Critical+Thinking

=**Critical / Divergent Thinking**=

>> ◦ >> ◦ First, Wikipedia states, "**Divergent thinking** is a thought process or method used to generate __creative ideas by exploring many possible solutions__. It is often used in conjunction with [|convergent thinking] . Divergent thinking typically occurs in a __spontaneous, free-flowing manner__, such that many ideas are generated in an [|emergent] cognitive fashion." >> ◦ >> ◦ ** Second, let's look at how the business world defines Divergent thinking: ** >> According to businessdictionary.com, Divergent thinking is " [|Idea generation] [|technique] (such as [|brainstorming] ) in which __an idea is followed in several directions to [|lead] to one or more new ideas,__ which in turn lead to still more ideas…divergent thinking is __ [|creative], open-ended thinking__ aimed at __generating fresh views and [|novel] [|solutions] .__” >> >> According to [|The Open University], the following make up critical thinking: process, analysis, analyze compare, synthesis, evaluate, apply, and justify. If looked at closely, these are pretty important skills to maneuver through the 21st Century. Just as the ability to write in these various genres presents a constant revolving center of Point of view, so does society to expect this. >> >> ** Why is it important for learners? ** >> >> According to Washington University, and also according the fact that technology has caused thought processes to speed up, “ **[|Strategies of Divergent Thinking],** The goal of divergent thinking is to generate many different ideas about a topic in a short period of time. It involves breaking a topic down into its various component parts in order to gain insight about the various aspects of the topic. Divergent th inking typically occurs in a spontaneous, free-flowing manner, such that the ideas are generated in a random, unorganized fashion. Following divergent thinking, the ideas and information will be organized using convergent thinking; i.e., putting the various ideas back together in some organized, structured way." It also seems plain that the quality of critical thinking will not be lost with various techniques such as brainstorming, and such, that are meant to retain the quality of critical thinking. Mapping, journaling, free writing, are all things that can incorporate technology to complete these processes. >> >> In looking at the importances of **[|Critical Thinking],** the American Philosophical Association goes on to state: "The following excerpt comes from [|Dr. Peter A. Facione (1990) "Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction]", a report for the American Philosophical Association or "The Delphi Report.": >>> >>> "We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fairminded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society."" >> >> If you notice, the words "self-rectifying" as well as "self-regulatory" keep appearing. This shows that this process is a higher level of thinking maintained on an individual basis. In doing so, more internal knowledge is obtained by conducting such processes of thinking on one's own. Overall, the enhanced approach to seeing, understanding, and developing seems to come from this process of critical thinking. >> >> ◦ Think of breaking what critical thinking down is into four steps, as introduced by from [|Primer] magazine on the web. First and second step, gather and sort information. Two, synthesize the information. Finally, step four act on it. If you take these steps and apply them to a technological perspective, they do work and help make the process of technology more effective and more global in what we learn in the 21st Century. irst and second step, gather and sort information. Two, synthesize the information. Finally, step four act on it. If you take these steps and apply them to a technological perspective, they do work and help make the process of technology more effective and more global in what we learn in the 21st Century. >> >> ◦ ** "Ring of Fire" ** - The day before an assignment that is worthy of discussion and various points of view, students are told to take notes on the subject matter. The next day, as students come into the room, Johnny Cash's [|"Ring of Fire"] is playing, and a circular pattern of seats/chairs are arranged. Two chairs in the middle "arena" facing each other. Students are divided into to groups, and randomly two students are chosen represent each group. These two students enter the arena, and are given four minutes to discuss the matter that was the topic of homework the previous night. Students are not allowed to interrupt each other, not allowed to have any uncomfortable moments of silence, and must continue to keep the conversation going. Students CAN ask each other questions, but may not direct conversation to the outside ring. Meanwhile, the members in the outside circle take notes and prepare for their turn. Points can be earned and taken away based on the above criteria. Subject matter may NOT be repeated, so students outside of the two chairs must realize and pay attention in order not to repeat subject matter that had been brought up already. This will encourage spontaneous contributions, as well as organizing thoughts, direction of thought, and will lead to divergent and critical thinking rather than conversations that are too vague as, "This was an interesting piece" or "this was a complex problem". >> ◦ >> ◦ [|**Back Channel**] - This is a supplement to the above, in that as members are in the ring discussing topic, students outside the circle are maintaining another topic in a program such as todaysmeet.com or such, that will allow students to comment on a current stream