Strategies for critical thinking in
learning
Critical thinking studies a
topic or problem with open-mindedness.
This exercise outlines the first stage
of applying a critical thinking approach
to developing and understanding a topic:
The first exercise helped you to
- Develop a statement of the topic
- List what you understand,
what you've been told
and what
opinions you hold about it
- Identify resources available
for research
- Define timelines and due
dates
and how they affect the development
of your study
- Print the list as your reference
Here is more on the first stage:
- Define your destination, what you want to learn
Clarify or verify with your teacher or an "expert" your subject
Topics can be simple phrases:
"The role of gender in video game playing"
"Causes of the war before 1939"
"Mahogany trees in Central America"
"Plumbing regulations in the suburbs"
"Regions of the human brain"
-
Develop
your frame of reference, your starting
point,
by listing what you already know about the
subject
-
What
opinions and prejudices do you already
have about this?
What have you been told, or read about,
this topic?
-
What resources
are
available to you for research
When gathering information, keep an
open mind
Look for chance resources that pop up!
Play the "reporter" and follow leads
If you don't seem to find what you need,
ask librarians or your teacher.
-
How does your timeline
and due dates affect your research?
Keep in mind that you need to follow
a schedule.
Work back from the due date and define
stages of development,
not just with this first phase, but in
completing the whole project.
Critical thinking, second stage
Summary of critical thinking:
- Determine the facts of a new situation or subject without prejudice
- Place these facts and information in a pattern so that you can
understand them
- Accept or reject the source values and conclusions based upon your
experience, judgment, and beliefs
Flash exercise
Contributed by Lisa Reed and
Professor Brad Hokanson, Interactive Media (DHA 4384) School of
Design, University of Minnesota;
revised and edited by Joe Landsberger
See also:
Teaching with questioning; teaching critical thinking
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