaluating and finding relationships.

Thinking in the pursuit of Thinking in the pursuit of relevant and reliable knowledge relevant and reliable knowledge about the world.about the world.

Higher-order thinking that is Higher-order thinking that is reasonable, reflective reasonable, reflective and and responsibleresponsible and is focused on deciding what to believe or do. and is focused on deciding what to believe or do.

Thinking that Thinking that investigatesinvestigates problems, asks questions, discovers problems, asks questions, discovers new information, poses new answers that new information, poses new answers that challengechallenge the status the status quo e.g. traditional beliefs, received dogmas.quo e.g. traditional beliefs, received dogmas.

The The scientific method scientific method applied by ordinary people to the applied by ordinary people to the ordinary world.ordinary world.

Scientific thinkingScientific thinking. It mimics the method of scientific . It mimics the method of scientific investigation:investigation:

a question identifieda question identified a hypothesis formulateda hypothesis formulated relevant data sought and gatheredrelevant data sought and gathered hypothesis logically tested and evaluatedhypothesis logically tested and evaluated scientific method used in everyday life rather than in scientific method used in everyday life rather than in

specifically scientific disciplines or endeavors. specifically scientific disciplines or endeavors. results arrived atresults arrived at reliable conclusions drawn from the resultsreliable conclusions drawn from the results

Definitions Definitions (formal)(formal)

““Critical thinking is the intellectually disciplined process of Critical thinking is the intellectually disciplined process of activelyactively and skillfully conceptualizing, applying, analyzing, and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information (synthesizing, and/or evaluating information (Scriven, 1996). ).

““Most formal definitions characterize critical thinking as the Most formal definitions characterize critical thinking as the intentional application of intentional application of rationalrational, higher-order thinking skills, , higher-order thinking skills, such as analysis, synthesis, problem recognition and problem such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation" (Angelo, 1995).solving, inference, and evaluation" (Angelo, 1995).

"Critical thinking... means making "Critical thinking... means making reasoned judgmentsreasoned judgments; using ; using criteria to judge the quality of something, from cooking to a criteria to judge the quality of something, from cooking to a conclusion of a research paper. In essence, critical thinking is a conclusion of a research paper. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the disciplined manner of thought that a person uses to assess the validity of something (statements, news stories, arguments, validity of something (statements, news stories, arguments, research, etc.” (Beyer, 1995). research, etc.” (Beyer, 1995).

Critical thinking: innate or learned?Critical thinking: innate or learned?

Critical thinking is a learned ability that must be taught. Critical thinking is a learned ability that must be taught.

Trained, knowledgeable instructors are necessary to teach it. Trained, knowledgeable instructors are necessary to teach it.

Rationale for teaching critical thinkingRationale for teaching critical thinking

"We should be teaching SS how to think. Instead, we are "We should be teaching SS how to think. Instead, we are teaching them what to think." Clement and Lochhead, 1980teaching them what to think." Clement and Lochhead, 1980..

Beyer argues that to live successfully in a democracy, people Beyer argues that to live successfully in a democracy, people must be able to think critically in order to make sound decisions must be able to think critically in order to make sound decisions about personal and civic affairs. If students learn to think about personal and civic affairs. If students learn to think critically, then they can use good thinking.critically, then they can use good thinking.

““Students are engaged only in lower-order thinking; i.e. they Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. Students do receive, or recite, or participate in routine practice. Students do not go beyond simple reproduction of knowledge”, not go beyond simple reproduction of knowledge”, Department of Department of Education, Queensland, 2002. Education, Queensland, 2002.

Lower-order thinking skills are those related to the stages of Lower-order thinking skills are those related to the stages of knowledge, comprehension and lower-level application.knowledge, comprehension and lower-level application.

Higher-order thinking skills are those related to the stages of Higher-order thinking skills are those related to the stages of complex application, analysis, synthesis and evaluation. complex application, analysis, synthesis and evaluation. “Higher-order thinking involves information transformation.“Higher-order thinking involves information transformation.

Department of Education, Queensland, 2002Department of Education, Queensland, 2002..

