Critical Thinking by jeri Bailer

Critical Thinking Lesson Worksheets

Critical Thinking

Table of Contents Lesson One RED Reference Sheet—Recognize Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L1.1 RED Reference Sheet—Evaluate Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L1.2 RED Reference Sheet—Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L1.3

Lesson Two RED Reference Sheet—Recognize Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.1 RED Reference Sheet—Evaluate Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.2 RED Reference Sheet—Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.3 The Agile Critical Thinking Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.4 Your Feedback Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.5 Most Important Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L2.6

Lesson Three Your Feedback Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L3.1 Agile Critical Thinking™ Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L3.2 Most Important Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L3.3

Lesson Four Agile Critical Thinking™ Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L4.1 Development Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L4.2 Most Important Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .L4.3

LESSON

Critical Thinking

L1.1

RED Reference Sheet—Recognize Assumptions Skill Area

RECOGNIZE ASSUMPTIONS Assumptions are statements that are implied to be true without proof. They can be stated explicitly or implied, making them difficult to recognize.

Skills Distinguish Fact from Opinion

◗ ◗

Point to specific, credible information. Substantiate why something is true or can logically be concluded based on data.

Consider Relevance

◗ What evidence…? How relevant…? How do YOU see it?

◗

Rather than accept assumptions on face value, question whether they make sense based on the situation. Keep asking if they still apply as you learn more.

Seek Alternative Viewpoints

◗ ◗

Explore other people’s assumptions and perspectives of the same situation. Make a point to seek out viewpoints from people who see things differently than you do.

Notes:

LESSON

Critical Thinking

L1.2

RED Reference Sheet—Evaluate Arguments Skill Area

EVALUATE ARGUMENTS An argument is a line of reasoning intended to communicate a position in a convincing manner. The goal of an argument is to get someone to believe or act in a certain way.

Skills Be Aware of Persuasion Techniques

◗ ◗

Be cautious when people “sell” their ideas, recommendations, or products. Learn some of the common techniques they use to convince you to agree with them.

Recognize Bias

◗

“Selling” “Suggesting” Emotional Reactions

◗

Pay close attention to be sure you don’t see something that’s not there. Avoid giving more credibility to information you already believe is right—make sure the facts back it up.

Check Strong Emotions

◗ ◗

Be aware of your own emotions as well as others’. When emotions run high, it’s impossible to remain objective or reason clearly.

Notes:

LESSON

Critical Thinking

L1.3

RED Reference Sheet—Draw Conclusions Skill Area

DRAW CONCLUSIONS Conclusions are positions that are derived based on information or belief. The best conclusions are logically based on sufficient, accurate information.

Skills Weigh Data Carefully

◗ ◗ ◗

Assign appropriate weight to information and data in a given situation. Avoid giving preferred information more weight than is warranted. Try not to get sidetracked by irrelevant or insignificant data.

Use Multiple Sources

◗

Expand upon, confirm, or question data from other sources rather than relying on a single source.

Ask Others to Critique

◗

Sources

◗

Ask others to “play devil’s advocate” to challenge your conclusions. A “second pair of eyes” can help to identify gaps or inconsistencies.

Diagram for Understanding

◗

Data

Pictures

◗

“A picture is worth a thousand words.” Use visual representations such as pictures, diagrams, or charts to convey information, process, or logic simply. Identify flawed logic or missing information.

Notes:

LESSON

Critical Thinking

L2.1

RED Reference Sheet—Recognize Assumptions Skill Area

RECOGNIZE ASSUMPTIONS Assumptions are statements that are implied to be true without proof. They can be stated explicitly or implied, making them difficult to recognize.

Skills Distinguish Fact from Opinion

◗ ◗

Point to specific, credible information. Substantiate why something is true or can logically be concluded based on data.

Consider Relevance

◗ What evidence…? How relevant…? How do YOU see it?

◗

Rather than accept assumptions on face value, question whether they make sense based on the situation. Keep asking if they still apply as you learn more.

Seek Alternative Viewpoints

◗ ◗

Explore other people’s assumptions and perspectives of the same situation. Make a point to seek out viewpoints from people who see things differently than you do.

Notes:

LESSON

Critical Thinking

L2.2

RED Reference Sheet—Evaluate Arguments Skill Area

EVALUATE ARGUMENTS An argument is a line of reasoning intended to communicate a position in a convincing manner. The goal of an argument is to get someone to believe or act in a certain way.

Skills Be Aware of Persuasion Techniques

◗ ◗

Be cautious when people “sell” their ideas, recommendations, or products. Learn some of the common techniques they use to convince you to agree with them.

Recognize Bias

◗

“Selling” “Suggesting” Emotional Reactions

◗

Pay close attention to be sure you don’t see something that’s not there. Avoid giving more credibility to information you already believe is right—make sure the facts back it up.

Check Strong Emotions

◗ ◗

Be aware of your own emotions as well as others’. When emotions run high, it’s impossible to remain objective or reason clearly.

Notes:

LESSON

Critical Thinking

L2.3

RED Reference Sheet—Draw Conclusions Skill Area

DRAW CONCLUSIONS Conclusions are positions that are derived based on information or belief. The best conclusions are logically based on sufficient, accurate information.

Skills Weigh Data Carefully

◗ ◗ ◗

Use Multiple Sources

◗

Expand upon, confirm, or question data from other sources rather than relying on a single source.

