Critical-Creative Thinking @ EKU 1 Explore and use relevant - PDF document

EKU will graduate informed, critical and creative thinkers � Group activity who can communicate effectively . (2-4 participants, approx. 5 minutes) � Think critically about the following scenario: Convince an undecided voter to participate in the upcoming Presidential Election. http://qep.eku.edu/ https://sites.google.com/site/qepcafe/ Source: http://people.eku.edu/chandrav/QEP/CriticalThinkingScenario-init-voting.pdf 2 Group Activity (2-4 participants; approx. 10 minutes) � The key ideas, concepts or principles guiding my � The most surprising or interesting point about this thinking about this scenario are … scenario is … � The following information is needed to answer this � The main issue, problem or question regarding this question … scenario is … � If the scenario is successfully resolved some important � Identify the purpose that makes this an important issue implications are … or problem (to me or to others) … � If the scenario is not successfully resolved some � The points of view relevant to this scenario (include important implications are … unbiased and biased sources) are … � Based on my/our analysis of the scenario the best way � Some important assumptions I am using … to proceed is … Source: http://people.eku.edu/chandrav/QEP/CriticalThinkingScenario-structured-voting.pdf 3 4 � Formulate the problem clearly Critical and creative thinking are dynamic and � Work on significant problems or issues � Examine their assumptions deliberate processes where learners are active participants in intellectual activities in which they � Use concepts and logic while solving problems � Gather relevant information explore, evaluate, expand and express in relation to � Consider multiple viewpoints and possible implications problems, scenarios, and arguments in order to reach sound and innovative solutions, decisions, and � Reach reasonable solutions and conclusions positions. … Seek better ways of doing things and rely on intellectual standards (such as clarity, accuracy) for guiding their thinking 5 6 Critical-Creative Thinking @ EKU 1

� Explore and use relevant information in order to Evaluation gain knowledge and solve problems � Evaluate information and ideas using appropriate Based on Benjamin Synthesis Bloom’s 1956 methods classification of Analysis intellectual behavior � Expand and generate their own ideas and express (further updated in them effectively the 1990s) Application � Express a point of view and develop it with Comprehension awareness of alternatives Knowledge 7 8 � Higher-order thinking used in all disciplines of study 1. Purpose of the Thinking � Paul-Elder model of Critical Thinking has 2. Point of View Three components: 3. Assumptions 4. Implications and Consequences 5. Data, facts, and Experiences 6. Inferences and Judgments Source: The Miniature Guide to Critical Intellectual Thinking: Concepts and Tools, by Drs. R. Paul and L. Elder Traits 7. Theories and Concepts Elements of Thought 8. Answer a Question or Solve a Problem The Intellectual Standards can Intellectual be applied to the Elements of Standards Thought as we learn to develop Apply the Elements of Thought while analyzing reading better Intellectual Traits in an and writing assignments, lab activities, or projects effort to be better Critical and Creative Thinkers! 9 10 Clarity 1. Accuracy 2. Formulate Purpose Point of view Assumptions Concepts Information Solutions Consequences Precision 3. questions • Goal • Perspectives • Background • Theories • Data • Judgments • If solved then or information what? Relevance • A closer • Thinking hats • Definition • Facts • Conclusions 4. problems view • What can • If not solved • Walk in • Principles • Observations • Interpretations • Define/ we take for then what? • Deeper or somebody • Models • Experiences • Discussion Depth 5. granted express/ broader else’s shoes • Implications • Axioms • Evidence • Must follow state the reason it • Initial • Outsider’s or from the • Potential • Theorems • Search for Breadth problem should conditions 6. non-specialist information positive, valid and • Rules or issue be solved? viewpoint • Reasonable and concepts negative, and external • Hypo- • Sub- • Consider • Multiple assumption under the unexpected Logic sources thesis 7. issues personal views exist based on stated future • Key • Consider or social context outcomes concurrently assumptions words Significance questions stake in 8. • Presupposit • Directions for linked to solving or -ion future work issue tackling Fairness 9. the issue Source: The Miniature Guide to Critical Thinking: Concepts and 11 Tools, by Drs. R. Paul and L. Elder 12 Critical-Creative Thinking @ EKU 2

������������������ Consequences … ���������������������� Positive Traits Negative Traits ��������������� ��������������� Fair Mindedness ___________________ �������������������� IntellectualEmpathy ___________________ �������������� IntellectualPerseverance ___________________ ������������� ConfidenceinReason ��������������� ___________________ IntellectualIndependence ___________________ IntellectualCourage ___________________ IntellectualHumility ___________________ Intellectual Integrity ___________________ 14 Source: DigitalSplashMedia's YouTube Video, http://youtu.be/-85-j7Nr9i4 https://sites.google.com/site/qepcafe � Website offering free, self-paced training Intellectual Standards are applied to our devoted to improving critical thinking thinking using the Elements of Thought � Content is designed for anyone who needs to: so that these � understand issues at a deep level eventually become part of our regular � solve problems effectively thought process, as we develop � create a environment for this kind of learning constructive � Option of receiving a Certificate of Intellectual Traits Course Audit or of Course Completion Source: The Miniature Guide to Critical Thinking: Concepts and Tools, by Drs. R. Paul and L. Elder 15 16 Use the Compass Points technique to Explore topic further: “Notice that water supply in the area has been contaminated.” � Explore – Compass Points https://sites.google.com/site/qepcafe/modules/explore/compass-points � Evaluate –Tug-of-War https://sites.google.com/site/qepcafe/modules/evaluate/tug-of-war � Expand – Reverse Brainstorming https://sites.google.com/site/qepcafe/modules/expand/reverse-brainstorming � Express – SEE-I https://sites.google.com/site/qepcafe/modules/express/state-elaborate- exemplify-illustrate-see-i 17 18 Critical-Creative Thinking @ EKU 3

Use the Tug-of-War technique to Evaluate possible responses for: Use the Compass Points technique to Expand list of responses for: “Notice that water supply in the area has been contaminated.” “Notice that water supply in the area has been contaminated.” 19 20 Use the Compass Points technique to Express some aspect of: “Notice that water supply in the area has been contaminated.” 21 Source: messi19azzurtina’s YouTube video, http://www.youtube.com/watch?v=kO8x8eoU3L4 Vigs J. Chandra , PhD Professor & Coordinator (NET programs) http://people.eku.edu/chandrav vigs.chandra@eku.edu 859-622-1187 Dept. of Applied Engineering & Technology http://www.technology.eku.edu 859-622-3232 23 Critical-Creative Thinking @ EKU 4