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Critical Thinking Strategies and Forms of Higher-Level Thinking

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Critical Thinking Strategies and Forms of Higher-Level Thinking

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All answers should be explained in at least ONE paragraph (4-5 sentences). Please be sure to proofread, as scholarly writing is important. Review the grading rubric to ensure all requirements are met.

Module 2 SLP: Critical Thinking Strategies and Forms of Higher-Level Thinking

  1. Based on your quiz results, do you feel you use good critical-thinking strategies? Yes, explain using examples why you feel this way. No, how might you improve as a critical thinker?

Yes. I use a good critical-thinking plan since I do not jump into conclusions when faced with an issue that I must think through and make a judgment. Instead, I take time to internalize the situation and reflect on it through what I have learned and other available facts to make a justified conclusion, which, according to Lumen (2020), portrays critical thinking. For instance, when I engage in a disagreement with a peer, I take a moment to understand their point of view by asking questions for clarification and identify the correct position based on available facts. If I am wrong, I accept it and give credit where necessary. Also, I always keep an open mindset in a discussion and provide room for verifying contentious issues rather than holding a fixed opinion, which might lead to unnecessary criticism or a misguided decision.

  1. Choose three forms of higher-level thinking from Chapter 4( 57) that you can employ to use daily. Each form should include 4 or 5 sentences discussing how you can implement it as you progress through your program at Trident. Utilize information from the chapter as well to support your opinion.
  1. Analysis (Analytical thinking). It is a mental method of separating information into smaller significant bits (Thompson, 2017). Analytical thinking helps in identifying the critical elements in a given idea and differentiating them from other background information. I can apply this form of higher thinking in my studies while trying to comprehend the main ideas in a topic or test questions. Also, I can use the technique while trying to understand why a classmate responds or behaves in a certain way, different from what I was expecting.
  2. Synthesis (Integrative thinking). It entails a thinking process that focuses on bringing together pieces of information to form one solid idea (Thompson, 2017). The parts of information may be related or emanate from different subjects. I can apply this thinking approach when connecting essential life lessons from various subjects. Also, the process can help when tackling a group activity where ideas from the participants have to be put together.
  • Application (Applied thinking). Involves translating the acquired information into practical use (Thompson, 2017). It necessitates equating the principles learned in class to a current event and using the theoretical concepts to handle it. For instance, I can use problem-solving ideas learned in class to resolve a conflict with a peer. I can also use applied thinking by keeping records of my spending and saving practices to track and manage my finances and avoid unnecessary wastages as learned in a financial management class.

 

 

References

Thompson, A. (2017). Chapter 4: Higher-Level Thinking: Moving Beyond Basic Knowledge to Critical and Creative Thinking. In Cuseo B. J., Thompson A., Campagna M., & Fecas S. V. (4th ed). Thriving at Trident University. (pp. 55-75). Dubuque, Kendall Hunt Publishing Company

Lumen. (2020). Critical Thinking Skills | College Success. Courses.lumenlearning.com. Retrieved 15 May 2020, from https://courses.lumenlearning.com/lumencollegesuccessxtraining3/chapter/critical-thinking-skills/.

 

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