...Pawitra C. A Critical Review of “Developing Critical Thinking and Assessment in music classrooms” As many American students have a difficulty to reach a goal of testing standard makes music teachers are required to add the reading and writing skills in their classrooms. Maria Stefanova has provided some options to solve this problem in the article called “Developing Critical Thinking and Assessment in music classrooms”. It was published in May, 2011 by American String Teacher. In the article, she presents five classroom strategies to fill the gap between music and literacy classes. The first strategy is a prior step of the class which requires teachers to survey the students about their interest and background, while the second one could be done at the end of the class as an “exit ticket”. The next two are tactics which conceal the knowledge behind the performances and inviting a musician as a guest to classroom. The last one is to ask students to record their homework constantly. The author says that “[these strategies are] not only strengthening music instruction, but also to develop active thinking and assessment tools in the music classroom” (Stefanova, 2001). Most of the strategies are agreeable, however, I have a different point of view in some issues. Maria (2011) says that it is important for teachers to know more about their students’ interest and background to help them improve their skills, especially for new students. It is better to use written form of survey...
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... Attitudes are the mental dispositions people have towards others and the current circumstances before making decisions that result in behaviour. People primarily form their attitudes from underlying values and beliefs. However, factors that may not have been internalised as beliefs and values can still influence a person’s attitude at the point of decision making. Typically influences include the desire to please, political correctness, convenience, peer pressure and psychological stresses. The potential for the influences above to sway attitudes is greater if the person has not thought through their beliefs and values. People may have conflicts with reconciling, or prioritising competing values. A lack of self-awareness, or critical insight, or uncertainty about values can lead to...
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...Critical Thinking and Society Exercise John Doe PHL/458 - Creative Minds and Critical Thinking March 31st, 2011 Ace Ventura Critical Thinking and Society Exercise * * Describe a situation in which critical and creative thought could have been used for a better outcome. Describe why it is important to think critically and creatively in similar situations. * Most people use critical thinking and creative thought each day and don’t even realize it. One situation in which I could have used critical or creative though better was when I was developing one of my first new metal wall panel systems. We offer a wide variety of metal wall panel products for architectural construction and while developing a new metal panel system, I focused just a few aspects of the system that I was developing with out thinking of future needs or product expansion. I could have used critical thinking to broaden my perspective. * While what I was working on was good, it could have been much better if I had taken some time to set aside preconceptions and evaluated my creative concepts. If given the same situation I would take the opportunity to write down ideas then evaluate them based on there perceived values. Then after I was completed with my critical review I would also invite peer review to see if there was a perspective that I missed. * * Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts. * Free will is the ability to...
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...Row # | Definition | Citation | 1 | Critical thinking applies concepts of logic and reasoning to problem-solving activities to produce more accurate and defensible investigation findings. | Philley, J. (2005). Critical thinking concepts. Professional Safety, 50(3), 26-32. Retrieved fromhttp://search.proquest.com/docview/200379557?accountid=35812 | 2 | The conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. | Mulnix, J. W. (2012). Thinking critically about critical thinking. Educational Philosophy and Theory, 44(5), 464-479. | 3 | "The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit." Bloom's taxonomy (1956) of levels of thinking has been revised by Anderson and Krathwohl (2001). The revised taxonomy still has six levels but has made "create" the highest level and they have renamed and combined other levels to give the following: (i) Knowledge - Remember; (ii) Understand - Describe, Explain; (iii) Apply; (iv) Analyse;...
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...Critical Thinkers and Education A Teachers Goal Bia Mcgrue Scypion EDU372: Educational Psychology Prof. Jimletta Vareene-Thomas 2/20/2016 Critical Thinkers and Education A Teachers Goal Throughout life we are challenged and we encounter an abundance of issues or problems that we need to solve. Some problems that can be resolved effortlessly and efficiently but other obstacles may require a more critical and creative thinking to overcome. When it comes down to thinking to solve problems we depend on our thinking or give some regurgitated answer that we just read. But “much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced” (TCTC, 2016). The purpose of critical thinking is so that we are able to not only accomplish or attain understanding but also so we can assess or check each other’s frame of reference and eventually clarify the question or dilemma at hand. Some would argue whose challenge is it to get students to move pass their beliefs and assumption. Is it on students to dig deeper to gain or find additional tools and information that leads to developing a more in depth thought process. Richard Dawkins expressed that we should “not indoctrinate your children. Teach them how to think for themselves, how to evaluate evidence, and how to disagree with you” (Dawkins, 2015). Picture a student who completes every assignment follows along attentively writes down the notes and answers the questions with the information found...
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...Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site Erst Carmichael University of Western Sydney, e.carmichael@uws.edu.au Helen Farrell University of New South Wales, h.farrell@unsw.edu.au Follow this and additional works at: http://ro.uow.edu.au/jutlp Recommended Citation Carmichael, Erst and Farrell, Helen, Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site, Journal of University Teaching & Learning Practice, 9(1), 2012. Available at:http://ro.uow.edu.au/jutlp/vol9/iss1/4 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site Abstract A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological...
