critical thinking workshop ppt

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A Short Guide to Building Your Team’s Critical Thinking Skills

• Matt Plummer

Critical thinking isn’t an innate skill. It can be learned.

Most employers lack an effective way to objectively assess critical thinking skills and most managers don’t know how to provide specific instruction to team members in need of becoming better thinkers. Instead, most managers employ a sink-or-swim approach, ultimately creating work-arounds to keep those who can’t figure out how to “swim” from making important decisions. But it doesn’t have to be this way. To demystify what critical thinking is and how it is developed, the author’s team turned to three research-backed models: The Halpern Critical Thinking Assessment, Pearson’s RED Critical Thinking Model, and Bloom’s Taxonomy. Using these models, they developed the Critical Thinking Roadmap, a framework that breaks critical thinking down into four measurable phases: the ability to execute, synthesize, recommend, and generate.

With critical thinking ranking among the most in-demand skills for job candidates , you would think that educational institutions would prepare candidates well to be exceptional thinkers, and employers would be adept at developing such skills in existing employees. Unfortunately, both are largely untrue.

• Matt Plummer (@mtplummer) is the founder of Zarvana, which offers online programs and coaching services to help working professionals become more productive by developing time-saving habits. Before starting Zarvana, Matt spent six years at Bain & Company spin-out, The Bridgespan Group, a strategy and management consulting firm for nonprofits, foundations, and philanthropists.  

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Critical Thinking Skills.ppt

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Skills Team Workshops: Critical thinking & writing

• Undergraduate workshops
• Postgraduate & researcher workshops
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Critical thinking & writing

This webpage will guide you through our new online critical thinking workshop. This is made up of seven videos with a number of self-paced activities for you to engage with. Which videos you will want to engage with will depend on your level of study and the table at the bottom of the page will help you navigate this. 

Workshop description

Critical thinking is an essential skill for academic study and is probably one of the most transferable skills you will develop at university. This workshop will introduce you to the concept of critical thinking and how to apply it to your studies. During the workshop you will explore key definitions of critical thinking, the different levels of criticality, how to analyse sources critically and how to recognise, assess and write critical argument.

Learning outcomes

By the end of this workshop, you will be able to:

• Explain in basic terms what critical thinking and critical writing mean
• Give examples of methods to develop critical thinking and critical writing skills
• Start applying critical thinking methods to your own studies

Who this workshop is for

Foundation and undergraduate students. If you are about to undertake your first assignment, have had feedback telling you to be more critical and/or want to improve future marks then this workshop can help you.

Facilitator

This workshop is run by an Academic & Library Specialist from the Brynmor Jones Library Skills Team.

Defining critical thinking [Video 1]

PowerPoint file

Consider the table at the bottom of this page and note which videos are appropriate to watch for your level of study.

Critical reading & source reliability [Video 2]

The video asks you to consider possible sources of information in a pandemic and what biases those sources may have. Reflect on this activity in relation to your next assignment.

Models of critical thinking [video 3]

Look at an old piece of work to identify when you have been descriptive, analytical and/or evaluative.

Developing an argument and taking a position [Video 4]

Look at the question at the end of the video and consider what position you would take and how you would defend it.

Structuring an argument [video 5]

This activity is embedded in the video. Consider the two paragraphs and try to identify which one is better.

The language of criticality [Video 6]

Use a newspaper or popular news website and see how many logical fallacies you can identify. Use the Logical Fallacies Poster to help you with this.

Building strong arguments [video 7]

Look at one of our old assignments and see if you can identify any of the writing issues identified in this video.

Video level guide

• Last Updated: Feb 29, 2024 2:41 PM
• URL: https://libguides.hull.ac.uk/workshops
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THINKING. Critical Thinking

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Presentation on theme: "THINKING. Critical Thinking"— Presentation transcript:

By Anthony Campanaro & Dennis Hernandez

Critical Thinking Skills Academic Support Unit Adapted from: Practicing College Learning Strategies 3 rd edition Carolyn H. Hopper.

Critical and Creative Thinking Becoming an Active Learner Chapter 4.

CT is a self-directed process by which we take deliberate steps to think at the highest level of quality. CT is skillful, responsible thinking that is.

Studying Life Science Chapter 1.

‘ the 6 thinking styles’ by Dr. Edward de Bono (Ch. 8, the team handbook, p 6-7) Pooja Kishore Emily Vaughn Team: Fo’Sho!

