Second stage exercise in critical thinking:
topic and project development
Critical thinking studies a
topic or problem with open-mindedness.
This exercise outlines the second stage
of applying a critical thinking approach
to developing and understanding a topic.
With the second stage:
-
Refine/revise the topic
either narrowing or broadening it
according to outcomes of research
-
Rank or
indicate the importance
of three sources of research
-
Clarify
any opinion, prejudice, or bias their
authors have
While an opinion is a belief or attitude
toward someone or some thing,
a prejudice is preconceived opinion
without basis of fact
while bias is an opinion based on fact
or research.
-
Identify key words and concepts that
seem to repeat
Is there vocabulary you need to define?
Are there concepts you need to
understand better?
-
In reviewing your research, are there
Sequences or patterns that emerge?
Oposing points of view, contradictions,
or facts that don't "fit?"
Summarize two points of view
that you need to address
-
What questions remain to be answered?
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Critical thinking, first
stage 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
With this second
exercise, think in terms of how you would demonstrate
your learning for your topic
How would you create a test on what you have learned?
How would you best explain or
demonstrate your findings?
From simple to more complex (1-6) operations:
| 1. |
List, label, identify |
Demonstrate knowledge |
| 2. |
Define, explain, summarize in your own words |
Comprehend/understand |
| 3. |
Solve, apply to a new situation |
Use your learning; apply it |
| 4. |
Compare and contrast, differentiate between items |
Analyze |
| 5. |
Create, combine, invent |
Synthesize |
| 6. |
Assess, recommend, value |
Evaluate and explain why |
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 and explain them
- Accept or reject your resource 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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