Critical Thinking

The Power to think beyond

 Self-
Control
The
Educator: A
Critical
Thinker
Self-Awareness/ Self-Control
 Self-
Control

The
Educator: A
Critical
Thinker
Concern
for
Others
Concern for Others
 Self-
Control

The
Educator: A
Critical
Thinker

Concern
for Others

Credi-
bility
Credibility
 Self-
Control

The
Educator: A
Critical
Thinker
Open-
Concern
for Others Minded
-ness

Credibility
Open-Mindedness
 Self- Objecti
Control -vity
The
Educator: A
Critical
Thinker

Concern for Open-

Others Mindedness

Credibility
Objectivity
 Judge-
ment

Self-
Objectivity
Control

The
Educator: A
Critical
Thinker

Concern for Open-

Others Mindedness

Credibility
Judgement
What is critical thinking?
 Ability to analyze facts, generate and organize ideas,
defend opinions, make comparisons, draw inferences,
evaluate arguments and solve problems (Chance, 1986)
 A way of reasoning that demands adequate support for
one’s belief and an unwillingness to be persuaded unless
support is forthcoming (Tama, 1989)
 Interpret or evaluate information and experiences
(Mertes, 1991)
 Active, systematic process of understanding and
evaluating arguments (Mayer & Goodchild, 1990)
 3 ELEMENTS OF THE ABILITY TO THINK
CRITICALLY BY EDWARD GLASSER:

1. An Attitude of being disposed to consider in a

thoughtful way the problems as subjects that come in
within the range of one’s experience.
2. Knowledge of the methods of logical inquiry and
reasoning.
3. Some skills in applying those methods developing
critical thinking in children and adult learners,
individually or in a group problems solving and
decision making contexts, continue to address these
same three central elements.
Why Critical Thinking?
Highly Essential
 teaching
 learning

Very Much Useful

 well guided to solve problem
 make decisions in reasonable and well-
disccerned ways
 Strategics and Tactics in Developing Critical Thinking
T • Track down and evaluate their meaningful learning expereinces

H • Help each other in making decisions

I • Include factual data and series of observations before reaching at a conclusion

N • Never react to any situation without careful analysis

K • Know and examine their strenghts and weaknessess

R • Read appropriate and relevant printed materials
E • Examine their varied roles and responsibilities
A • Answers question substantively
S • Share some processess on how they arrive at an answer or solution/s to problems
O • Open up with their feelings and ideas on certain situations
N • Negotiate diverse opinions and come up with a common understanding
Teachers' skillfulness and creativity in processing their
students' thoughts are highly expected. Thus, teacher
need to:
 allow students to think for few seconds before answering
thought provoking questions.
 guide the students how to visualize and stay focus on a certain
situation.
 provide opportunities to students for experiential sharing.
 follow the dimensional questions to check comprehension.
 encourage socialized recitation
Teachers' skillfulness and creativity in processing their
students' thoughts are highly expected. Thus, teacher
need to:
 start the day with a 5 to 10 minute sharing of news report or
significant stories/ events to class
 motivate the class to give reactions to the topics discussed
 present a challenging preposition suitable for a mini-debate.
 show ways on how to offer rightful solutions to certain
problems and vice-versa
 guide the class to use positive reinforcement in giving
comments or evaluating their classmates' performance/
output.
Critical Thinking Application
. . .
. . .
. . .
How can the definition of critical thinking help you solve this problem? Connect the 9 dots
using 4 straight lines. Once you start drawing the lines, do not stop until all 9 dots have been
connected. HINT: Lines may be vertical, horizontal and/or diagonal.
 How Can One Become a Critical Thinker?
(ofBy self
asking pertinent questions By listening carefully to
as well as others); others, thinking about what
they say, and giving feedback;
arguments;
By assessing statements and
mind;
By observing with an open

observation
By developing a sense of
and curiosity; By making assertions based
on sound logic and solid
finding
By becoming interested in
new solutions;
evidence;

By sharing ideas with others;

assumptions,
By examining beliefs,
and opinions listener
By becoming an open-minded
and weighing them against and reader;
truth.

By developing a “thinker’s and

By engaging in active reading
active listening!
vocabulary”.
“ Thinking about your
thinking while
thinking to make your
thinking better.”
Critical Thinking Solution

. . .
. . .
. . .
Final Words
•“Higher level” thinking
•Think “outside the box”
•Many occupations/careers
•The things we enjoy everyday
•Adopting certain habits and behaviors
Who Should Use Critical Thinking?