The critical thinking process, as described by Wolcott and Lynch (4), includes four steps. Students generally begin their critical thinking at step one and, with practice, progress to step 2 and up the ladder.
| Step 1: | Identify the problem, the relevant information, and all uncertainties about the problem. This includes awareness that there is more than one correct solution. (low cognitive complexity) |
| Step 2: | Explore interpretations and connections. This includes recognize one's own bias, articulating the reasoning associated with alternative points of view, and organizing information in meaningful ways. (moderate cognitive complexity) |
| Step 3: | Prioritize alternatives and communicate conclusions. This includes thorough analysis, developing the guidelines used for prioritizing factors, and defending the solution option chosen. (high cognitive complexity) |
| Step 4: | Integrate, monitor, and refine strategies for re-addressing the problem. This includes acknowledging limitations of chosen solution and developing an ongoing process for generating and using new information. (highest cognitive complexity) |
If the instructor can determine where in the step process students are functioning, then guided feedback can be provided. This will help students think through those skills not being utilized. Over time the students can check themselves to see which areas are being omitted.
No comments:
Post a Comment