Characteristics of Critical ThinkingCharacteristics of Critical Thinking

Wade (1995) identifies 8 characteristics of critical thinking.Wade (1995) identifies 8 characteristics of critical thinking.

Critical thinking involvesCritical thinking involves

1.1. asking questionsasking questions2.2. gathering relevant informationgathering relevant information3.3. looking for connections (topics, subjects, events etc.)looking for connections (topics, subjects, events etc.)4.4. organizing thoughts and articulating them coherentlyorganizing thoughts and articulating them coherently5.5. examining evidenceexamining evidence6.6. analyzing assumptions and biasesanalyzing assumptions and biases7.7. avoiding emotional reasoningavoiding emotional reasoning

8.8. avoiding oversimplification avoiding oversimplification

9.9. considering different interpretations considering different interpretations

10.10. tolerating ambiguity tolerating ambiguity

11.11. attempting to anticipate the probable consequences of attempting to anticipate the probable consequences of alternative actionsalternative actions

12.12. applying problem-solving techniques applying problem-solving techniques

13.13. Being aware that one's understanding is always limited Being aware that one's understanding is always limited

14.14. Recognizing the fallibility of one's own opinions and Recognizing the fallibility of one's own opinions and the probability of bias in those opinions. the probability of bias in those opinions.

Simple Activities

What Do We Have In Common?What Do We Have In Common?

1. North America, Asia, Africa1. North America, Asia, Africa

2. August, April, November2. August, April, November

3. Foot, head, toe3. Foot, head, toe

4. Monday, Thursday, Sunday4. Monday, Thursday, Sunday

5. Shark, whale, dolphin5. Shark, whale, dolphin

6. Coffee, tea, water6. Coffee, tea, water

7. Mercury, Venus, Earth7. Mercury, Venus, Earth

8. Five, ten, fifteen8. Five, ten, fifteen

9. Red, Blue, Purple9. Red, Blue, Purple

10. Math, Social Studies, Science10. Math, Social Studies, Science

What Doesn't Belong?What Doesn't Belong?

1. Saturn, Venus, Frogs1. Saturn, Venus, Frogs

2. Lead, Nickel, Oxygen2. Lead, Nickel, Oxygen

3. Sad, Happy, Mad3. Sad, Happy, Mad

4. Trees, Grass, Cats4. Trees, Grass, Cats

5. Ball, Sphere, Cube5. Ball, Sphere, Cube

6. Pencil, Tape, Glue6. Pencil, Tape, Glue

7. Dance, Present, Gift7. Dance, Present, Gift

8. Shop, Bear, Buy8. Shop, Bear, Buy

9. Cake, Poison, Muffin9. Cake, Poison, Muffin

10. Chalk, Lemon, Orange10. Chalk, Lemon, Orange

Name Three People That...Name Three People That...

1. have helped your country.1. have helped your country.

2. are emotionally strong.2. are emotionally strong.

3. make you laugh.3. make you laugh.

4. sing well.4. sing well.

5. are very creative.5. are very creative.

FACT AND OPINIONFACT AND OPINION

1.1. Abraham Lincoln was President of the Abraham Lincoln was President of the United States during the Civil War. United States during the Civil War.

2.2. My favorite music group is Rolling My favorite music group is Rolling Stones . Stones .

3.3. The red velvet cake Mrs. Harvey made The red velvet cake Mrs. Harvey made was delicious. was delicious.

4.4. My Mother feels all students should be My Mother feels all students should be required to wear school uniforms. required to wear school uniforms.

5.5. I really enjoyed the football game last I really enjoyed the football game last weekend. weekend.

Critical thinking activities:Critical thinking activities:everyday & academiceveryday & academic

1.1. Asking questionsAsking questions

2.2. Comparing and contrastingComparing and contrasting

3.3. Using appropriate evidenceUsing appropriate evidence

4.4. Making links between ideasMaking links between ideas

5.5. Identifying problems and solutionsIdentifying problems and solutions

6.6. PredictingPredicting

7.7. AnalysingAnalysing

8. 8. Interpreting according to a framework Interpreting according to a framework