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...Developing as a Critical Thinker Piotr Wojciechowski HUM/111 02/23/2014 Lili Melton, Ph.D. Developing as a Critical Thinker Assignment Directions Complete Parts 1, 2, and 3 of this template. Use complete sentences and remember to avoid plagiarism by using correct APA citations when paraphrasing, summarizing, and/or quoting the article, textbook, or any sources. If you use any source other than the Elder & Paul (1996, Winter) article listed in Part 1, you need a reference page. Please see the Associate Level Writing Handbook for assistance (posted in the Course Materials forum and Materials section of the classroom). Part 1: A Stage Theory of Critical Thinking Complete the matrix below by using the article in the Week One Electronic Reserve Readings Link #2: Elder, L., & Paul, R. (1996, Winter). Critical thinking: A stage theory of critical thinking… Journal of Developmental Education, 20(2), 34-36. Stages of Critical Thinking(Elder & Paul, 1996) | Description of Self-Assessment(This is the requirement to move forward.) | 2 Potential Obstacles (Try to select 2 different ones from the previous stage if possible.) | Stage One: The Unreflective Thinker | Elder and Paul (1996) state that I have to be aware of how important thinking is in my life and how problems in my thinking cause significant problems in my life. | 1. Self-deception2. Natural egocentrism (Elder & Paul, 1996) | Stage Two:The Challenged Thinker | According to Elder and...
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...Critical Thinking Application Paper Whatever we are doing right now is decided by the way we are thinking. Whatever we feel (emotions) are decided by what we are thinking. Whatever we want (desires) are decided by our thinking. For many people who think unrealistic the ending results could end up in disappoint for them. There are countless routes to express the ideas of critical thinking, at the same time as there are numerous ways to express the definition of any abounding and substantive idea. Yet, as with any idea, there is a core to critical thinking that cannot be ignored. Intellectual origins of critical thinking are as early as its study, visible eventually, to the philosophical procedure and foresight of Socrates 2,500 years ago who exposed by a method of questioning the idea that people could not reasonably justify their confident claims to knowledge. Paul R., Elder L. & Bartell T (1997) Petress describes the importance of critical thinking, declaring that”…critical thinking examines assumptions, discerns hidden values, evaluates evidence and assesses conclusions.” ([5] Petress, 1984). [6] Critical thinking enables individuals with the ability to comprehend what they have been shown or read, as well to develop that insight without increased guidance. Understanding critical thinking enables individuals with knowledge that is smooth and constructed upon itself. Critical thinking is not simply routine learning or the skill to soak up information. The importance...
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...CRITICAL THINKING http://www.umich.edu/~elements/probsolv/strategy/crthink.htm Critical Thinking is the process we use to reflect on assess and judge the assumption underlying our own and others ideas and efforts. Critical thinking involves calling into question the assumptions underlying our customary, habitual ways of thinking and acting and then being ready to think and act differently on the basis of the critical questioning. Components of Critical Thinking 1. Identifying and challenging assumptions. 2. Recognizing the importance of context. 3. Imagining and exploring alternatives. 4. Developing reflective skepticism. Creative Thinkers * Consider rejecting standardized formats for problem solving. * Have an interest in a wide range of related and divergent fields. * Take multiple perspectives on a problem. * Use trial-and-error methods in their experimentation. * Have a future orientation. * Have self-confidence and trust in their own judgment. Critical Thinking Involves * Recognizing underlying assumptions. * Scrutinizing arguments. * Judging ideas. * Judging the rationality of these justifications by comparing them to a range of varying interpretations and prospective. * Providing positive as well as negative appraisal. THE SIX TYPES OF SOCRATIC QUESTIONS Due to the rapid addition of new information and the advancement of science and technology that occur almost daily, an engineer must constantly...
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...Synopsis This essay attempts to analyze the theories and underlying models with regard of critical thinking. Firstly the essay examines different theories about critical thinking and relevant evaluations and discussions are followed. Then there are paragraphs demonstrate how critical thinking is linked to real problem thinking and why critical thinking is essential to problem solving especially the management practice. Finally a brief conclusion is drawn at the end of the essay. Diverse materials and references are utilized to cross examine the topic of critical thinking under a reasonably large contextual circumstance. As a project manager, it is of great importance to use critical thinking to understand new information, to evaluate and solve problems and to make sound decisions. Making decisions using critical thinking skills in today's world - a world with increasing number of conflicts, pressure and uncertainty is more imminent than ever before. Organizations and businesses today are confronted with multiple challenges including increasing conflicts brought by economic globalization, fast-paced developing technology and growing diversity. All of these highlight the importance of critical thinking in nowadays society. Critical thinking is the process of collecting and evaluating resources in order to make the most appropriate decision. By adopting critical thinking theory and inferred practice, decision makers such as project managers can effectively deal with these challenges...