Welcome Critical Thinking Academic Success Center

Evaluating Thinking Through Intellectual Standards

Creating Critical Thinkers Samantha Emswiler M.A. Philosophy, University of Miami.

Critical Thinking Presented by Holly Klingler, M.A., M.L.I.S.

Critical Thinking  Sitting on top of your shoulders is one of the finest computers on the earth.  But, like any other muscle in your body, it needs to.

Critical Thinking  Your brain, like any other muscle in your body, it needs to be exercised to work its best.  That exercise is called THINKING. I think,

The Essence of Critical Thinking the reasoned identification and evaluation of evidence to guide decision making analysis the form and content of evidence.

Book cover art to be inserted Chapter 9 Critical Thinking and Creative Problem Solving.

Unlocking the mind to critical thinking. “Thinking about Thinking”

Minnesota State Community and Technical College Critical Thinking Assignment Example and Assessment.

INTRODUCTION TO CRITICAL THINKING. “There are multiple decisions which you have to make entirely by yourself. You can’t lean on anybody else. And a good.

Chapter 1 Dev Ed Writing 990. “[n] obody is capable of free speech unless he [or she] knows how to use language, and such knowledge is not a gift: It.

Definitions – John Dewey

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Critical thinking course, critical considerations: three hours to better thinking, available formats: half-day training course, course highlights.

This critical thinking course will:

• Define critical thinking and its workplace value.
• Highlight situations where critical thinking is needed.
• Offer a model and questions for encouraging critical thinking.
• Outline common fallacies. 
• Explore ways in which language influences thinking.

Course Overview

Despite the plethora of data employees are asked to consider and problems they are required to solve, few people have received any formal training in critical thinking in the workplace. This fast-paced workshop introduces the critical thinking skills necessary for considering workplace problems and striking a balance between open-mindedness and skepticism. During this program, we will define critical thinking and consider its value, look at the types of decisions that require critical thinking, explore the steps critical thinkers usually follow, craft a list of questions to improve critical thinking, consider language and its role in argument, and explore a range of fallacies and how to spot and avoid falling prey to their use.

Program Objectives

At this program’s conclusion, participants should be able to:

• Define critical thinking.
• Explain the value of critical thinking at work.
• Identify situations requiring critical thinking.
• Recognize barriers to thinking critically.
• Follow a critical thinking process.
• Ask meaningful and relevant questions.
• Recognize how language can be used to manipulate thought.
• Identify common fallacies and avoid falling prey to their use.
• Define terms clearly in their efforts to ensure common understanding.

The following outline highlights some of the course’s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Workshop Outline

Decisions decisions: business judgement, let’s think: working through a model, stay within the lines: steps to improve critical thinking, advertising and influence: how the pros do it, fallacy: recognizing failures in reasoning, words words words: language and the critical thinker, related directories:.

• Thinking, Planning, and Problem Solving

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CRITICAL THINKING TRAINING COURSE . CLASS . WORKSHOP . SEMINAR . PROGRAM

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Creative and Critical Thinking

Oct 10, 2014

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Creative and Critical Thinking. Keri Harris Cameron ISD Teacher & GT Coordinator. Stories With Holes. Stories With Holes. Inspire Creative Thinking Students only ask questions that I can answer with a yes/no answer www.storieswithholes.com By Nathan Levy Not Just Schoolwork (gr. 3-12).

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Presentation Transcript

Creative and Critical Thinking Keri Harris Cameron ISD Teacher & GT Coordinator

Stories With Holes

Stories With Holes Inspire Creative Thinking Students only ask questions that I can answer with a yes/no answer www.storieswithholes.com By Nathan Levy Not Just Schoolwork (gr. 3-12)

Opportunities for developing talents and special interests. • Promote potential for divergent, creative, and critical thinking. Goal of GT Programs

Be All That You Can Be? When… Put in learning environments which offer little or no challenge Top grades for minimal effort by requiring too little They should always get A+, anything less is unacceptable We foster dependence rather than independence as we protect them from possible mistakes or negative consequences. We prevent the development of positive self-concept/self-reliance/self-efficacy Not allowing struggle Work hard at something difficult Learn effort = success

Helping these students isn’t a ‘bonus’ or an optional extra; it’s a professional obligation.