9.9. Making a claim and supporting it Making a claim and supporting it

10.10. Evaluating Evaluating

11.11. Synthesising Synthesising

12.12. Categorising Categorising

Bloom’s taxonomy Bloom’s taxonomy for categorizing “competencies” (1956)for categorizing “competencies” (1956)

Developed by Benjamin Bloom (1950s)Developed by Benjamin Bloom (1950s) Adapted for classroom use as a planning toolAdapted for classroom use as a planning tool Still one of the most universally applied models Still one of the most universally applied models Classifies thinking skills (qualitatively) into six Classifies thinking skills (qualitatively) into six

levels, from most basic to higher order levels:levels, from most basic to higher order levels:

1.1. KnowledgeKnowledge2.2. ComprehensionComprehension3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. SynthesisSynthesis6.6. EvaluationEvaluation

Knowledge - Knowledge - Ability to remember information.Ability to remember information.

One may "know" without understanding (Bloom) One may "know" without understanding (Bloom)

This process is illustrated by recall of: This process is illustrated by recall of:

sequences and listssequences and lists events and datesevents and dates landmarks on a routelandmarks on a route pictures and their graphic detailspictures and their graphic details songs and lyricssongs and lyrics titles and namestitles and names memorized definitions and explanationsmemorized definitions and explanations moving a certain way (for an athlete/dancer)moving a certain way (for an athlete/dancer)

Related verbsRelated verbs

collectcollect describe describe identify identify listlist showshow tell tell tabulate tabulate define define examine examine labellabel name name retell retell state state enumerate enumerate quotequotematch match read read record record reproducereproduce copy copy select select choosechoose locatelocate memorizememorizerecallrecall reciterecite recognizerecognize

Comprehension – Comprehension – understanding meaning understanding meaning

This process is illustrated by: This process is illustrated by:

finding meaning finding meaning describing or defining words describing or defining words illustrating a concept with pictures, words or actionsillustrating a concept with pictures, words or actions describing a main theme describing a main theme rephrasing an idearephrasing an idea transferring and interpreting factstransferring and interpreting facts

Related verbs Related verbs

associateassociate comparecompare distinguishdistinguishextendextend interpretinterpret predictpredictdifferentiatedifferentiate contrastcontrast describedescribediscussdiscuss estimateestimate groupgroupsummarizesummarize orderorder citeciteconvertconvert explainexplain paraphraseparaphraserestaterestate trace trace classify classify create analogiescreate analogies diagramdiagram draw outdraw outgeneralizegeneralize graphgraph illustrateillustratemapmap matchmatch outlineoutlinerelaterelate paraphraseparaphrase

Application – Application – using information according to principlesusing information according to principles

and rulesand rules

This process is illustrated by: This process is illustrated by:

being able to add examples from one’s own life or experience being able to add examples from one’s own life or experience to those studied that demonstrate a principleto those studied that demonstrate a principle

being able to change a condition and give an example that fits being able to change a condition and give an example that fits the new situationthe new situation


applyapply classifyclassify changechangeillustrate illustrate assembleassemble constructconstructsolvesolve demonstratedemonstrate calculatecalculatecompletecomplete modifymodify showshowexperimentexperiment relaterelate discoverdiscoveractact administeradminister articulatearticulatechart chart collectcollect organizeorganizecomputecompute determinedetermine establishestablishdevelopdevelop prepareprepare produceproducereportreport teachteach transfertransferuseuse defenddefend diagramdiagramdramatizedramatize forecastforecast interpretinterprettranslatetranslate makemake

Analysis – Analysis – breaking information down into the sum of its parts andbreaking information down into the sum of its parts andseeing how those parts work together, and being able toseeing how those parts work together, and being able toorganize or place it into meaningful and new patterns ororganize or place it into meaningful and new patterns orrelationships.relationships.

