Questions to stimulate critical thinking

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Match the question types to their example questions.

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http://oncourseworkshop.com/life-long-learning/ questions-promote-deeper-thinking/

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Relacionar Columnas Questions to stimulate critical thinkingVersión en línea Match the question types to their example questions. Source: http://oncourseworkshop.com/life-long-learning/ questions-promote-deeper-thinking/ por Tyler Scharf 1 Synthesis: to build up or connect separate pieces of information to form a larger, more coherent pattern. (Examples: Connecting related ideas discussed in separate sections or units of a course into a single, unified product, such as a concept map. Integrating ethical concepts learned in a course and philosophy with marketing concepts learned in a business course to produce a set of ethical guidelines for business marketing and advertising practices.) 2 Comprehension (Understanding): to convert information into a form that is personally meaningful, i.e., that makes sense to the individual who is learning it. 3 Evaluation: to critically judge the validity (truth), morality (ethics), or aesthetic (artistic) value of ideas, data, or products by using relevant assessment criteria (standards for judging quality). 4 Application: to apply abstract or theoretical principles to concrete, practical situations. 5 Causal Reasoning: to identify cause-effect relationships between different ideas or actions. 6 Balanced Thinking: to carefully consider arguments/evidence for and against a particular position or viewpoint. 7 Creative Thinking: to generate imaginative ideas, unique perspectives, innovative strategies, or novel (alternative) approaches to traditional practices. Note: Although critical and creative thinking have often been seen as separate cognitive skills, the latter is included in this typology, because it does involve thought processes that are deeper or higher than memorization. 8 Analysis: to break down or dissect information into its component parts in order to detect the relationship among the parts, or the relationship between the parts and the whole. (For example, identifying the underlying causes or sources of disagreement during a class discussion.) – How can this idea be combined with _____ to create a more compete or comprehensive understanding of ____? (Integration) – How could these different ideas be grouped together into a more general category? (classification) – How could these separate ____ be reorganized or rearranged to produce a more comprehensive understanding of the “big picture?” – How would you put ____ into your own words? (Paraphrasing) – What would be an example of _____? (Illustrating) – How would you translate ____ into visual form? (Concept-Mapping) – How can you make use of ____? – How could ____ be put into practice? – How would ____ be converted into an action plan? – How would you judge the accuracy or validity of _______? – How would you evaluate the ethical (moral) implications or consequences of _____? – How would you rate the aesthetic quality (beauty) of ____?  – How would you explain why ______ occurred? – What is responsible for ____? – How would ____ affect or influence ____? – What might be a metaphor or analogy for ____? – What could be invented to ____? – What might happen if ____? (hypothetical reasoning). – What are the most important/significant ideas or elements of ____? (Prioritization) – What assumptions/biases underlie or are hidden within ____? (Deconstruction) – What parts of _____ would be similar to/different than _____? (Comparison-and-Contrast) – What are the strengths/advantages and weaknesses/disadvantages of ____? – What evidence supports and contradicts ____? – What are arguments for and counterarguments against ____?

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Questions to stimulate critical thinkingVersión en línea

Match the question types to their example questions. Source: http://oncourseworkshop.com/life-long-learning/ questions-promote-deeper-thinking/

Synthesis: to build up or connect separate pieces of information to form a larger, more coherent pattern. (Examples: Connecting related ideas discussed in separate sections or units of a course into a single, unified product, such as a concept map. Integrating ethical concepts learned in a course and philosophy with marketing concepts learned in a business course to produce a set of ethical guidelines for business marketing and advertising practices.)

Comprehension (Understanding): to convert information into a form that is personally meaningful, i.e., that makes sense to the individual who is learning it.

Evaluation: to critically judge the validity (truth), morality (ethics), or aesthetic (artistic) value of ideas, data, or products by using relevant assessment criteria (standards for judging quality).

Application: to apply abstract or theoretical principles to concrete, practical situations.

Causal Reasoning: to identify cause-effect relationships between different ideas or actions.

Balanced Thinking: to carefully consider arguments/evidence for and against a particular position or viewpoint.

Creative Thinking: to generate imaginative ideas, unique perspectives, innovative strategies, or novel (alternative) approaches to traditional practices. Note: Although critical and creative thinking have often been seen as separate cognitive skills, the latter is included in this typology, because it does involve thought processes that are deeper or higher than memorization.

Analysis: to break down or dissect information into its component parts in order to detect the relationship among the parts, or the relationship between the parts and the whole. (For example, identifying the underlying causes or sources of disagreement during a class discussion.)

– How can this idea be combined with _____ to create a more compete or comprehensive understanding of ____? (Integration) – How could these different ideas be grouped together into a more general category? (classification) – How could these separate ____ be reorganized or rearranged to produce a more comprehensive understanding of the “big picture?”

– How would you put ____ into your own words? (Paraphrasing) – What would be an example of _____? (Illustrating) – How would you translate ____ into visual form? (Concept-Mapping)

– How can you make use of ____? – How could ____ be put into practice? – How would ____ be converted into an action plan?

– How would you judge the accuracy or validity of _______? – How would you evaluate the ethical (moral) implications or consequences of _____? – How would you rate the aesthetic quality (beauty) of ____? 

– How would you explain why ______ occurred? – What is responsible for ____? – How would ____ affect or influence ____?

– What might be a metaphor or analogy for ____? – What could be invented to ____? – What might happen if ____? (hypothetical reasoning).

– What are the most important/significant ideas or elements of ____? (Prioritization) – What assumptions/biases underlie or are hidden within ____? (Deconstruction) – What parts of _____ would be similar to/different than _____? (Comparison-and-Contrast)

– What are the strengths/advantages and weaknesses/disadvantages of ____? – What evidence supports and contradicts ____? – What are arguments for and counterarguments against ____?

Questions to stimulate critical thinking

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Questions to stimulate critical thinkingVersión en línea

por Tyler Scharf

Comprehension (Understanding): to convert information into a form that is personally meaningful, i.e., that makes sense to the individual who is learning it.

Evaluation: to critically judge the validity (truth), morality (ethics), or aesthetic (artistic) value of ideas, data, or products by using relevant assessment criteria (standards for judging quality).

Application: to apply abstract or theoretical principles to concrete, practical situations.

Causal Reasoning: to identify cause-effect relationships between different ideas or actions.

Balanced Thinking: to carefully consider arguments/evidence for and against a particular position or viewpoint.

Analysis: to break down or dissect information into its component parts in order to detect the relationship among the parts, or the relationship between the parts and the whole. (For example, identifying the underlying causes or sources of disagreement during a class discussion.)