Problem Solving and Critical Thinking Skills
Develop your ability to tackle complex problems in the workplace using known analytical problem solving techniques, design thinking, and effective research.
There is one session available:
About this course.
What do you do when you encounter a problem? This self-paced career development course will help you think critically and creatively to solve problems and design solutions. These skills will set you apart from peers and make you a sought-after leader and teammate.
This is the third course in Fullbridge’s four-part Career Development XSeries, designed to prepare you to succeed in the modern workplace.
At a glance
- Institution: FullbridgeX
- Subject: Business & Management
- Level: Introductory
- Prerequisites: None
- Language: English
- Video Transcript: English
- Professional Certificate in Skills for Success
What you'll learn
- How to frame problems using a systematic, repeatable process
- How to develop and test solutions using the 80/20 rule
- How to identify user needs and develop solutions to meet them
- How to use design thinking to generate ideas and discover creative solutions
- How to plan and execute primary and secondary research
- How to design and build effective surveys
This is a self-paced course and can be completed according to your own schedule . Our recommendation is to complete the course over four weeks, with one to two hours of time spent working through the course per week. After the Course Introduction, each section should take approximately one to two hours to complete. Section 0: Course Introduction Review course logistics, including the course overview, schedule, components, grading, and support.
Section 1: Problem Solving Learn strategies and techniques that will enable you to effectively problem solve using a systematic, repeatable process.
Section 2: Design Thinking Familiarize yourself with the design thinking process and learn how to develop innovative, game-changing ideas.
Section 3: Research Methods Master how to plan and execute effective research, including how to design effective surveys and user tests.
Section 4: Final Assessment and Course Recap Demonstrate your mastery of the course content in the final assessment.
About the instructors
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Critical Thinking and Problem Solving: 21st Century Skills
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Learn how to implement critical thinking and problem solving in foreign language classrooms using 21st Century tools!
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- 1. 21st Century Skills with 21st Century Tools: Critical Thinking & Problem Solving Why is it essential in foreign language classrooms? Thursday, April 3, 2014
- 2. What is critical thinking? Learning how to answer and ask questions of evaluation, analysis, and synthesis Puts learners in the role of problem solvers Students reﬂect on their own thinking processes Expands the learning experience and makes language learning more meaningful Thursday, April 3, 2014
- 3. Beneﬁts of Second Language Learning on Critical Thinking and Problem Solving More Creative Better at solving complex problems Have greater cognitive ﬂexibility Better at higher order thinking skills Better at understanding how language works and can be manipulated Students become: Thursday, April 3, 2014
- 4. How to foster these skills Encourage all students to think Use a variety of methods and strategies Set the scene for thinking Give adequate thinking time Build background knowledge & cover topic in depth Model thinking process Support and explain solutions Thursday, April 3, 2014
- 5. Types of questions to ask to promote Critical Thinking and Problem Solving skills Thursday, April 3, 2014
- 6. Higher Order Thinking Skills Critical thinking is inherent in the higher- order thinking skills of Bloom’s Taxonomy Thursday, April 3, 2014
- 7. Tools to cultivate Critical Thinking and Problem Solving Thursday, April 3, 2014
- 8. Thursday, April 3, 2014
- 9. Thursday, April 3, 2014
- 10. Make activities that... Combine cooperative, creative, and critical thinking Make learners collaborate Relate to the real world Identify relationship between second language and ﬁrst language Draw inferences Use language creatively Thursday, April 3, 2014
- 11. ACTFL Deﬁnition and Sample Activities Thursday, April 3, 2014
- 12. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org Publication date: 03/11 9 Critical Thinking and Problem Solving Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives. EXAMPLE: Students develop a survey to investigate the eating habits of the class, interview students, analyze the data in terms of good nutritional habits, synthesize it into a graph, and create a document to share the results with others. EXAMPLE: With the job title omitted, students read various job/career ads and then match the appropriate job title to the ad. Students are divided into groups. Each group is asked to investigate 3-5 different career/ job sites and identify the jobs and careers that are in high demand in a particular city, region, or country. Students present their findings to the class. EXAMPLE: Using a word cloud generator, present students