Critical Thinking Strategies and Forms of Higher-Level Thinking
Name: ___________________________________________
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
- 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.
- 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.
- 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.
- 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/.