Ask Others to Critique

◗

Sources

◗

Ask others to “play devil’s advocate” to challenge your conclusions. A “second pair of eyes” can help to identify gaps or inconsistencies.

Diagram for Understanding

◗

Data

Pictures

◗

Notes:

LESSON

Critical Thinking

L2.4

The Agile Critical Thinking Process To become an agile critical thinker:

◗

Recognize Assumptions: This happens when you assume something to be true in the absence of proof. We all make assumptions, often without knowing it. Try to distinguish what is fact from what is opinion, consider what assumptions are relevant to your situation, and seek alternative viewpoints.

◗

Evaluate Arguments: This is when you look critically at assertions and evaluate them objectively and accurately. People will present you with arguments to convince you to believe or act in a particular way. To help you evaluate arguments, watch out for persuasion tactics and for your own tendency to favor something because of your own personal bias. And keep an eye out for strong emotions—these can get in the way of seeing an argument accurately!

◗

Draw Conclusions: This happens when you draw conclusions based on available evidence and arrive at a logical conclusion. Conclusions are positions that are derived based on information or belief.

Asse Remember to assess your situation to get a clear understanding of what you are dealing with–such as urgency, stakeholder concerns, and resources issues.

ss Situatio n

Recognize Assumptions

Evaluate Arguments

Draw Conclusions

After taking the time to conduct critical thinking–remember to take action. Critical thinking in business is not just a mental exercise! You will need to execute your plan, involve others, and follow-up.

Take Action

LESSON

Critical Thinking

L2.5

Your Feedback Worksheet Review your Watson-Glaser Development Report. In preparation for the next Critical Thinking Live Online Lesson, complete this worksheet. 1.

How do you see your critical thinking strengths and weaknesses playing out in your work situation?

What feedback have others given you about your strengths and weaknesses?

What do you feel youâ&#x20AC;&#x2122;d like to develop? What challenges or obstacles do you envision as you attempt to develop your critical thinking skills?

LESSON

Critical Thinking

Most Important Points Use the space below to jot down any key points from this review.

L2.6

LESSON

Critical Thinking

L3.1

Your Feedback Worksheet Review your Watson-Glaser Development Report. In preparation for the next Critical Thinking virtual lesson, complete this worksheet. 1.

How do you see your critical thinking strengths and weaknesses playing out in your work situation?

What feedback have others given you about your strengths and weaknesses?

What do you feel youâ&#x20AC;&#x2122;d like to develop? What challenges or obstacles do you envision as you attempt to develop your critical thinking skills?

LESSON

Critical Thinking

L3.2

Agile Critical Thinking™ Worksheet Use this worksheet to think about a situation you are facing or anticipate facing that will require critical thinking. Review the chart and make notes about your situation, filling in as much as you can at this point. Use your R-E-D Reference sheets to help you in the Conduct Critical Thinking section of the worksheet.

Skill Area Assess the Situation ◗ Gain a clear understanding of the situation you are dealing with.

Conduct Critical Thinking Critically evaluate the information available to you and decide on a course of action.

Take Action Plan your course of action, implement it, and make mid-course corrections as needed.

Considerations How urgent is this situation? How much time do I have to come up with a solution?

◗

Who is affected by this situation and what concerns or agendas do they have?

◗

What resources do I have to work with?

◗

What assumptions am I (and others) making? How much can I trust these assumptions?

◗

What arguments are people making that they want me to accept? How valid are these arguments?

◗

What conclusions can I draw from the information I’ve evaluated and what is the best course of action?

◗

What is my action plan?

◗

How will I introduce the plan to others?

◗

How well is the plan working? What adjustments do I need to make?

LESSON

Critical Thinking

Most Important Points Use the space below to jot down any key points from this review.

L3.3

LESSON

Critical Thinking

L4.1

Skill Area Assess the Situation ◗ Gain a clear understanding of the situation you are dealing with.

Conduct Critical Thinking Critically evaluate the information available to you and decide on a course of action.

Take Action Plan your course of action, implement it, and make mid-course corrections as needed.

Considerations How urgent is this situation? How much time do I have to come up with a solution?

◗

Who is affected by this situation and what concerns or agendas do they have?

◗

What resources do I have to work with?

◗

What assumptions am I (and others) making? How much can I trust these assumptions?

◗

What arguments are people making that they want me to accept? How valid are these arguments?

◗

What conclusions can I draw from the information I’ve evaluated and what is the best course of action?

◗

What is my action plan?

◗

How will I introduce the plan to others?

◗

How well is the plan working? What adjustments do I need to make?

LESSON

Critical Thinking

L4.2

Development Plan ◗

Review your notes from the seminar, assignments, worksheets, and the input and insights you received from others.

◗

Review your Watson-Glaser Report, the developmental suggestions, and any notes you have taken in your report.

◗

Then use the space below to note one to two areas for development, techniques to help you develop, and resources you need.

Development Area #1: Skills/Tools

◗ ◗ Resources

◗ ◗ Development Area #2: Skills/Tools

◗ ◗ Resources

◗ ◗ Challenges: Action plans are challenged when met with barriers and obstacles back on the job. What are you going to be watchful of as you go back into your role and try to use the critical thinking skills and techniques you learned here? How will you adjust?

LESSON

Critical Thinking

Most Important Points Use the space below to jot down any key points from this review.

L4.3