ABo4o1 critical thinking

Critical Thinking Toolbox

Tequila Mobile PresentationToolbox: Critical ThinkingFeedback: MidTerms & Marking RubricPreparation: Major League Baseball

Session 7

Fun 1Fun 1

Fun 2Fun 2

Tequila Mobile: Assigned questions

1. What problem(s) does management face?

2. What advice do you propose for ona. The “way forward” ?

b. Incremental changes in the business model to enable incremental increases in the 3Ps ?

3. What next steps to achieve targets?

Presentation Design

Business Models

Financial Analysis

1:00

Critical Thinking

Critical Thinking ToolboxCritical Thinking Toolbox

What do you think of this opinion piece? Is the problem the author poses important? Does the “Education 1.0” model accurately

reflect our current situation? AB0401? Is Koh’s argument for Singapore to adopt his

“Education 2.0” model well-supported? Fiscally and socially sustainable alternatives?


Work in pairs. Agree on 2-3 key sentences in the last page of the

MLB case.a. Person B reads one sentence aloud, then states in

his/her own words what has been read. In other words, person B interprets the sentence.

b. Person A may then either agree with the interpretation or offer a different interpretation, add to the first one, etc.

c. Do not critique the evidence, merely interpret the logic of the statement or claim.

d. Switch roles and move on to next key sentence. (Instructor will intervene and ask you to explain your

result)


Everyday problems can be more inquiry based Students can learn to question claims, raise doubts,

investigate situations, probe alternatives


Discuss: What type of knowledge should your teachers seek to impart?



“Critical Thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action”

Center For Critical Thinking (2004)


“He had learned how to pass examinations by ‘cramming; that is, in three or four days and nights he could get into his head enough of a selected fragment of some scientific or philosophical or literary or linguistic subject to reply plausibly to six questions out of ten. He could retain the information necessary for such a feat just long enough to give a successful performance; then it would evaporate utterly from his brain, and leave him undisturbed.”

On what George Amberson had learned in college, from the Magnificant Ambersons (1918)}


“Purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of evidential, conceptual, methodological, or contextual considerations upon which judgment is based”

Facione, 1990 (within Behar-Horenstein & Niu, 2011)


“I consider critical thinking to be committing a kind of quiet mischief”

Professor Charles Haddad


critical thinking = disciplined,self-guided thinking aimed at a reasoned personal and work life.

Thinking thatanalyzes the

thinking process

Thinking thatevaluates thought

Thinking thatdevelops within itself

intellectual habits

thinking thatmoves beyond

our native egocentricity


Critical thinking involves finding connections between concepts, asking relevant questions, to find solutions to personal, professional, and academic problems.

Students should be able to: Generate and justify ideas and questions. Identify, examine, and access relationships between

ideas and concepts. Determine problems, hypothesize possible courses of

action, apply viable solutions, and evaluate outcomes.



Critical Thinking Toolbox


What kinds of questions should be asked?

How should instructors respond to student posts?


Partners Purpose: Address two differing

interpretations to the issue or problem in the assigned case.

‘A ’ takes a pro side. ‘B’ argues con side. Switch when prompted.

Usually after 2-3 minutes.

Develops intellectual depth and empathy.


A well cultivated critical thinker: raises vital questions and problems, formulating

them clearly and precisely; gathers and assesses relevant information,

using abstract ideas to interpret it effectively; comes to well-reasoned conclusions and

solutions, testing them against relevant criteria and standards;

thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences;

and communicates effectively with others in figuring out solutions to complex problems.



Imply Infer Intuit Investigate Judge Justify Know Meditate Observe Perceive Ponder

Probe Prove Question Rate Reason Reflect Scrutinize Solve Theorize Verify Weigh



Critical Thinking ToolboxCritical Thinking ToolboxIllustration Based on St. Edward’s University, Center for Teaching Excellence, 2001


“Science is built of facts the way a house is built of bricks, but an

accumulation of facts is no more science than a pile of bricks is a

house!”Poincare