Avoid questions that have an easy one-dimensional answer. 1: Knowledge Exhibits previously learned material by recalling facts, terms, basic concepts and answers. 2: Comprehension Demonstrating understanding of facts and ideas by organising, critical thinking evaluation questions, translating, interpreting, giving descriptions and stating main ideas. Explain in your own words .
What facts or ideas show . 3: Application Solving problems by applying acquired knowledge, facts, techniques and rules in a different way. What examples can you find to . How would you show your understanding of. What approach would you use to ? What inference can you make from.
Can you identify the difference parts ? 5: Evaluation Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria. Synthesis: Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. Use the question constructs to compose relevant questions for your own practice, include these in your example session plans. UCD Teaching and Learning is licensed under a Creative Commons Attribution 3. UCD Office of the Registrar and Deputy President. Machine translated pages not guaranteed for accuracy.
Click Here for our professional translations. Richard Paul provides a quick overview of critical thinking and the issues surrounding it: defining it, common mistakes in assessing it, its relation to communication skills, self-esteem, collaborative learning, motivation, curiosity, job skills for the future, national standards, and assessment strategies. Question: Critical thinking is essential to effective learning and productive living. Would you share your definition of critical thinking? Paul: First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.
To think well is to impose discipline and restraint on our thinking-by means of intellectual standards — in order to raise our thinking to a level of “perfection” or quality that is not natural or likely in undisciplined, spontaneous thought. The dimension of critical thinking least understood is that of “intellectual standards. Question: Could you give me an example? Paul: Certainly, one of the most important distinctions that teachers need to routinely make, and which takes disciplined thinking to make, is that between reasoning and subjective reaction. Often, teachers are unclear about this basic difference. Many teachers are apt to take student writing or speech which is fluent and witty or glib and amusing as good thinking.