Challenge for Teachers “They [teachers] must know their subject areas deeply, and they must understand how students think as well as what they know in order to create experiences that produce learning… teachers need access to the growing knowledge that exists about how to teach different kinds of learners effectively.” -Summary Report of the National Commission on Teaching and America’s Future, September, 1996.

Be patient   Have a sense of humor   Move quickly through material   Treat each student as an individual   Avoid being a "sage on the stage" all the time  Consistently give "accurate" feedback Student Suggestions for Effective Teachers of the Gifted

To make the basic curriculum more appropriate for gifted students • we should modify: • Content (what is learned), • Process (the methods used and the thinking processes) • Product (expected as a result of the processes used), and • Based on: • Readiness of the student • Interests of the student • Learning Profile (strengths) of the student Creative/Critical Principles

Powerful academic effects when GT learners are given… (Dr. Karen Rogers) • Abstract or complex content • telescoped or progressed rapidly through the "regular" curriculum • tend to be analogical (transfer information of one subject to another) in their processing and therefore "get" the themes of true interdisciplinary curriculum more successfully ContentModifications

tend to learn most successfully when they are given the whole concept, in depth, up front and then allowed to break it down through analysis • Gifted boys, in particular, and to some extent, girls are motivated by learning the way things work and the ways professionals work • (Methods of Inquiry); gifted students are more successful with "practicing professionals" tasks than are other students

Gifted girls, in particular, are motivated by learning • - famous people • - career paths • - people-oriented issues of a content area • Biography reading often provides "role models" for gifted learners

Process includes teaching methods which include: • Higher levels of thinking • Open-endedness • Discovery • Evidence of reasoning • Freedom of choice • Group interaction activities and simulations • Pacing • Tiered Assignments Process Modifications

The learning rate of children above 130 IQ is approximately 8 times faster than for children below 70 IQ From Dr. Rogers’ Study •  Gifted students are significantly more likely to retain science and mathematics content accurately when taught 2-3 times faster than "normal" class pace. • Gifted students are significantly more likely to forget or mislearn science and mathematics content when they must drill and review it more than 2-3 times

These products should reflect the adjusted content and process in the following ways. • Real-life problems • Real-life audiences – let them choose • Independent study • Rubrics • Multiple modes of expression Product Modifications There must be a "fit" between the student and the content, processes, and products that create learning experiences.

How can you and your teachers meet the needs of your students? - What will the kids do? - When/Where will they do it? - OMG! What will they miss? - Who will grade it?

Texas Association for Gifted and Talented www.txgifted.org Legislative Updates Conferences

Legislation HB 3 has been signed into law by Governor Perry. The responsibility now rests with the commissioner of education; he made the decision as to how to proceed (see below). In addition, the governor signed HB 3646, which alters and lightly increases funding for most school districts and also increases teacher salaries until……

Legislation House Bill 3 39.236 The Commissioner shall adopt standards to evaluate school district programs for gifted and talented students to determine whether a district operates a program for gifted and talented students in accordance with:  The Texas Performance Standards Project; or  Another program approved by the commissioner that meets the requirements of the state plan for the education of gifted and talented students under Section 29.123. (81st Legislative Session in 2009)

SECTION 3 CURRICULUM AND INSTRUCTIONDistricts meet the needs of gifted/talented students by modifying the depth, complexity, and pacing of th curriculum and instruction ordinarily provided by the school. • 3.1 Exemplary • Curriculum options in intellectual, creative and/or artistic areas; leadership; and specific academic fields are provided for gifted/talented students. • 3.1.1 Recommended Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research.

3.2E The opportunity for students who have been served in a gifted program for one or more years to develop sophisticated products and/or performances assessed by external evaluators who are knowledgeable in the field that is the focus of the product is available through gifted/talented curricula. • 3.2R Participation in the Texas Performance Standards Project (TPSP), or other experiences that result in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom, is available through gifted/talented curricula.

Websites www.noodletools.com NoodleBib MLA Starter – FREE and simple MLA bibliography tool. Access info on-line. id – sample for workshop password – cameron

using YOUTUBE.COM Make Ideas Real with SketchUp Create Cool Stuff with Google SketchUp Why Create 3D models for Google Earth *Google Earth *Google Sketchup

Texas Performance Standards Project www.texaspsp.org/ Curriculum for K-12 We are Texans – 4th graders and adaptable for 7th grade

High School Science Unit What’s the Diagnosis? Historical and Physical Impacts of Disease Explore the physical and historical impacts of disease. Students will begin by researching cells, bacteria, and viruses and the role of each in the body. They will then study different diseases (e.g., common cold, HIV/AIDS, bubonic plague) and their impacts on the body.

