STUDY GROUP OUTLINE

1. Before reading this chapter, what was your definition of “critical thinking?” Did your definition change later?
2. Coming to a favored conclusion without looking at the evidence—Students agree with a statement but do not look at any evidence. According to the author, this is particularly common with “emotionally charged issues.” (Pg 138) What is one way you could encourage your students to look at the relationship between the evidence (premises) and the conclusion?
3. Not following logic—Students assume the argument is not logical because they don’t agree with the conclusion. (Pgs 138-139) Would an information web be an effective tool for showing how different parts of the argument relate or don’t relate to the conclusion? Why or why not?
4. Choosing the most familiar answer—Students automatically choose the answer that sounds familiar, regardless of whether it fits the type of question asked. (Pgs 139-140) How could you use brainstorming, in pairs, small groups, or with the entire class, to strengthen this weak critical thinking area?
5. Not plugging in information that could disprove their own theory—Students goal is to prove they are correct so they only seek information that supports their personal opinion. (Pgs 140-141) How could you practice list-making skills when teaching this critical thinking skill? (For example, for each “fact” the student has, list three places he could find support for his position and three places where he would find conflicting information.)
6. Not noticing details—Students pay attention to main ideas but neglect details. (Pg 141) Skimming and scanning are very important reading skills. How could these reading skills be used to teach critical thinking?
7. Not considering other points of view—Students have a very narrow perspective, their own, and are unable to see things from another person’s perspective; the students may not even realize that there are other perspectives. (Pg 142) Create a role-play in which each student in the small group must represent a different person. To help students visual their characters, give each one a very short character summary that includes the character’s opinion.
8. Not noticing whether they understand or not—Students assume that if they can read the words they understand the meaning; because of their assumption, they don’t think about whether they understand or not. (Pg 142) What are five questions you could ask that would stimulate students to question their understanding?
9. Credibility of the speaker—Students believe things because they trust the person who gave them the information, not because they have thought about the information for themselves. (Pg 142) Who are the people (types or individuals) your students trust? How can you use this inherent trust to benefit, rather than hinder, the students?
10. Ms. Cromley includes four definitions of critical thinking (Pg 145). Select the one you are most comfortable with; then explain why you think that is the best definition.

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