with a graphic visualization of a text (poem, song, rhyme, fable) and have them predict (whole class, groups or pairs) the main theme, idea or key concepts. EXAMPLE: Students explore an environmental issue in a target language country with a group of peers from that country.Together they propose solutions that are environmentally safe. EXAMPLE: Students examine a variety of resumes from Internet sites.They then identify possible jobs/careers that the resume writer(s) might seek. Using an Internet resume site, students complete a template for a job/career they might have at some time in the future, and write a cover letter in which they "apply for" a prospective job. Students organize a class job/career fair, alternately playing the roles of interviewer and interviewee. EXAMPLE: Students investigate an immigration issue in the US and a target- language country, analyze and synthesize the information, and propose a solution in the form of a letter to the editor. • Exercising sound reasoning in understanding • Making complex choices and decisions • Understanding the interconnections among systems • Identifying and asking significant questions that clarify various points of view and lead to better solutions • Framing, analyzing and synthesizing information in order to solve problems and answer questions INFORMATION, MEDIA AND TECHNOLOGY SKILLS Novice Range Intermediate Range Advanced Range Thursday, April 3, 2014
- 13. More Activities! Students research topics given to them using Spicynodes to organize information and support and explain solutions to hold debates in class. Students use Google Maps to follow directions to unknown destinations and ﬁnd alternate routes due to “closed” roads. Students in groups use Google Maps and local real estate websites in a target country and synthesize the information to ﬁnd an apartment for their made-up families. Before class begins, encourage all students to think and brainstorm a cultural topic as a class using Padlet as your medium to express ideas.Thursday, April 3, 2014
- 14. More Activities! Place students in groups and give each group a different question on Tricider comparing two solutions to a problem. Have the students analyze the pros and cons of each solution and then present their work. The rest of the class will then vote on which solution is the best. Have students collaborate on mindmeister to organize and plan information and work for group projects. Students will use lino to share ideas and discuss what was presented during class time to continue building their schema on the topic. Thursday, April 3, 2014
- 15. Tell me what you think and share more ideas! https://todaysmeet.com/CriticalThinking21 Thursday, April 3, 2014
- 16. Further Resources Do you know the true beneﬁts of learning a foreign language? How Global Language Learning Gives Students the Edge The Beneﬁts of Second Language Study ACTFL 21st Century Skills Map Developing Critical Thinking through Cooperative Learning Future Foreign Language Teachers' Social and Cognitive Collaboration In an Online Environment Exploring the Relationship Between Critical Thinking, Reading Comprehension and Reading Strategies of English University Students Enhancing critical thinking in foreign language learners Newmann, F.M. (1990). Qualities of thoughtful social studies classrooms: An empirical proﬁle. Journal of Curriculum Studies, 22, 253-275. Turouskaya, Faina A., and Iryna S. Turouskaya. "Teaching Critical Thinking in a Foreign Language." Education Et Sociétés Plurilingues, N° (2001): n. pag. Web. Thursday, April 3, 2014
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Critical Thinking & Problem Solving Strategies
Published by Ira Lambert Modified over 7 years ago
Presentation on theme: "Critical Thinking & Problem Solving Strategies"— Presentation transcript:
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Critical Thinking & Problem Solving Strategies
Critical Thinking & Problem Solving Strategies. Debbie Dillman, MSRS, RT(R) Program Chair, Radiologic Technology Ivy Tech Community College, Marion, IN. Objectives. Define critical thinking Discuss the major elements of critical thinking Name the components of critical thinking
- critical thinking
- experimental knowledge
- logic problem
- influences critical thinking
- long term developmental process
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Critical Thinking & Problem Solving Strategies Debbie Dillman, MSRS, RT(R) Program Chair, Radiologic Technology Ivy Tech Community College, Marion, IN
Objectives • Define critical thinking • Discuss the major elements of critical thinking • Name the components of critical thinking • List some obstacle of critical thinking • Discuss critical thinking in the classroom • List steps for problem solving and critical thinking
What is “Critical Thinking”? • The use of metacognition, or the awareness and monitoring of one's thinking • Thinking about thinking • Thinking about an issue for the purpose of deciding what to believe or to do • The attitude of openness or willingness to change one's point of view
What is “Critical Thinking”? • "Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (National Council for Excellence in Critical Thinking, 1996).