High School Science Unit What’s the Diagnosis? Historical and Physical Impacts of Disease Students will then choose one disease and track its history through time. They will determine the impact on the populations (including future populations) affected, as well as the impact on lifestyles of affected populations (including future populations) throughout the world.

Read the book –Code Orange • Overload the senses with gross! • YouTube has excellent videos about diseases • Google images – “diseases”

Students will then choose one disease and track its history through time. They will determine the impact on the populations (including future populations) affected, as well as the impact on lifestyles of affected populations (including future populations) throughout the world.

Ask questions and explore theories • Have opportunities to generate new ideas • Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communicating • Become familiar with the biology and sociology of various diseases • Understand how awareness of disease has changed over time and how people from various cultures have responded to this knowledge Goals Students will meet these goals in their explorations:

http://www.wix.com/daviseric2009/malariahttp://www.wix.com/chanman876/cholera http://www.wix.com/daviseric2009/malariahttp://www.wix.com/chanman876/cholera

Students will have a realistic idea of the educational path needed for a career oftheir choosing. Students will create homes based on the salary of their career choice. Game of Life Middle School

Students will meet these goals in their explorations: • Become familiar with various career and study opportunities related to interests • Learn about the purpose of their field of study within society • Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, • and communication • Explore unanswered questions and generate new questions • Generate new ideas • Build and apply critical thinking skills Game of Life

Introduce this unit with guiding questions: How many of you have thought about the career you would like to pursue? Do you know what type of training is required for the career of your choice? What kind of a house will you be able to afford with salary you will make? Game of Life

Using www.texascollegeandcareer.org, students take their first steps to college and/or a career. Under the Careers tab, click Get To Know Yourself. Many students make the mistake of trying to “fit the mold” of different career paths. In reality, the best career choice may be one that naturally fits you. So how do you figure out what careers fit you? Take a look at these quizzes! Game of Life

What Do I Like? assesses your interests and work “personality.” The quiz asks you to rate how much you like (or don’t like) different work activities. Do you prefer working with your hands, working with people, or working with computers? The quiz results fit into 6 “Interest Areas” that can help give you a better idea of what type of work you would like. Game of Life

What Do I Value? asks you to prioritize different “Work Values.” Work Values are your personal rule book for your working life. Knowing your values can make the difference between finding a job that you love and being stuck in a job you hate. Game of Life

What Are My Skills? introduces you to the fundamental building blocks of work activity. Learning about what skills you have, and how they match with careers, can help you guide your studies and early career choices. Game of Life

Students will have the opportunity to explore the occupations that match their likes, values, and skills. After learning about an occupation’s characteristics, students will find a field of study and the education level required for that occupation. • Under the College tab, click College Search. Click on Majors. Students may search and compare colleges by entering the major name or major category. Students may enter more than one major. This will show students the colleges in Texas that offer their desired major. Game of Life

• Under the Paying for College tab, click College Cost Estimator. Step 1: Add your School Step 2: Review your Cost per Year Step 3: Add your awards per Year (goal for middle school) Click Calculate at the bottom of the page. Step 4: Cost Gap Results Add another school. Students may compare the four year average cost for their chosen schools. Game of Life

Under the Paying for College tab, click Loan Cost Estimator. Enter the loan amount (Cost Gap Results). Calculate to find the Loan Cost & Analysis. Can you afford your monthly loan payment? Choose your career and calculate affordability. Students will be given a Quality of Life Analysis. You may wish to have the students present their findings in a paper or in another format. Game of Life

Phase II. Independent Research • Research process • 1. Selecting a topic. Students should select and sketch a dream home. The home can be anywhere and include as many options as they want. • 2. Asking guiding questions. Once students have decided about their home, each student should think of three to five guiding questions, such as: • What do you like about your current home? What would you change? • What style of home will you design? • How many bedrooms? Bathrooms? • What kind of spaces do you need, e.g. big kitchen, family room, library? • Where do you want to build your home? Game of Life

3. Creating a research proposal. • The student should include numerous components in the research proposal: • Student’s career choice and salary • Sketch of dream home • Three to five guiding questions he/she will investigate • Resources he/she will need to find answers to questions Game of Life