of conversation and this will appear on a screen, allowing these comments to remain for those in the "arena" when they are done. This idea of "BackChanneling" is becoming very popular to replace the formal lecture and allow tangent, impulsive, and divergent thinking to surface and appear before it is forgotten. >> ◦ >> ◦ ** [|Oral History Project] **** - ** Replacing the traditional research paper, students are given a year long assignment to follow and research an individual in their immediate community. The following applies, the individual must be 30 years older than the student, the student must not be related to the candidate, and the student MUST do all interviews via recording (no written answers to interviews), as well as the candidate being someone that is involved in the student's community in some form (works, lives, taught, coached, practiced law, etc). Students will need to incorporate citations, references, etc just as a similar task to do in the form research paper. See the below media on [|Glogster] for the media that will be used to coincide with the goals of this assignment. >> ◦ >> ◦ ** "King/Queen for just one day" - ** Students are given the school calendar, as well as an outline of topics that will be discussed throughout the year. Student will have his/her choice of topic to be discussed and will need to do the following: >> ◦ Follow the exact lesson plans teachers need to fill out and student will be expected to instruct two concurrent classes. >> ◦ Be able to tie in how the lesson plan meets the standard of expectation for that specific state. >> ◦ Be required to assess the students following the lesson, and pretest the students before the information is given. >> ◦ Incorporate at least two forms of media that involves technology. >> ◦ Be a subject matter that fits alongside the current topic of class discussion. >> ◦ Students will be allowed to sign up on a first come first serve basis seeing the various topics to be covered during the current year. >> ◦ >> ◦ ** [|Nano] **** as class project in November ** During the month of November, students will be expected to participate in the National Novel Writing month, with the goal of 50, 000 words. Students will be expected to connect a minimum of three times via blog, forum, or wiki with another writer that is not from the same state. At the end of November, students will be graded on how well they kept their monthly goals, as well as meeting their ultimate goal of a 50,000 word count. In addition, communication on a regular basis will be part of a participation grade that counts towards their overall project. >> ◦ >> ◦ ** Maestro Project - [|Samples!] ** >> ◦ Students from three different background strengths will be placed together (Example - Math, Literature, and Science) and will need to come up with a community topic they create an editorial spread that will be sent to the local newspaper. Journalism point of view will be expected, and the medium will need to be produced electronically as well, to support the interviews, etc. Expectations will be a media-produced presentation, as well as various forms of research that involve interviews, reports, statistics and validated research. This spread will need to be published in the immediate community. Working together from three difference perspectives towards one common product will require creative points of view with sometimes an unexpected plan when students are looking for the unexpected. >> ◦ >> ◦ ** Envelope Assignment- ** >> ◦ Students will be given individual envelopes that will have each inside: >> ◦ a form of media (such as Twitter, Wiki's blogs, etc) >> ◦ 2 reference/scholarly resources >> ◦ a thesis >> ◦ two in-community members actively involved in that field >> ◦ Students will be expected to combine these elements into a webinar utilizing these above resources and to create an informative piece that can we published on line and will be utilized as a resource to other schools in a particular subject area. Somehow, SKYPE will need to be incorporated in the final presentation for this assignment/project. >> ◦ >> ◦ ** Divergent Thinking Prompts ** - >> ◦ Each day, teachers can provide a topic of discussion, that can serve as a bell ringer to start conversation, as well as be a supplement to reinforce the days' lessons, as well as be a chance for students to use divergent thinking AND critical thinking! Sample prompts can be obtained from the AP Listserv if one joins, and they can access the database there of thousands of literary topics dealing with AP English! >> Please see attached document that had two sample prompts!
 * Based on your feedback we have created the following structure for the kit. Feel free to use this as a starting point and either following it or take creative license with it.**
 * ◦ ** What is it? Let's look at a variety of sources for this definition! **
 * In an article by[| Anne Pauker Kreitzberg and Charles B. Kreitzberg, PhD., **Critical Thinking**] is termed as, "...the ability to look at a situation, clearly understand it from multiple perspectives and take appropriate action." A study from statistics from this study in 2006 showed an overwhelmingly average of 73% in capability of critically thinking.
 * In an article by[| Anne Pauker Kreitzberg and Charles B. Kreitzberg, PhD., **Critical Thinking**] is termed as, "...the ability to look at a situation, clearly understand it from multiple perspectives and take appropriate action." A study from statistics from this study in 2006 showed an overwhelmingly average of 73% in capability of critically thinking.
 * **Ideas for Educators**
 * ** Reading & Videos (Case Studies) **
 * ** Reading & Videos (Case Studies) **