What is “Critical Thinking”? • “The art of thinking about your thinking while you are thinking in order to make your thinking better” Paul & Elder (1992)
What is “Critical Thinking”? • The use of higher order thinking skills as in Bloom's taxonomy • Classification of levels of intellectual behavior important in learning
Bloom’s Taxonomy • Knowledge • Recall of information • Key descriptors: • Defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
Bloom’s Taxonomy • Understanding or comprehension • Understand and can interpret the instructions and problem • Able to state a problem in one's own words • Key descriptors: • Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
Bloom’s Taxonomy • Application • Use a concept in a new situation • Apply what was learned • Key descriptors: • Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, use, write
Bloom’s Taxonomy • Analysis • Separates the material or concepts into component parts • Distinguishes between facts and what was inferred • Key descriptors: • Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
Bloom’s Taxonomy • Synthesis • Builds what we know • Put parts together to form a whole, with emphasis on creating a new meaning or structure • Key descriptors: • Arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write
Bloom’s Taxonomy • Evaluation • Make judgments about the value of ideas or materials • Select the most effective solution • Key descriptors: • Appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate
Left – logical, judging, evaluating Language Logic Linearity Analysis Numbers and sequence Right – creative, idea-generating Images / imagination Colors / geometry Patterns, face & map recognition Dimension Parallel processing What Influences Critical Thinking
In Imaging • Clinical reasoning, clinical decision making, clinical judgment • No two patients or procedures will be the same • Pt.’s condition, injury, mental stability, age • May need to alter from the “norm”
Critical Thinking in Rad Tech • To improve overall patient care by producing skillful (competent) imaging technologists
Learning to Think Critically • A long-term developmental process • Must be practiced, nurtured, and reinforced over time • An ongoing process
Major Components of Critical Thinking • Perception • Assumptions • Emotion • Language • Argument • Fallacy • Logic • Problem Solving
Major Components of Critical Thinking • Perception • How we receive and translate our experiences • A significant filtering system • Defines how we think • Based on our sense of smell, taste, hear, feel, and see • Can we trust our perceptions?
Major Components of Critical Thinking • Assumptions • Central to Critical Thinking • Implied, not conscious of them • Not always bad • We think some ideas are obvious • Make us comfortable with present beliefs & shut out alternatives
Question? It is time to elect a new world leader, and your vote counts. Here are the facts about the three leading candidates:Candidate A: Associates with crooked politicians, and consults with astrologists. He's had two mistresses. He also chain smokes and drinks 8 to 10 martinis a day. Candidate B:He was kicked out of office twice, sleeps until noon, used Opium in college and drinks a quart of whisky every evening. Candidate C: He is a decorated war hero. He's a vegetarian, doesn't smoke, drinks an occasional beer and hasn't had any extramarital affairs. Which of these candidates would be your choice? Franklin D. Roosevelt Winston Churchill Adolf Hitler
Major Components of Critical Thinking • Emotion • Try to “Leave emotion out of it!” • Part of everything we do and think • Personal barriers • Critical thinkers don’t ignore or deny emotions • Accept and manage them
Major Components of Critical Thinking • Language • Thinking can’t be separated from language • Three primary purposes: • Inform • Persuade • Explain • It can fool us
Am I Reading This Right? • Red Tape Holds Up New Bridge • Typhoon Rips Through Cemetery; Hundreds Dead • Man Struck by Lightning Faces Battery Charge • New Study of Obesity Looks for Larger Test Group • Astronaut Takes Blame for Gas in Spacecraft • Kids Make Nutritious Snacks • Sex Education Delayed, Teachers Request Training • Include your Children when Baking Cookies
Major Components of Critical Thinking • Argument • Three basic elements • Issue • One or more reasons • One or more conclusions • Can be valid or invalid based on structure • Goal of Critical Thinking is sound arguments • Valid (proper structure) • Most have true premises
Major Components of Critical Thinking • Fallacy • Reasoning that doesn’t meet criteria for sound argument • Is an incorrect pattern of reasoning • Does not always mean conclusion is false • Ads & editorials
Major Components of Critical Thinking • Logic • Two methods of reasoning • Deductive • Facts • Certainty • Validity • Sound arguments and conclusions • Inductive • Diverse facts • Probability • Generalizations • Hypotheses
Logic Problem • Mary's mom has four children • The first child is called April • The second is May • The third child is June • What is the name of the fourth child? Mary is her mother’s 4th child!
Logic Problem • THE PILOT'S SON: A man and his son were traveling on a scheduled flight across the Atlantic. The man asked the flight attendant if his son could have a look inside the cockpit. The boy was allowed to do this and the pilot gladly explained about the plane and its controls. After the boy left, the pilot turned to the co-pilot and said to him, "That was my son.“ How can that be? The pilot is the boys mother!
