10/4/2010

IWayanSumardika
HemmaYulfi
TimDetaseringDIKTI
September2010

Goalsoftoday'sactivities
Sharpen yourcriticalthinkingskills
Cultivate yourcriticalthinkingspirit
Fosteringcriticalthinkingpractices

10/4/2010

Benefitsofthinkingcritically
y Studentsareabletoraisevitalquestionsand
problems aswellasformulateandpresent
problems,aswellasformulateandpresent
themclearly
y Studentscangatherandassessinformation
andinterpretiteffectively
y Studentscanreachwellreasonedconclusions
andsolutionstoproblemswhiletestingthem
g
againstrelevantcriteriaandstandards
y Studentscanbeopenminded
y Studentscanclearlycommunicateideas,
positions,andsolutionstoothers

NoviceVs.
Expert
Thinker
y Expertthinkers
y Quicklyidentifyrelevantinformation
y Canformulateasolutionwithsketchyinformation

y Novicethinkers
y Considerallinformationequallyimportant
y Develophypothesis,testhypothesis
y Cannotfocusoncentralissues

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ThinkingSkillReasoningSkill

Reasoning:theprocessbywhich
youreachaconclusion
afterthinking aboutall
thefactsandevidence

Critical:Meaningtoexamine

andjudgingitcarefully
Thinking:Mentalorintellectual

processoreffortwitha
purpose

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Twomaincomponentsofcritical
thinking
Cognitive:Meansrelatingtoknowing,learning,
Cognitive:Meansrelatingtoknowing learning

&understanding
Affectivedispositions(Attitude):Feelingor
emotionaltendencies

TheCritical/CreativeThinking
Bridge

Application
Comprehension
Knowledge

Evaluation
Synthesis
Analysis

Decision Making
Problem Solving
Concept attainment

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Comparing Blooms
Taxonomy to Critical
Thinking
Creative
C
ti Thinking
Thi ki

Critical
C iti l Thinking
Thi ki

Synthesis

Evaluation
Analysis
Application
Comprehension
Knowledge

Comparing Blooms
Taxonomy to Critical
Thinking

Huitts (1992) classification of problemsolving techniques:

Critical thinking--linear and serial,
more structured, more rational and
analytical, and more goal-oriented
Creative thinking--holistic and
parallel,
ll l more emotional
ti
l and
d
intuitive, more creative, more
visual, and more tactual/
kinesthetic

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Criticalthinkingdispositions
y Engagement

y Lookingforopportunitiestousereasoning
k
f
y Anticipatingsituationsthatrequirereasoning
y Confidentinreasoningability

y Innovativeness
y Intellectuallycurious
y Wantstoknowthetruth

y Cognitivematurity
y Awarethatrealproblemsarecomplex
y Opentootherpointsofview
y Awareofbiasesandpredispositions

CriticalThinking
skillsandsubskills
y Interpretation
p
categorization,decoding,
g
,
g,
clarifyingmeaning
y Notes,matrices,charts,patienthistory

y Analysis examiningideas,identifying
arguments,analyzingarguments
y Elementsofreasoning,listening,data

y Evaluation
E l
i assessingclaims,assessing
i l i

i
arguments
y Questioning,credibility,reasonableness,trust

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Criticalthinking
skillsandsubskills
y Inference queryingclaims,conjecturing
q y g
,
j
g
alternatives,drawingconclusions
y Problemsolving,decisionmaking,differential,

diagnosis

y Explanation statingresults,justifying
procedures,presentingarguments
y Elementsofreasoning,statingthecase,clarity

y Selfregulation
S lf
l i selfexamination,selfcorrection
lf
i i lf
i
y Selfcritique,questioning,changing,recognizing

personalerrorsinthinking

Analysis

Interpretation

Selfregulation
l ti
Attitude

5
Explanation

3
Evaluation

4
Inference

The paradigm of critical thinking

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Conclusion /
Implications /
Consequences
Points of
View
Concepts /
Theories

Information /
Facts / Data
Assumptions
Data
Interpretation

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AffectivedispositiontowardCT
Inquisitive

Systematic
Judicious
Analytical
Truthseeking
Openminded
Confidentinreasoning

Targetsofcritical thinking
Thecritiqueofrhetorik(skepticalofarguments,
statement,propositions,etc)
,p p
,
)
Thecritiqueoftradition (skepticalof
conventionalwisdom,"commonsense",long
standingpractice,traditionalwaysofdoing
things)
Thecritiqueofauthority
q
y ((skepticalofdominant
p
view,expert'sopinion,etc)
Thecritiqueofknowledge (knowledgebeing
nevervaluefree,subjective&contextual)

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Student become independent

Able to solve problem
Able to learn on their own
(the rest of their lives)
Able to practice dealing w/ problem
L
Learn
tto identify
id tif what
h t th
they need
d tto llearn

Under the guidance of the teacher as tutor

10

10/4/2010

THANKYOU

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