Critical thinking skills learning outcomes

They are what we are talking about when we want our students to be evaluative, creative and innovative. These criteria require that we distinguish fact from fiction; synthesize and evaluate information; and clearly communicate, solve problems and discover truths. Consider incorporating these techniques into your course design and implementation to help engage students in critical thinking.

Why is Critical Thinking important in teaching? Yet the quality of our life and that of which we produce, make, or build depends precisely on the quality of our thought. This does not have to be a linear process, but can move back and forth, and skip steps. How do I incorporate them into my syllabus? The most obvious space to embed critical thinking in a Syllabus is in the Student-Learning Outcomes section.

How do I incorporate critical thinking into my course overall and into my daily classes? Getting students to think critically about material requires you to develop habits of repeatedly demonstrating your own processes in class, and perhaps giving them time to practice similar processes. Start with your syllabus and then develop bigger-questions based on each learning objective. What is it that you find interesting or important or exciting about the material encompassed in each objective?

Make your questions open-ended not yes or no so that students will have opportunities to discuss their own ideas and where those ideas come from. The Socratic style of questioning also encourages critical thinking. Socratic questioning is most frequently employed in the form of scheduled discussions about assigned material, but it can be used on a daily basis by incorporating the questioning process into your daily interactions with students.

In teaching, Paul and Elder give at least two fundamental purposes to Socratic questioning:. Please see the detailed excerpts from Paul and Elder on how to use unplanned Socratic questioning link , and on how to conduct a planned Socratic discussion link. Evaluate contexts, attitudes, values, and responses of different audiences.

Identify, evaluate and apply different styles of presentation utilizing effective delivery techniques in public speaking. Demonstrate acceptable ethical standards in research and presentation of materials, including proper verbal citations. Student Learning Outcomes Students will: Analyze and compare perspective, meaning and style in different texts, including those that reflect multicultural images and voices. Construct a theme or thesis and organize and develop a substantial, balanced and convincing defense of it in a voice, tone, language, and format e.

Use logical support, including informed opinion and fact, as well as their interpretations, to develop ideas, avoiding fallacies, biased language, and inappropriate tone. Demonstrate satisfactory competence in the conventions of Edited American English and the elements of presentation including layout, format, and printing. Select and incorporate ideas derived from a variety of sources, such as library electronic and print resources, books, journals, the Internet, and interviews, and document them responsibly and correctly.

Apply a variety of strategies for planning, outlining, drafting, revising and editing written work. Critical Thinking A3 Goal: Students will analyze information and ideas carefully and logically from multiple perspectives and develop reasoned solutions to problems. Student Learning Outcomes Students will: Explain and apply the basic concepts essential to a critical examination and evaluation of argumentative discourse. Use investigative and analytical thinking skills to examine alternatives, explore complex questions and solve challenging problems.

Synthesize information in order to arrive at reasoned conclusions. Evaluate the logic and validity of arguments, and the relevance of data and information. Recognize and avoid common logical and rhetorical fallacies. Student Learning Outcomes Students will: Represent, understand and explain mathematical information symbolically, graphically, numerically and verbally.

Develop mathematical models of real-world situations and explain the assumptions and limitations of those models. Use models to make predictions, draw conclusions, check whether the results are reasonable, and find optimal results using technology when necessary and appropriate.

Basic Skills

Subject Explorations 5. Student Learning Outcomes Students will: Demonstrate an understanding of basic knowledge, principles and laws in the natural sciences. Explain how the scientific method is used to obtain new data and advance knowledge. Demonstrate an understanding of the logical foundations and boundaries of science. Recognize the contribution and potential of science in human society and everyday life. Demonstrate competence in applying the methods of scientific inquiry.

Demonstrate an ability to apply scientific knowledge and to critically assess real-world issues and make sound decisions.

Arts and Humanities Section C Goal: Students will understand the rich history and diversity of human knowledge, discourse and achievements of their own and other cultures as they are expressed in the arts, literatures, religions and philosophy. Demonstrate ability to engage and reflect upon their intellectual and creative development within the arts and humanities.

Use appropriate critical vocabulary to describe and analyze works of artistic expression, literature, philosophy or religion and a comprehension of the historical context within which a body of work was created or a tradition emerged. Social Sciences and United States History and Local Government Section D Goal: Students will understand the complexities of social relations and human experiences and the ways in which they have changed over time, as well as the nature, scope and the systematic study of human behaviors and societies.

Critical and creative thinking | Victoria University of Wellington

Student Learning Outcomes for D1 Students will: Explain how social scientists conduct the systematic study of social relations, human experiences and patterns of change over time. Analyze and explain the multiple perspectives found in the social sciences that underlie debates on important historical and contemporary issues. Demonstrate an understanding of how social problems impact individuals, communities and societies. Student Learning Outcomes for D Students will: Describe and analyze the histories of the United States and California over significant time periods.

Critical Thinking and Problem Solving (CTPS)

Explain the principles and major provisions of the Constitutions of the United States and California. Compare United States and California political institutions and practices. Describe and examine the histories and development of political institutions as related to diverse peoples in the United States and California. Lifelong Learning Section E Goal: Students will develop cognitive, physical and affective skills, which will allow them to become more integrated and well-rounded individuals within various physical, social, cultural, and technological environments and communities.

Student Learning Outcomes Students will: Identify and actively engage in behaviors conducive to individual health, well-being or development, and understand the value of maintaining these behaviors throughout their lifespan. Identify and apply strategies leading to health, well-being or development for community members of diverse populations.

Learning Outcomes

Student Learning Outcomes Students will: Describe and compare different cultures. Explain how various cultures contribute to the development of our multicultural world. Describe and explain how race, ethnicity, class, gender, religion, sexuality and other markers of social identity impact life experiences and social relations. Analyze and explain the deleterious impact and the privileges sustained by racism, sexism, ethnocentrism, classism, homophobia, religious intolerance or stereotyping on all sectors of society.

How Critical Thinking Improves Life Outcomes

Demonstrate linguistic and cultural proficiency in a language other than English. Designations Information Competence Campus GE Designation IC Goal: Students will progressively develop information competence skills throughout their undergraduate career by developing a basic understanding of information retrieval tools and practices, as well as improving their ability to evaluate and synthesize information ethically.

Student Learning Outcomes Students will: Determine the nature and extent of information needed. Demonstrate effective search strategies for finding information using a variety of sources and methods.