This process can be illustrated in a number of ways:This process can be illustrated in a number of ways:

making illustrations that reinforce or detail a story or conceptmaking illustrations that reinforce or detail a story or concept acting out a storyacting out a story applying the scientific method to a study (research)applying the scientific method to a study (research) creating a model or plan of an object or buildingcreating a model or plan of an object or building


analyzeanalyze arrangearrange connectconnect

dividedivide inferinfer separateseparate

classifyclassify comparecompare contrastcontrast

explainexplain selectselect orderorder

breakdownbreakdown correlate correlate diagram diagram

discriminate discriminate focus focus illustrateillustrate

inferinfer role-playrole-play research research

outline outline prioritizeprioritize subdivide subdivide

point out point out examine examine categorizecategorize

differentiate differentiate distinguishdistinguish investigateinvestigate

Synthesis – Synthesis – connecting the knowledge you have with otherconnecting the knowledge you have with otherknowledge, or putting parts together to form a new andknowledge, or putting parts together to form a new andoriginal whole. original whole.

Application of this is manifested in a number of ways:Application of this is manifested in a number of ways:

researching new applicationsresearching new applications adapting routine or studied movements into new applicationsadapting routine or studied movements into new applications making stereotypes new and excitingmaking stereotypes new and exciting adapting conventions and rules into new productsadapting conventions and rules into new products taking chance occurrences and recognizing new applicationstaking chance occurrences and recognizing new applications seeing possibilities that avoid dead-endsseeing possibilities that avoid dead-ends encouraging new ways of thinking and doing encouraging new ways of thinking and doing


combine combine composecompose generalizegeneralizemodifymodify inventinvent planplansubstitute substitute create create formulateformulatesynthesizesynthesize integrateintegrate rearrangerearrangespeculate speculate rewriterewrite adaptadaptanticipate anticipate collaborate collaborate compilecompiledevisedevise express express facilitate facilitate reinforcereinforce structurestructure designdesignintervene intervene negotiatenegotiate reorganizereorganizevalidatevalidate developdevelop experimentexperimentforecastforecast hypothesizehypothesize imagineimagineoriginateoriginate predictpredict

Evaluation – Evaluation – being able to judge whether information or anbeing able to judge whether information or anargument is good or bad? Sound or unsound?argument is good or bad? Sound or unsound?

This process is illustrated byThis process is illustrated by

defining a set of standards or criteria and applying a situation or defining a set of standards or criteria and applying a situation or instance to them to evaluate whether or not it fits, or detail how instance to them to evaluate whether or not it fits, or detail how it does notit does not

critiquing ideas and making recommendationscritiquing ideas and making recommendations


assessassess comparecompare decidedecidediscriminatediscriminate measuremeasure rankranktesttest convinceconvince concludeconcludeexplainexplain gradegrade judgejudgesummarizesummarize supportsupport appraiseappraisecriticizecriticize critiquecritique defenddefendpersuadepersuade justifyjustify reframereframe recommendrecommend debatedebate weighweighdiscussdiscuss estimateestimate evaluateevaluateprioritizeprioritize valuevalue

Bloom’s Revised TaxonomyBloom’s Revised Taxonomy

Lorin Anderson (former student of Bloom) Lorin Anderson (former student of Bloom) revisited the taxonomy (1990s).revisited the taxonomy (1990s).

Criticism against Bloom:Criticism against Bloom:1.1. Bloom’s Taxonomy is not value neutral because it Bloom’s Taxonomy is not value neutral because it

uses value judgment terms e.g. open-mindedness, uses value judgment terms e.g. open-mindedness, faith.faith.

2.2. Bloom confuses 'recall' and 'knowledge‘. Bloom confuses 'recall' and 'knowledge‘. Obtaining knowledge involves thought and hence Obtaining knowledge involves thought and hence learners cannot recall knowledge without learners cannot recall knowledge without understanding it. understanding it.

3.3. Bloom's Taxonomy indicates the belief in a Bloom's Taxonomy indicates the belief in a sequential, hierarchical link between each level sequential, hierarchical link between each level and this is not true. A teacher can jump from the and this is not true. A teacher can jump from the knowledge level to the application level and back knowledge level to the application level and back to the comprehension level e.g. to the comprehension level e.g.

A number of changes were made:A number of changes were made:

Original TermsOriginal Terms New TermsNew Terms

EvaluationEvaluation Creating* Creating* Synthesis Synthesis Evaluating*Evaluating*AnalysisAnalysis AnalysingAnalysingApplicationApplication ApplyingApplyingComprehensionComprehension UnderstandingUnderstandingKnowledgeKnowledge Remembering*Remembering*

(Based on Pohl, 2000, Learning to Think, Thinking to Learn)

CreatingCreating

The learner creates new ideas and information The learner creates new ideas and information using what has previously been learned.using what has previously been learned.