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...Critical Thinking Means Business: Learn to Apply and Develop the NEW #1 Workplace Skill By Judy Chartrand, Ph.D., Heather Ishikawa, MA, & Scott Flander Copyright © 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. 3881-09 Table of Contents Introduction to Critical Thinking Means Business ...................................................... 1 Too Little Critical Thinking = Big Problems .................................................................. 2-3 Critical Thinking in the Workplace ................................................................................. 4 How Critical Thinking Works: Introduction to the RED Model .................................. 5 Using the RED Model in Decision Making: A Case Study ........................................... 6 For Trainers - Developing Critical Thinkers and Problem Solvers Using the RED Model: A Sample Training Program ................................................... 7 Conclusion .......................................................................................................................... 8 References .......................................................................................................................... 9 Critical Thinking Means Business Introduction When more than 400 senior HR professionals were asked in a survey to name the most important skill their employees will need in the next five years, critical thinking ranked the highest – surpassing innovation...
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...Critical thinking is one of the major required skills of all healthcare workers. The nursing education should be strived to foster their students with critical thinking skills for use in complex healthcare settings. Clinical reasoning skills help in critical thinking. Developing a good clinical reasoning makes oneself to think critically and effectively. An effective clinical reasoning skill requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts ( Kuiper RA & Pesult DJ, 2004). Asking questions is the only way to improve the clinical reasoning. One of the important patterns of change in thinking is from ‘answers to questions’. Change is only constant thing in the world. These changes evolve with questions in many issues. Initially there will be fewer answers, which are simple ones and even not the right ones. Questioning helps in making our knowledge more sound and perfect. When one answer to an issue is not satisfactory, one will start questioning which will help in more thinking. According to Senge “genuine inquiry starts when people ask questions to which they do not have an answer” (Rubenfeld, MG & Scheffer BK ,2010). Only creative people depend on asking questions. The core of several learning approaches often starts with a problem or questioning. The art of asking ‘questions” help in developing the more innovative and effective way of thinking oneself. The key to powerful thinking will always be powerful...
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...Essays are an essential element of learning, particularly at an undergraduate level. With a well-written essay comes the power to change minds, to influence thinking and create new perspectives. When evaluating the claims presented by a source in an academic essay, a critical and reflective thinker does not simply accept arguments as ‘fact’. Nor do they create arguments based on innuendo and bias. This essay will contend that for students at university level to be taken seriously they must use critical and reflective thinking to write an effective academic essay. The following points will be addressed; what constitutes a credible essay, what is critical thinking and reflective practice, what is the importance of these skills in developing arguments, the benefits of thinking critically and reflectively, the use of critical reflective thinking in evaluating sources and the importance of recognizing those sources correctly for the work to be considered credible. So what constitutes a credible essay? The purpose of the essay is to forward knowledge, to tackle an already existing argument and build on it using sound evidence and research. “Essays are a document of your learning; they show proof of your understanding of the topic and your ability to communicate that understanding convincingly” (Germov 2011, 2). An essay must put forth an argument then break it down to prove or disprove the thesis. The statement needs to be dissected and the main points need to be analysed. What...
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...Developing Critical thinking skills is essential for a student’s transition into tertiary education. When developing these skills there are many factors that come into play, ones emotional intelligence can be a crucial factor in a student’s transition into university as it correlates to how one can think independently and creatively. However due to the current structure of the tertiary education system critical thinking development is being put at risk. Instead of universities and colleges being a place where students can stretch their “learning muscles” they are often over feeding students with specialized information which is suffocating their ability to think critically. Universities that enforce students to take a wide variety of subjects in earlier years before they specialize allow them to develop their critical thinking in an university environment as such they are able to convey and create their learning identity superior to those that do not. New environments and responsibilities put additional stresses on secondary school students which will affect their emotional intelligence and ability to think critically. Thinking critically is an important part of a student’s ability to communicate effectively and succeed to their full potential. Such a lapse in the early stages in transition into university can inhibit them from succeeding and meeting their educational goals. The current learning environment presented by post-secondary education has an emphasis of critical thinking...
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...Associate Level Material Stages of Critical Thinking Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. |Stages of critical thinking |How to move to the next stage |Obstacles to moving to the next stage | |EXAMPLE: |Examine my thinking to identify problems |Deceiving myself about the effectiveness of| | |that affect my thinking. |my thinking | |The Unreflective Thinker | | | | | |Take the problem one by one | |The Challenge Thinker |Figure out the logic of the problem by | | |Am I Willing |identifying the elements | | | | |Figure out the information I need | |The Beginning Thinker |State the problem | ...
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