*** If you can get this ERIC Article, here is the information...**
 * || An Opportunity for Divergent Thinking in the Classroom.||
 * [|**Authors:**] || [|Schuster, Edgar H.] ||
 * [|**Descriptors:**] || [|Divergent Thinking] ; [|Gifted] ; [|Questioning Techniques] ; [|Teaching Methods] ||
 * [|**Source:**] || G/C/T, n34 p30-33 Sep-Oct 1984 ||   ||

> > [] > > ** ◦ __Selective Attention Video__ - I like this because it lays the groundwork for what and why viewers of an audience see what they choose to see, and this just lies just outside as an icebreaker for what could lead to divergent/critical thinking. ** > > > This is a perfect example of how to visualize, tell, and demonstrate critical and divergent thinking, how can students do the same with a topic that it seems everyone has a "handle" on? > > First look at this one - EXCELLENT! > > [] > > Then this one to see the speaker as well! > [|http://www.ted.com/themes/how_we_learn.htm]
 * **__Divergent Thinking in the Workplace__**
 * **[]**
 * **__TED__ -** Divergent Thinking being used and presented back to the student when contemplating the changing role of Education.**

> > __**Convergent versus Divergent Thinking**__ > []
 * __**How you make space for Divergent Viewpoints?**__
 * []

>> ◦ >> >> ◦ Samples of what people have done with Oral Histories: >> ◦ [|First State Oral Histories] >> ◦ [|My class in Seaford, DE and the Oral History Projects] >> ◦ [|University of Delaware Oral History Projects] >> >> ◦ [|Blank Lesson plans format electronically] >> ◦ [|Ideas to use for a Maestro Project]
 * ** Tools **
 * ◦ [|**Todaysmeet.com**] would be great to encourage the use of back channeling conversations during The Ring of Fire, as well as alternative ways for groups to meet for projects and such. ◦
 * [|**Edmodo**] also is an excellent source for creating an educational meeting place for educators and sharing ideas, processes, etc.
 * ◦ [|**Skype**] would be AWESOME to invite specialists in the field, for the Oral History Project, as well as to enhance thinking, both critical and divergent, into class discussions on various topics. If the educator has created a blog. ◦ ◦
 * [|**Wordpress**] or [|**blogger**] could definitely enhance and break up the day instead of using a wireless board or marker board, or even the projector, modeling the alternatives styles to presenting information. ◦ ◦
 * [|**Glogster**] is a GREAT background and receiving site for the info on the Oral History Project, taking the place of tri-fold boards and enhancing the use of technology in changing presentation modes. ◦ ◦
 * **Sample lesson/unit plans**
 * []
 * ◦ [[image:http://k12socialmediaframework.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" link="http://k12socialmediaframework.wikispaces.com/file/view/k12socialmediaframework+-+Critical+Thinking.webarchive"]] [|k12socialmediaframework - Critical Thinking.webarchive]
 * [|**Glogster**] is a GREAT background and receiving site for the info on the Oral History Project, taking the place of tri-fold boards and enhancing the use of technology in changing presentation modes. ◦ ◦
 * **Sample lesson/unit plans**
 * []
 * ◦ [[image:http://k12socialmediaframework.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" link="http://k12socialmediaframework.wikispaces.com/file/view/k12socialmediaframework+-+Critical+Thinking.webarchive"]] [|k12socialmediaframework - Critical Thinking.webarchive]
 * []
 * ◦ [[image:http://k12socialmediaframework.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" link="http://k12socialmediaframework.wikispaces.com/file/view/k12socialmediaframework+-+Critical+Thinking.webarchive"]] [|k12socialmediaframework - Critical Thinking.webarchive]
 * ** Additional resources & links **

==Navigation ( We can leave this on the bottom of every page so that people can jump around )==
 * Home
 * About the Authors (everyone add your own - we'll put them alphabetically by the first letter of your first name)
 * Introduction (Blue group)
 * Core Academic Knowledge (Blue group)
 * Critical/Divergent Thinking (Red group)
 * Complex Problem Solving (Red group)
 * Effective Communication (Orange group)
 * Working in Collaboration (Orange group)
 * Learning how to Learn (Green group)
 * Global Perspective (Yellow group)
 * Real World Application (Yellow group)
 * Video tutorial or Teacher Quick Start Guide (Green group)