Plan your living space. • Student will research the area where he wants to live. How much is an acre? A city block is about 2.5 acres. Plan to purchase at least one acre. • A single story home is one level. A two-story home will cost less because the two-story home will have a smaller roof and foundation. Sketch ideas for all interior rooms under the main roof. Include the attic or porches only when used as four-season rooms. Do not include the footage for the garage area or patios. Game of Life

5. Grade Your Home Use Attachment 1. Students appraise the different grades of building construction and select one for their home. 6. Options You Want Use Attachment 2. Students research the cost of any options they want in or around their house. Furniture, swimming pools, basketball courts, putting greens, and hot tubs are popular options. List the options and their costs. 7. Detailed Plans Use Attachment 3. Calculating the dream home can be frustrating. Students should use a pencil to calculate their home’s square footage based on their choices. 8. Refer to the Building Code Attachment 4 is a simplified Building Code. Game of Life

B. Product The student should express, through the design and creation of an original product, an example of her dream home. The complete project should include floor plans and a rendering of the proposed home following the appropriate building codes. Some useful product ideas include the following: Google Sketchup Design Workshop Lite 1 cm Jumbo Graph Paper Roll Game of Life

All Physics Texas Performance Standards Project

Students will understand living and non-living systems and patterns found in systems. They will use technical writing and statistics to produce a scientific paper and formal presentation. http://www.physicsgames.net/game/Fantastic_Contraption.htmlphysics games, Fantastic Contraption http://incredibots.com/ Physics game http://www.edheads.org/ Science, Math & Critical Thinking -Deep Brain Stimulation - Crash Scene Investigation -Brain Surgery - Virtual Surgery (Hip, Knee) -Simple Machine - Odd Machine -Stem Cell -Weather “Challenging the System” 8th PSP

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Home - Learn UX - The ultimate guide to running a design thinking workshop

The ultimate guide to running a design thinking workshop

Running or facilitating a design thinking workshop is an important skill in today’s UX designer’s toolkit. But how do you run a design thinking workshop? It is not as easy as it looks.

• Updated on November 26, 2023

Table of Contents 💡

In this article, I’m going to share how I’ve facilitated and organized many design thinking workshops throughout my UX career. We’ll discuss how to prepare for the workshop, how to conduct one, and what to expect as the next steps once you’ve completed your design thinking workshop.

I’ll also share what, in my experience, is the difference between an online design thinking workshop and an in-person design thinking workshop.

Preparing for the workshop

Preparation is key to a successful design thinking workshop. That preparation includes several subtasks that you need to complete before you start.

• Talk to your stakeholders to discover why you’re doing a design thinking workshop.
• Finding participants.
• Picking the right structure for the workshop.

The order of these subtasks is important. Let’s go through each of them to help you prepare.

Discuss the workshop goal with your stakeholders

You usually don’t do a workshop just because you want to. And even though it’s a part of design thinking in general, you still have to convince your stakeholders about the value of a workshop.

During my projects, I noticed that most stakeholders want to do a long and boring meeting that doesn’t move the needle forward in any way.

Do a workshop instead of those boring meetings. It is more fun and very interactive and will likely take less time than that boring meeting your stakeholders came up with in the first place.

Discussing the goals of the workshop

So, let’s assume that you’ve convinced your stakeholders. What’s still important to know is the goal of your stakeholders.

The design thinking workshop is only one step within your project and should take you from the current step to the next.

What should that next step be? What is the desired result?

These are all very important questions you should ask your stakeholders before starting a project or, in this case, your design thinking workshop.

Some of the expected outcomes could be that the stakeholders want to learn why their current product doesn’t achieve the set business goals.

In that case, you want to facilitate a workshop with actual users to find out why that is.

This brings me to the next step in your workshop preparation: finding the right participants.

Find participants

Finding participants for your design thinking workshop can be quite a challenge.

How challenging this will be depends on your (target) user group and company policies.

Some companies don’t want you to talk to users because they think users don’t have time or because they think involving users in a workshop might scare them away.

If you have a B2C product, for example, finding participants is also very challenging. They’re hard to reach and don’t want to spend much time as a research participant.

In most cases, you have stakeholders or a product owner responsible for finding participants. All you have to do is create a profile of what you’re looking for in a participant.

For example, you are looking for participants with experience using a certain software tool, a part of your application, or a particular age group.