Useful VerbsUseful Verbs

createcreate inventinvent composecomposepredictpredict planplan constructconstructdesigndesign imagineimagine proposeproposedevisedevise formulateformulate pproduceroducemakemake

Can you generate new products, ideas, or ways Can you generate new products, ideas, or ways of viewing things?of viewing things?

Critical thinking Critical thinking Creative thinkingCreative thinking

involves involves logical thinkinglogical thinking creating something original creating something original

skillsskills comparison comparison originalityoriginalitycontrastcontrast elaborationelaborationclassificationclassification flexibilityflexibilitysequencingsequencing brainstormingbrainstormingpatterning patterning fluencyfluencypredictingpredicting modificationmodificationhypothesizinghypothesizing metaphorical thinkingmetaphorical thinkingcritiquing etc.critiquing etc. associative thinking etc.associative thinking etc.

aimaim improve thinking skillsimprove thinking skills stimulate curiosity and stimulate curiosity and promote promote divergencedivergence

brain partbrain part more left-brain more left-brain more right brain more right brain

Some questions to help you Some questions to help you read criticallyread critically

What is the topic of the book or reading?What is the topic of the book or reading?

What issues are addressed?What issues are addressed?

What conclusion does the author reach about the issue?What conclusion does the author reach about the issue?

Has the author used neutral words or emotional words? Has the author used neutral words or emotional words?

What are the author's reasons for his/her statements/belief?What are the author's reasons for his/her statements/belief?

Is the author using facts, theory, or faith?Is the author using facts, theory, or faith?

What are the main points of this text? What are the main points of this text?

Are the main ideas in the text supported by reliable evidence Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)? (well researched, non-emotive, logical)?

Can you put them in your own words? Can you put them in your own words?

What sort of examples are used? Are they useful? Can you What sort of examples are used? Are they useful? Can you think of others? think of others?

What factors (ideas, people, things) have been included? Can What factors (ideas, people, things) have been included? Can you think of anything that has been missed out? you think of anything that has been missed out?

Is a particular bias or framework apparent? Can you tell what Is a particular bias or framework apparent? Can you tell what 'school of thought‘ the author belongs to? 'school of thought‘ the author belongs to?

Can you work out the steps of the argument being presented? Can you work out the steps of the argument being presented? Do all the steps follow logically? Do all the steps follow logically?

Could a different conclusion be drawn from the argument being Could a different conclusion be drawn from the argument being presented? presented?

Do you agree or disagree with the author? Why? Do you agree or disagree with the author? Why?

What connections do you see between this and other texts? What connections do you see between this and other texts?

Where does it differ from other texts on the same subject? Where does it differ from other texts on the same subject?

Who do you think is the target audience for this text? Give two Who do you think is the target audience for this text? Give two reasons why you think so?reasons why you think so?

What kind of text is this e.g. argumentative, persuasive?What kind of text is this e.g. argumentative, persuasive?

What are some of the characteristics of a persuasive text?What are some of the characteristics of a persuasive text?

Why does the writer begin the text with a question?Why does the writer begin the text with a question?

What was the effect of the text on you as a reader?What was the effect of the text on you as a reader?

Is the writer against or in favour of … (e.g. life-prolonging Is the writer against or in favour of … (e.g. life-prolonging treatment)?treatment)?

Is the writer expressing a fact or an opinion when he says …?Is the writer expressing a fact or an opinion when he says …?

Why does the writer say: “It is widely accepted that … etc.”?Why does the writer say: “It is widely accepted that … etc.”?

What is the purpose, goal, or point of the text?What is the purpose, goal, or point of the text?

On what data or evidence is the decision / definition / On what data or evidence is the decision / definition / problem based?problem based?

What inferences are being made? From what kind of data? What inferences are being made? From what kind of data? Are these inferences legitimate?Are these inferences legitimate?

What is the solution or outcome of the problem or issue?What is the solution or outcome of the problem or issue?

