Critical Thinking Disposition Self- Rating Form. - Pearson Learning ...

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$College of Marin Study Guide for Math 95 A,B - Pearson Learning ...$

eliefs, opinions, concepts, descriptions, questions, or other forms of representation. (p. 33) evaluation assesses the credibility of statements or other representations that are accounts or descriptions of a person’s perception, experience, situation, judgment, belief, or opinion; also assesses the logical strength of the actual or intended inferential relationships among statements, descriptions, questions, or other forms of representation. (p. 33) self-regulation is a process in which one monitors one’s cognitive activities, the elements used in those activities, and the results educed, particularly by applying skills in analysis, and evaluation to one’s own inferential judgments with a view toward questioning, confirming, validating, or correcting either one’s reasoning or one’s results. (p. 33) inductive reasoning is drawing probabilistic inferences regarding what is most likely to be true or most likely not true, given certain information. (p. 34) deductive reasoning is drawing inferences in which it appears that the conclusion cannot possibly be false if all of the premises are true. (p. 35) analysis identifies the intended and actual inferential relationships among statements, questions, concepts, descriptions, or other forms of representation intended to express belief, judgment, experiences, reasons, information, or opinions. (p. 37) explanation states and justifies reasoning in terms of the evidential, conceptual, methodological, criteriological, and contextual considerations upon which one’s results were based; also presents one’s reasoning in the form of cogent arguments. (p. 37) FIND IT ON MYTHINKINGLAB.COM 000200010271662400 Watch the Video on mythinkinglab.com • Dramatic reenactment is not real life, but then neither are socalled “reality” shows. However, dramatic reenactments can be very valuable because they often highlight ideas and decision making in tense situations where uncertainties and risks abound. The clips from Apollo 13 and Philadelphia certainly do that. The transcript of Leslie Stahl’s interview with Victor Crawford is dramatic for what it reveals. Access all three of these clips at www.mythinkinglab.com. • When we reference a video clip in the exercises, as with the “truthiness” clip from Comedy Central’s The Colbert Report, you can also find it at www.mythinkinglab.com. • The video clip of the El Train scene from 12 Angry Men is a classic. Please view that scene and analyze it carefully, noticing how the argument unfolds and how the “train of reasoning” is often interrupted yet always stays on track. The movie itself is terrific, and we urge you to watch it all the way through. Do you think we’ve made much progress on the issue of racial profiling in the past 50 years How about on a citizen’s duty to render service as a thoughtful and diligent juror (p. 29) 39 Skilled and Eager to Think CHAPTER REVIEW Think Critically, by Peter Facione and Carol Ann Gittens. Published by Prentice Hall. Copyright © 2013 by Pearson Education, Inc.
Exercises SMALL GROUP DISCUSSIONS 1. Consider this claim: “If textbooks used more critical thinking exercises, students would learn the material better.” What are the best arguments for and against that claim Do not take a position on this. Rather, work to develop the strongest arguments possible for both sides. What additional information would you need to investigate, in order to ground each side’s arguments in solid facts What assumptions about learning and schooling are required to make each side’s arguments as strong as possible Again, do not evaluate (yet). 2. Consider this claim: “Professors should ask content questions, not critical thinking questions. It’s the responsibility of the professor to lay out the content, but it’s the job of the student to think critically about the subject matter.” What are the best arguments for and against that claim As with the question above, do not take a position on this. Rather, work to develop the strongest arguments possible for both sides. What additional information would you need to investigate, in order to ground each side’s arguments in solid facts What assumptions about learning and schooling are required to make each side’s arguments as strong as possible Again, do not evaluate (yet). Chapter 02 40 REFLECTIVE LOG 1. Mark Twain is reported to have said, “I have never let my schooling interfere with my education.” xxiii Connect that sentiment with the information on page 27 in the box, “The Experts Worried That School Might Be Harmful!”. What is your reasoned opinion on the matter If you were critical of schooling, what would you recommend be done to improve it What evidence do you have that your suggestions would actually work in the real world Now ask someone who is 10 years younger than you what Mark Twain meant. Note the response in your log. Then ask someone who is at least 20 years older than you what Twain’s saying might mean. Log the response. Compare the three opinions: yours, the younger person’s, and the older person’s. End this notation in your log by reflecting on these final questions: Should K-12 schooling be designed to prevent students from learning to think critically for themselves Why or why not 2. You were specifically asked not to “defend,” “evaluate,” or to “argue for” one side or the other in the previous two exercise items. Here’s your new challenge: Keeping an open mind and maybe stirring up a bit of courage, too, interview two professors and two students not in your critical thinking class. Present them with the same two claims, but invite them to agree or disagree with each one and to give their reasons. Note their reasons respectfully, and ask follow-up questions aimed at evoking more critical thinking. You should be able to base your follow-up questions on the group work you did earlier when you developed the best arguments for and against each claim. Then, in your reflective log, record the conversations and highlight some of the places where the people you interviewed did, in fact, engage in some deeper critical thinking about the topic. 3. Using the “Holistic Critical Thinking Scoring Rubric” from Chapter 1, how would you evaluate the critical thinking displayed by each of the four people you interviewed Quote some of the things each side said that led you to evaluate them in the way that you did. [We know you caught it, but just in case you didn’t, that was another critical thinking skills question. This one asked you to explain the evidence you used for your evaluation.] CHAPTER REVIEW GROUP EXERCISE: WHAT WOULD IT BE LIKE Our habitual attitudes affect our behavior and the way that we interact with one another. People who are habitually intellectually dishonest, intolerant, or indifferent act differently in household and workplace settings than those who have opposite, positive habits. This exercise invites you to draw on your experience to describe what it would be like to interact regularly with a person with negative critical thinking habits of mind. Scenario #1. You have a brother, close to your age, who is habitually intellectually dishonest, intolerant, and imprudent in making decisions. He has been like this since junior high school, and he recently enrolled at your college. Now he wants to share your apartment, borrow your car, and get you to help him with his academic assignments. What is it like to have this person as your family member Given that you have the power to say “no” to his requests, what are your plans with regard to his requests Scenario #2. You have a part-time job in a department store as a clerk. Your old manager used to let your group solve a lot of the store’s own problems, like who is going to cover a shift if someone can’t work on a given day. But now you have a new manager. This person makes scheduling decisions arbitrarily, and is disorganized, and this means that your group always seems to be rushing to meet deadlines. She also habitually does not think about the consequences of her actions. What is it like to work for this supervisor Given that you have the right to complain to management about your new supervisor, is that an option you will pursue What other plans might you make to help you cope with the approach taken by this new supervisor 000200010271662400 Think Critically, by Peter Facione and Carol Ann Gittens. Published by Prentice Hall. Copyright © 2013 by Pearson Education, Inc.
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Page 3 and 4: Chapter 02 20 Positive Critical Thi
Page 5 and 6: Chapter 02 22 THE SPIRIT OF A STRON
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Page 13 and 14: Chapter 02 30 That was what the jur
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Page 17 and 18: Chapter 02 34 analysis of the conce
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Page 21: CHAPTER 02 REVIEW Study and Review

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