Make sure that you’re very specific about your requirements. Otherwise, finding suitable participants will take a long time, hurting your credibility in facilitating a design thinking workshop in the company.

Understanding the workshop structure

Solid design thinking workshops have a clear structure. It helps you guide your participants from the design challenge to a solution. Here’s a high-level overview of what a workshop structure usually looks like.

Start with formalities, like introducing yourself, sharing the workshop’s agenda, and mentioning what you expect of the participant.

Once the formalities are out of the way, you go very wide before narrowing the workshop down again. In Design Thinking, this is called diverging and converging.

You want to start generating as many high-level ideas as you can first.

Once you have a lot of high-level, low-detail ideas, you can start to bring down that number while increasing the fidelity of the different ideas that your participants create.

As a result of the workshop, you’ll usually end up with one or several ideas to take with you to your next steps after the workshop.

And finally, you have to decide the length and location of your workshop.

Usually, a workshop could take anywhere from 2 hours as a remote workshop to several days when it’s in-person.

So again, that depends on the company culture and policies. Are you an office-bound company, or do you usually work from home?

How to run a design thinking workshop

Now that we’ve discussed the workshop preparation, it is time to go through the workshop steps. For each, I’ll mention what to do as a facilitator and some examples of how to do that.

You have to get every participant on the same page first, so start with an introduction. Include the following topics.

• Who you are.
• The agenda of the workshop.
• The goal of the workshop.
• What you expect from your participants.
• Any rules that you might have.

As for rules, I’m talking about venue policy when you’re doing an in-person workshop.

Design thinking workshop icebreakers

Most participants usually are a bit nervous at the start of a workshop. They have questions about the facilitator, the workshop, and workshop expectations.

If you start your workshop right away, participants will be less active than when you’ve done an icebreaker.

That’s why icebreakers are crucial to the success of your workshop. Here are two examples of icebreakers I like to do during my workshops.

Icebreaker example one

My favorite one is where I have my participants figure out the order of birthdays within the group. Here’s how it works.

First, I mention the goal of the icebreaker and today’s date. Once that’s done, I ask the participants to speak up if they think their birthday is closest to the current date.

After a while, one or two participants will speak up and share their birthday. This triggers collaboration right away because the group has to figure out if this birthday is indeed the first one coming up.

Icebreaker example two

The second icebreaker I use a lot is all about lists. Together with my workshop participants, we create a to-do list for an upcoming holiday.

Start by asking one random participant for a holiday recommendation. It could be a city to visit, a show to watch, or anything else. Once the first participant is done, ask them to pick another participant to go next.

When participants have to pick the next one to go by themselves, it greatly increases the engagement and focus of your group.

At the end of the workshop, you can share the to-do list as a parting gift. That’s always fun.

Icebreaker example three

My final icebreak example is the drawing contest. Let one team pick a random animal and have every participant draw that animal within 30 seconds.

It will get a lot of laughs from people, which will raise their energy and make them more active for the rest of the workshop.

Understanding the design challenge

Understanding the design challenge is one of the most important steps of any workshop. This step is important for the facilitator and every participant.

There are several exercises you could use in your design thinking workshop to get an understanding of the design challenge.

When you have different user groups in your workshop, one of the exercises I like to do is to have the groups present each other’s viewpoints without preparation.

It’s often a moment of fun because the presentations usually are way off at first. Because of the laughs, it also counts as an extra icebreaker.

Then, as a second step, you divide the groups into smaller groups and have them take turns interviewing each other within the smaller group.

Make sure each small group consists of one person from each of the bigger groups.

The interviewers will get a better understanding of the other group’s needs and pain points. This is an important milestone from a UX research perspective.

As a final step of this exercise, you can let the groups present each other’s beliefs a second time and see if there’s an improvement.

Have the group do a dot-voting exercise to check if this is the case. Create a list of names and add a red and a green dot next to them. You can then let your participants vote by selecting the green (the second presentation was better) or the red dot (not an improvement).

Create a solution

Now that you know the user pain points of the group, the next step is to create a solution for those pain points.

To do this, you start big and go smaller step by step. Here’s what I mean.

‘Start big’ by creating lots of different possible solutions. These ideas are very low-fidelity at first, with little detail. The goal here isn’t to solve the problem yet. We just want to have a long list of ideas.

We’ll ‘go smaller’ by picking the best ideas from the initial list and going into more and more detail with each exercise.