What are the short- and long-term implications of the solution What are the short- and long-term implications of the solution or the consequences of the outcome?or the consequences of the outcome?

What are the biases or assumptions behind the inferences, What are the biases or assumptions behind the inferences, selection or collection of data, or framing of the problem?selection or collection of data, or framing of the problem?

What are the basic concepts or terms being used? How do What are the basic concepts or terms being used? How do these definitions affect understanding the problem?these definitions affect understanding the problem?

What point of view is being expressed? What political/ What point of view is being expressed? What political/ ideological considerations govern/limit point of view?ideological considerations govern/limit point of view?

How would someone from a related but different discipline How would someone from a related but different discipline look at the problem/solution/issue, and could an look at the problem/solution/issue, and could an interdisciplinary approach improve the analysis/evaluation?interdisciplinary approach improve the analysis/evaluation?

Does your lesson enhance critical thinking?Does your lesson enhance critical thinking?

Tick (Tick (√√ ) the skills you think your class provides and ) the skills you think your class provides and give yourself a mark out of 10 (1 mark per item). Don’t give yourself a mark out of 10 (1 mark per item). Don’t feel bad if your score is low. It doesn’t mean you’re a feel bad if your score is low. It doesn’t mean you’re a bad teacher; it just means you need to target some more bad teacher; it just means you need to target some more skills to enhance critical thinking.skills to enhance critical thinking.

1.1. Encouraging SS to think about their thinking Encouraging SS to think about their thinking □□2.2. Helping SS to understand their learning styles Helping SS to understand their learning styles □□3.3. Encouraging SS to consider content a form of thinkingEncouraging SS to consider content a form of thinking □□4.4. Discussing the textbook as the thinking of the author Discussing the textbook as the thinking of the author □□5.5. Relating content whenever possible to issues, problemsRelating content whenever possible to issues, problems

and practical situations in the lives of the SS and practical situations in the lives of the SS □□6.6. Encouraging the principle of “nothing is to be taken for granted” Encouraging the principle of “nothing is to be taken for granted”

(temporarily)(temporarily) □□7.7. Assuming that the writer of a text they are reading isAssuming that the writer of a text they are reading is

waiting for their response (written/verbal) waiting for their response (written/verbal) □□1.1. Encouraging collaboration with othersEncouraging collaboration with others □□2.2. Appreciating multiple ways of thinkingAppreciating multiple ways of thinking □□3.3. Promoting problem-solving & inviting creativityPromoting problem-solving & inviting creativity □□

Total Total ------1010

TASK 1TASK 1

Critical thinking in everyday life Critical thinking in everyday life (5 mins)

Think of 2 everyday activities that involve criticalThink of 2 everyday activities that involve critical

thinking? What skills/levels do they use? thinking? What skills/levels do they use?

TASK 2TASK 2Critical Thinking JobsCritical Thinking Jobs

Think of a job e.g. teacher, doctor that needs touse critical thinking.

1. Explain what aspects of CT this job uses. 2. Should this job be open to all? Work out some rules.3. Think of a job that should use CT skills but doesn’t.4. Which teachers need to think critically? Does a teacher

of English/Arabic need CT?5. Design an ad for a CT course for teachers of your

choice. Let your language reflect the spirit of CT.

TASK 3

Creative

Invent a new subject that would be taught to allInvent a new subject that would be taught to all

children in school. children in school.

1.1. Why do you think children need to learn your subject?Why do you think children need to learn your subject?

2.2. What are the basic principles of that subject and what What are the basic principles of that subject and what are some of the underlying details.are some of the underlying details.

3.3. Think of one CT activity to introduce SS to some of Think of one CT activity to introduce SS to some of those basic principles.those basic principles.

