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BUS 100: Academic Character and Skills

Development

Study Skills: Do I Really Need This Stuff? (3rd edition)

Chapter 2:

Critical Thinking

“What we think, we become.”

--Buddha

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Chapter Outcomes

Define Critical Thinking.

Use the R.E.D. model to address study problems.

Understand the language of critical thinking.

Create solutions for study skills problems.

Explain how critical thinking skills can maintain balance and wellness in students’ lives.

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

A quick class work

• Answer the questionnaire . (Activity 1 - p. 20-21)

Use your book!

Critical Thinking

Gathering Information

Weighing for Accuracy/

Appropriateness

Making a rational decision

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Critical Thinking is:

• Logical

• Precise

• Systematic

Critical Thinking is not:

• Beliefs

• Assumptions

• Opinions

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need

This Stuff? 3e Ch 2

Five percent of the people think; ten percent of the people think they think; and the other eighty-five percent would rather die than think.

Thomas A. Edison

The R.E.D. Model

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Step 1: Stop and Think

• Stop all mental distractions and chatter

• Pause

• Breath

• Focus thoughts

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Let’s test your assumptions

List your assumptions about this man: 1) What is his profession? 2) Where is he? At work or? 3) ….

Assumptions Critical Thinking applied

Don’t Judge Book by Cover!!!!!

Step 2: Recognize Assumptions

Assumptions

Personal theory/

paradigm

Opinion

Personal bias/

prejudice

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Brain cheats!

Illusions are a result of our brain taking a shortcut.

Do these horizontal parallel lines look straight to you?

Should we Believe Everything we See?

We often see and hear what we want to see and hear, based upon our past experiences, interests, motives, expectations; to stay within our comfort zone.

Faces or the Vase?

A face of a native American? Or an Eskimo’s back?

Step 3: Evaluate Information

Avoid Confirmation Bias

Assess Actual Words

Understand Vocabulary Gather All Needed

Information

Remaining Objective

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Step 4: Drawing Conclusions

Making a Decision

Fact

Objective Analysis

Evaluation

Fiction

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Step 5: Plan of Action

• Considering information, Changing personal beliefs.

• Sharing information with others.

• Solving problems.

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

A quick quiz on critical thinking

Q: How do you put an elephant into your refrigerator?

This question tests whether you tend to do simple things in an overly complicated way.

A: Open the door, put in the elephant, close the door.

Q: How do you put a giraffe into your refrigerator?

Did you answer, “Open the refrigerator, put in the giraffe, and close the door?”

This question tests your ability to think step by step about your actions.

A: Open the refrigerator, take out the elephant, put in the giraffe, close the door.

Wrong!

Q: The Lion King is hosting an Animal Conference. All the animal attend… except one. Which animal does not attend?

A:The giraffe. He is in the refrigerator. You just put him there.

This question tests your memory.

Q: There is a river you must cross, but it is used by crocodiles and you do not have a boat. How do you manage it?

A: You jump in the river and swim across. Have you not been listening? All the crocodiles are at the Animal Conference.

This tests whether you learn from your mistakes

Lesson Learned:

Read carefully.

Listen carefully

Don’t jump to conclusions.

Question all of your

assumptions.

The Critical Thinking Process

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

C.A.R.L. and Critical Thinking

Term Definition

Clarity Facts and arguments are clearly and unambiguously

presented.

Accuracy The information presented is factual.

Relevance The information presented relates to the argument

or problems at hand.

Logic The position makes sense.

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Samuel was out for a walk when it started to rain. He did not have an umbrella and he wasn't wearing a

hat. His clothes were soaked, yet not a single hair

on his head got wet. How could this happen?

What is once in a minute, twice in a

moment, and never in a thousand years?

You have three stoves: a gas stove, a wood stove,

and a coal stove, but only one match. Which should

you light first?

Benjamin Bloom’s Taxonomy Model

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

So what is Critical Thinking?

• Sitting on top of your shoulders is one of the finest computers on the earth. But, like any other muscle in your body, it needs to be exercised to work its best. That exercise is called

THINKING.

I think, therefore I am.

Rene Descartes

Thinking Skills

Lower Order

• Remembering

• Understanding

Higher Order

• Applying

• Analyzing

• Evaluating

• Creating

©Pearson Education, Inc. 2013, Piscitelli, Study Skills: Do I Really Need This Stuff? 3e Ch 2

Higher Order Critical Thinking Skills

Thinking Skill Critical Thinking Component

Applying You understand the information and can use it in a new

situation.

Applying You understand the information and demonstrate this

understanding by separating or splitting the information into

its pieces or parts. By doing this, you can see the essential

features of an argument, issue, or process.

Evaluating You have the ability to judge or critique the value of the

information.

Creating You understand the information and then bring the pieces of

the information together to form a big picture or new idea.

You create a new weekly schedule for yourself.

Problem Solving

Reflecting Brainstorming Choosing Implementing Evaluating

Problem Solving Terminology

Term Focus question Evaluation question

Problem What challenge confronts

you?

Have you correctly identified the

problem?

Reflecting What happened and why? Have you accurately analyzed the

problem?

Brainstorming What can be done to solve the

problem?

No evaluation

Choosing What solution is best to solve

the problem?

Which brainstorm idea is best?

Implementing How would you put the

solution into action?

Is the solution working like you

thought it would?

Evaluating What happened-was the

problem solved?

No evaluation

The Problem Solving Trap

Traps

Stuck in routine

False assumptions

Same point of view

Creative Thinking and Problem Solving

Problem Solving Term Creative Thinking Suggestion

Reflecting • Slow Down

• Be Kind to Yourself

• Associate

• Challenge

Brainstorming • Brainstorm

• Accept

• Avoid

Choosing • Identify

Implementing • Practice

Evaluating • Go Beyond Thinking

Old Skills, New Situations

Quit Stay

Modify Change/Adapt

Making Choices

In-class Activity • Making Choices outside the Classroom – p.36

• Test your learning: • Read page 19 “The Case of Ricky” and then answer the questions on page 38.

• Other questions you should be able to answer: • List the five steps of RED and discuss why you should follow each step.

• Give an example of a real life situation that you had to deal with and how you used the problem solving steps to find a solution.

Chapter 2: Review

• Define critical thinking.

• Explain the R.E.D. Model.

• Understand critical thinking vocabulary.

• Use critical thinking to create solutions for study skills problems.

• Explain how critical thinking can maintain balance and wellness in your life.

Chapter Summary

In order to think critically, we must assess all the information that we receive and respond with awareness.

Keep in mind that we should not take information at “face value”.

Critical thinking can become a part of your everyday life, if you learn to analyze, evaluate, and argue.

Terms and phrases to remember: thinking outside the box, face value, and filtering out information.

Keep in mind that as a successful college student, you must train your self to become a critical thinker☺

Key terms p. 39