Structure and exercises

Start with an individual exercise called ‘crazy eights.’ Give each participant a piece of paper and have them divide that paper into eight spaces. You can do that by folding your paper three times down the middle.

As a facilitator, you’re going to give each participant one minute for each space to come up with an idea.

These ideas can be very simple. A few words or a quick sketch is enough. Remember, we’re still in the ‘start big’ phase. It’s all about creating multiple ideas very quickly.

Let’s say you are with ten people in your workshop. If you do the ‘crazy eight’ exercise, you’ll have 80 ideas within 10 minutes. That’s a lot.

Your next step is to bring the number of ideas down while increasing the level of detail per idea.

One way of doing this is to have the participants return to their original groups, give them some time to present their ideas to each other, and decide a top 3 for each group.

If you’re with two groups, this exercise brings the number of ideas from 80 down to 6.

You can have the groups present these top 3 ideas to each other during a plenary meeting and use this moment to gather a lot of feedback.

Repeating the dot-voting exercise from earlier is possible, too, but instead of using green and red dots, give each group member three dots to divide amongst the ideas.

This list of ideas and the votes each idea received is a good workshop deliverable already.

But we want more. As a final exercise, let the groups take the feedback and use it to update their ideas. You can let them work on this for 30-60 minutes and have them create their primary solution for the design challenges from the first part of the workshop.

The steps that follow a design thinking workshop.

After your design thinking workshop, your next steps are to gather feedback and share the workshop outcome with your stakeholders.

Gather feedback about your role as a facilitator. Use it to see how the participants perceived the workshop and to discover ways to improve your next workshop.

As for the workshop outcome, you can look at the created ideas and the votes they received. Take those ideas to your stakeholders.

Your stakeholder wants to have a solution for a problem. That’s the reason you’re facilitating the workshop in the first place.

Create a presentation where you show the ideas and your suggested next steps for these ideas. Add a way to contact you at the end of the presentation, too.

One or two weeks after the workshop, host a workshop outcome presentation for your workshop participants. Share what you’ve done during the workshop, what the participants made of it, and your next steps.

You do this as a way to check the response to your ideas and to make sure you’ve understood your participants correctly. It is called ‘participant buy-in,’ and it is super important.

The difference between in-person and virtual design workshops.

The difference between in-person and virtual design workshops is how you manage the energy level of your participants. For virtual design workshops, this is much harder.

Back in the day, I only did in-person design thinking workshops. Because of remote and hybrid work, I currently do virtual workshops more often.

When you facilitate an in-person workshop, you have a lot of space to walk around; people are standing up, and you can arrange good food.

Because of this, in-person workshops usually have more energy than virtual design workshops.

For virtual workshops, I recommend creating enough breaks.

That’s because staring at a screen full of participants all day is much more exhausting than being in the room together.

One of the upsides of a virtual workshop is that you have more tools at your disposal.

That ‘crazy eight’ exercise I mentioned earlier is something you can do even quicker if you work online because of tools like Miro and FigJam. You also don’t need your participants to fold any papers.

In my experience, doing an online workshop is less exhausting for the facilitator. That’s because you have to walk around less and can use the breaks just as much as your participants do.

If you do an in-person workshop, you need to have a good ‘stage presence,’ too. Not every designer has that.

For example, I’m an introverted UX designer, and even though I really enjoy facilitating a workshop, it is something that costs me a lot of energy. Virtual workshops are easier in that regard.

Tips and tricks for design thinking workshops

We’ve gone through structure, exercises, and how to prepare for a design thinking workshop. All that’s left is some tips and tricks that I want to share based on my experience facilitating design thinking workshops.

Manage expectations

The first tip is to be very clear about what you expect from your participants. That means starting your workshop with some ground rules.

For example, I always mention that if people want to go for a short walk, get some more coffee, or have a toilet break, they can just do that without asking for permission.

It really helps the flow of the workshop and will also put less stress on the participants.

At the same time, it’s also important to be clear about what you expect from a particular exercise. Mention how long it will take, explain why you want people to do the exercise, and how it works.

Do more than one icebreaker

Make sure that you do another icebreaker every now and then to energize your group. It’s more than just the workshop intro. For example, I do an extra energizer after the lunch break of my workshop.

As a facilitator, you have to be aware of the energy levels within your group. If you feel the energy dropping, add an extra energizer.