4.4. Think of one non-traditional method of assessing SS.Think of one non-traditional method of assessing SS.

5.5. Design a cover for the bookDesign a cover for the book

Activities Activities

Invent a machine/robot to do a specific task.Invent a machine/robot to do a specific task. Create a new product. Give it a name and plan a Create a new product. Give it a name and plan a

marketing campaign.marketing campaign. Write about your feelings in relation to...Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song Write a TV show, play, puppet show, role play, song

or pantomime about...or pantomime about... Design a record, book, or magazine cover for...Design a record, book, or magazine cover for... Sell an idea.Sell an idea. Devise a way to...Devise a way to... Compose a rhythm or put new words to a known Compose a rhythm or put new words to a known

melody.melody. Design a new monetary system. Design a new monetary system. Develop a menu for a new restaurant using a Develop a menu for a new restaurant using a

variety of healthy foods.variety of healthy foods. Make up a new language and use it in an example.Make up a new language and use it in an example.

CRITICAL THINKING QSCRITICAL THINKING QS

How would life be different if there were no electricity? List three How would life be different if there were no electricity? List three different ways.different ways.

Make one rule that everyone in the world must follow. What rule do Make one rule that everyone in the world must follow. What rule do you make? Why?you make? Why?

You can have any three things that you want. In return you must You can have any three things that you want. In return you must give away three things that are about the same size as the things give away three things that are about the same size as the things you get. What do you get and what do you give away?you get. What do you get and what do you give away?

Are you more like a square or a circle? Why?Are you more like a square or a circle? Why? What are three ways the world would be different if people did not What are three ways the world would be different if people did not

need to sleep? What would you do with the extra time?need to sleep? What would you do with the extra time? If people could not see colors, how would traffic lights work? If people could not see colors, how would traffic lights work?

Design a traffic system that does not rely on colors.Design a traffic system that does not rely on colors. What are the ten most important jobs in the world? What are the ten most important jobs in the world? If you could invent a new subject that would be taught to all If you could invent a new subject that would be taught to all

children in school, what would the subject be? Why do you think children in school, what would the subject be? Why do you think children need to learn about your subject?children need to learn about your subject?

Are you more like a river, a lake, an ocean, or a waterfall? Why?Are you more like a river, a lake, an ocean, or a waterfall? Why?

Can you tell me about a time when you discovered a more Can you tell me about a time when you discovered a more efficient way to do a work task?efficient way to do a work task?

Tell me about a task that really tested your analytical Tell me about a task that really tested your analytical abilities?abilities?

Tell me about a tricky situation for which you found a very Tell me about a tricky situation for which you found a very simple solution? simple solution?

Have you ever been in a real dilemma at work? What did Have you ever been in a real dilemma at work? What did you do to get out of it?you do to get out of it?

Tell me about an assignment you worked on in which you Tell me about an assignment you worked on in which you had to amass a huge amount of data, and then analyze it?had to amass a huge amount of data, and then analyze it?

Explain an occasion where you had to make a decision on Explain an occasion where you had to make a decision on your own? Were you happy with your decision making your own? Were you happy with your decision making process?process?

How do you react in a situation where you need to take an How do you react in a situation where you need to take an immediate decision? What process will you follow for immediate decision? What process will you follow for decision making in such a critical situation?decision making in such a critical situation?

Do you always make decisions on your own without the Do you always make decisions on your own without the help of others? In which situations do you seek other’s help help of others? In which situations do you seek other’s help for decision-making?for decision-making?

Have you ever had an occasion when you discovered a Have you ever had an occasion when you discovered a strong point in your character that you didn’t know you strong point in your character that you didn’t know you had? Then think of the same occasion, but with a personal had? Then think of the same occasion, but with a personal limitation.limitation.

At certain times everyone has to work with a person where At certain times everyone has to work with a person where there is a serious clash of personalities. How do you handle there is a serious clash of personalities. How do you handle a situation where there is mutual dislike?a situation where there is mutual dislike?

Tell me about a situation where you had an experience that Tell me about a situation where you had an experience that caused you to grow in an unexpected and new directioncaused you to grow in an unexpected and new direction

Please give me a specific example of how you obtained Please give me a specific example of how you obtained information to solve a problem? What was the problem and information to solve a problem? What was the problem and how did you decide what information you required?how did you decide what information you required?

When you handle a project that requires systematic data When you handle a project that requires systematic data acquisition and accurate analysis, what steps do you take?acquisition and accurate analysis, what steps do you take?

the ‘critical thinking’ class. overview definition of ct definition of ct rationale for teaching...

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