Major Components of Critical Thinking • Problem Solving • Techniques: • Understand the problem • Read & heed • Identify unknowns & knowns • Relationships between these • Generate strategy • Apply and solve • Repeat if necessary
More Components of Critical Thinking • Domains • Cognitive • Psychomotor • Affective
Components of Critical Thinking • Cognitive: Knowledge-base • Theoretical knowledge • Information acquired from books, stories, guides, etc. • Materials presented in reading assignments and didactic lecture • “But the (text) book says . . .” • Serves as a reference point, but not a “road map”
Components of Critical Thinking • Cognitive: Knowledge-base • Experimental Knowledge • The human brain remembers best when it experiences real situations • Learning (and therefore thinking) happens by getting “deeply” involved
Components of Critical Thinking 1. Cognitive: Knowledge-base • Experimental Knowledge • Real life events have a more dramatic effect compared to a book • Experimental piece is the most important piece of the equation
Components of Critical Thinking 2. Psychomotor • Technical Skills • Slow systematic method of assimilating knowledge into practice • Development of manual dexterity
Components of Critical Thinking 3. Affective – Interpersonal Skills • How we communicate to others • “People skills” • How one feels about situations • Personal, moral, and ethical beliefs • People think better when they like, trust, and get along with others
Components of Critical Thinking 3. Affective – Interpersonal Skills • Analyzing personal values and feelings • Managing uncomfortable ethical situations • Students need to be creative and active learners • Observe and be involved • Critical thinking is rarely done in isolation
Open to new ideas Flexible Willing to change Innovative Analytical Creative Assertive Persistent Energetic Risk-taker Knowledgeable Communicator Resourceful Intuitive Traits of Effective Critical Thinkers
Traits of Effective Critical Thinkers • Traits need to continuously nourished • If well-developed, other elements for critical thinking will come more naturally
What Hinders Critical Thinking? • Perceptions • Beliefs • Religious up-bringing • Attitudes of society • Cultural traditions • Biases • Personal environment • Advertising • Endorsements from celebrities
What Hinders Critical Thinking? • Assumptions • Personal Experiences • Group loyalty • Social groups • Herd instinct • Desire to gain status and seek approval • Protection • Hinders ones ability to make sound judgments and logical decisions
What Hinders Critical Thinking? • Frozen mind-set • Maintaining status quo • “We’ve always done it that way” • It takes courage to step forward and suggest new way • Emotional baggage • Something one feels strongly about • Keep emotions in-check • Take efforts to research both sides
What Hinders Critical Thinking in the Workplace? • Factors effecting staff members’ ability to think critically: • Workplace Culture • Policies and Procedures • Management Style
How Can You Promote Critical Thinking? • Encourage students and fellow co-workers • Ask questions • Formal training • Experience • Be aware of attitudes and your approach to situations
The six steps of problem solving involve problem definition, problem analysis, developing possible solutions, selecting a solution, implementing the solution and evaluating the outcome. Problem solving models are used to address issues that...
Personal skills can be described as personality and behavioral traits that determine how people act in a workplace context, including how they manage themselves, perform their work and interact with coworkers and management.
Develop your ability to tackle complex problems in the workplace using known analytical problem solving techniques, design thinking, and effective research. Develop your ability to tackle complex problems in the workplace using known analyt...
In a recent study, CRITICAL THINKING was identified as one of the most important skills. “Critical Thinking is reasonable reflectivethinking
P21.org Publication date: 03/11 9 Critical Thinking and Problem Solving Students as inquirers frame, analyze, and synthesize information as
Topics Covered Critical Thinking (CT) Day 1 Problem Solving Day 2 Purpose of lesson: Help you hone and improve your thinking skills by increasing your
Objectives Define critical thinking Discuss the major elements of critical thinking Name the components of critical thinking List some obstacle of critical
Problem Solving System, Part I ... found in this presentation to develop your own strategies for critical thinking.
Critical Thinking & Problem Solving Strategies. Debbie Dillman, MSRS, RT(R) Program Chair, Radiologic Technology Ivy Tech Community College
your instructors want you to develop your critical thinking skills.
75% of employers want education institutions to place a higher emphasis on these students' skills: Critical thinking; Complex problem solving; Written and
(a companion to critical thinking) is an invaluable skill for college students.
Communication; Creativity; Open-Minded; Problem Solving. Analytical. Part of thinking critical is the ability to carefully examine something
Email: [email protected] [email protected] Ph. 505-986-9208 www.yourpowerskills.com. Opportunity Thinking= Critical & Creative Problem Solving.