It’s okay if you haven’t scheduled it. Sometimes, it just needs to happen. It’ll improve the remainder of your workshop even if you fall behind on schedule because of it.

Further reading

Let’s say you have facilitated a workshop, you’re looking to prepare your first workshop, or want to learn more about UX in general , but you still have some doubts or questions.

That’s okay! Workshops are a lot of work and quite scary if you’ve never done one before. In that case, you can reach out to me, and I’m more than happy to assist you if you want.

Do you have feedback on this article? Missing something? Or just a question? Reach out to me and I’ll get back to you!

About the author

Hi! I'm Nick Groeneveld , a senior designer from the Netherlands with experience in UX, visual design, and research. I'm a UX coach that supports other designers and have completed design projects in finance, tech, and the public sector.

Through The Designer's Toolbox, I'm an Educational Partner for Interaction Design Foundation.

☎️ Book a 1:1 mentor meeting with me or let's connect on LinkedIn , Twitter and Medium .

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Critical Thinking Workshop - PowerPoint PPT Presentation

Critical Thinking Workshop

Use your cards and notes as starting points: with a partner ... to share your ideas, please put your name, e-mail & ms on your card & turn it in. ... – powerpoint ppt presentation.

• George Mason University
• Center for Teaching Excellence
• February 28,2007
• Introductions
• Background and workshop goals
• What is Critical Thinking?
• What is Critical Thinking in our disciplines?
• Developing assignments to encourage Critical Thinking
• Articulate what critical thinking means
• Identify elements of critical thinking as it appears in our disciplines
• Plan or revise a Critical Thinking assignment and appropriate assessment
• Higher Order Thinking Skills (Bloom)
• Application
• Integration
• Simple etymological
• Greek-discerning judgment standards
• Critical Thinking is 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.1
• 1988-90 American Philosophical Association Delphi Report
• Purposeful productive
• Process of judgment
• Mindful of assumptions
• Informed by multiple inputs
• Self-regulatory
• Contextual awareness
• Evidence based
• Reasoned consideration
• George Mason Mission Statement
• Pilot SP 07 Assessment
• Critical Thinking across the Curriculum (CTAC)
• Use your card as a starting point
• What is Critical Thinking in my discipline?
• George Mason Critical Thinking Rubric
• Please refer to your handouts for the Gold Rubric
• http//assessment.gmu.edu/StudentLearningCompetenc ies/Critical/Standards.html
• What are some things you observe
• about these examples of rubrics?
• Why rubrics or scoring guides?
• Assist with
• focus on goals
• efficient grading
• course and program development
• multiple section congruence
• student understanding of assignment and its evaluation
• Use your cards and notes as starting points
• With a Partner
• How do we know if Critical Thinking occurs?
• Washington State
• Miami University
• A Sample Assignment Format
• What aspect of CT do I want to address?
• What is a good assignment or activity to focus on that aspect?
• What is an appropriate assessment of how well CT was demonstrated?
• Something I might do is
• If you are willing to share your ideas, please put your name, e-mail MS on your card turn it in. The card will be returned.
• Please complete the evaluation
• Thanks for coming!!
• Karen Gentemann, Associate Provost,
• Institutional Effectiveness
• gentman_at_gmu.edu, 703-993-8836
• Laurie Fathe, Associate Provost,
• Educational Improvement,
• lfathe_at_gmu.edu , 703-993-8671
• Mary Zamon, Assistant Director,
• Office of Institutional Assessment
• mzamon_at_gmu.edu , 703-993-8618
• Using Blooms Taxonomy in Creating Assignments http//www.umuc.edu/ugp/ewp/bloomtax.html
• Washington State -Elements of Critical Thinking
• http//wsuctproject.wsu.edu/
• Miami University Critical Thinking Project
• http//www.units.muohio.edu/led/Assessment/critic althinking/index.htm
• The Complete American Philosophical Association Delphi Research Report http//www.insightassessmen t.com/dex.html
• Paul, E., Elder, L., and Bartell, T. ( 1997). Study of 38 Public Universities and 28 Private Universities To Determine Faculty Emphasis on Critical Thinking In Instruction.
• http//criticalthinking.org/research/Abstract-RP AUL-38public.cfm
• George Mason University Office of Institutional Assessment http//www.assessment.gmu.edu/index.htm l
• George Mason University Center for Teaching Excellence http//www.gmu.edu/cte/

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