What Do You See?

Link to Freemind Mind-mapping software (fopen source)

Here is the link to the free mind-mapping software. Please be sure to download the Windows versions of Java Resource Environment (JRE) first and then Freemind.

http://freemind.sourceforge.net/wiki/index.php/Main_Page

Critical Thinking Links from Text

Text:

http://highered.mcgraw-hill.com/sites/0072473762/information_center_view0/

Learning Style Inventories

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html

Fill out this questionnaire, submit responses and receive feedback. This site can be

used to help confirm your learning style preference.

http://www.chelt.ac.uk/gdn/discuss/kolb1.htm

Kolb's Learning Style Inventory (for faculty)

http://www.ntlf.com/html/pi/9511/article1.htm

McKeachie's article on learning styles (for faculty)

http://www.ncsu.edu/felder-public/Papers/LS-Prism.htm

Matters of Learning Styles (for Faculty)

http://www.ncsu.edu/felder-public/Papers/Secondtier.html

Learning Styles in Science

http://cyg.net/~jblackmo/diglib/styl-a.html

Learning Styles and Pedagogy (for faculty)

Concentration

http://www.loyola.edu/studycenter/studyskills.html

Provides general study skills information, including concentration and learning styles.

http://www.kcmetro.cc.mo.us/longview/humanities/english/memcon.htm

Provides quick information on memory and concentration strategies.

Good for review purposes.

http://www.k-state.edu/counseling/concentr.html

Offers explanation and practice of concentration strategies

including the spider technique.

http://adulted.about.com/library/weekly/aa091601a.htm

Study Time! How to Make the Most of It

http://www.ipfw.edu/casa/txtr.html

Pre-Reading Tips

Test Taking Strategies

www.csbsju.edu/academicadvising/help/testskil.html

Test Taking Skills -- Essay Questions

http://www.glencoe.com/ps/peak/studyskills/pitfalls/pitfalls.html

Study and Test Taking Skills for Peak Performance

http://www.cs.gasou.edu/student/test10.html

The Ten Commandments for Taking a Test

http://www.bucks.edu/~specpop/tests.htm

The Basics of Effective Test Taking

Vocabulary Enhancement

http://webster.commnet.edu/grammar/vocabulary.htm

Building a Better Vocabulary

http://www.smsu.edu/studyskills/new/vocabulary.html

Tips for a Greater Vocabulary

Memory

http://www.ucc.vt.edu/stdysk/stdyhlp.html

Strategies for Improving Concentration and Memory

http://www.mtsu.edu/~studskl/mem.html

Memory Principles

http://www.csbsju.edu/academicadvising/help/remread.html

Remembering What You Read

Mnemonics

http://www.wm.edu/OSA/dostud/moresski/memory.htm

Improving Your Memory Skills

Time Management Tips

http://www.bucks.edu/~specpop/time-manage.htm

Managing Your Reading Time

http://www.rio.maricopa.edu/distance_learning/tutorials/study/time.shtml

http://www.d.umn.edu/student/loon/acad/strat/time_manage.html

Time Management Tips

http://www.usu.edu/arc/idea_sheets/time.htm

Utah State Time Management System

http://www.csulb.edu/~tstevens/patsm96.htm

Self-Management

http://www.mheso.state.mn.us/mPg.cfm?pageID=688

Managing your Time

Speed Reading

http://www.brainquicken.com/px_project_article.asp

Brain Quicken - Speed Reading Technique

Will it work for you?

http://www.ucc.vt.edu/stdysk/suggest.html

Suggestions for Improving Reading Speed

http://www.utexas.edu/student/utlc/handouts/512.html

Brief Suggestions for Increasing Reading Speed

http://www.readingsoft.com/quiz.html

Speed Reading Quizzes

Main Ideas

http://gwired.gwu.edu/counsel/counsel.php?id=2140

Top Ten Tips for selecting Main Ideas

http://www.ccis.edu/departments/cae/studyskills/mainidea.html

Reading for the Main Ideas

http://users.dhp.com/~laflemm/reso/mainIdea.htm

Main Idea Exercises

http://vclass.mtsac.edu:920/readroom/Mainidea.htm

Main Idea Exercises

http://english.glendale.cc.ca.us/topic.html

Finding Main Ideas in Paragraphs

Finding Details

http://vclass.mtsac.edu/amla-51/Supporting%20Details/details.htm

Supporting Details

Textbook Reading Systems

http://www.ucc.vt.edu/stdysk/sq3r.html

SQ3R -- A Reading System

http://www.arc.sbc.edu/sq3r.html

Reading Methods

http://www.mindtools.com/sq3r.html

Mind Tools -- Increasing Your Retention of Written Information

Textbook Marking

http://www.ucc.vt.edu/stdysk/stdyhlp.html

Study Skills Self-Help -- Textbook Marking

http://www.psywww.com/mtsite/mindmaps.html

Improving Notetaking with Concept Maps (also good for Chapter 11)

http://www.hlnd.wnyric.org/diffinstruction/cornell%20note%20taking.htm

Cornell Notetaking Method

Using Visuals

http://www.mindtools.com/mindmaps.html

Mind Tools

http://www.brazosport.cc.tx.us/~lac/mindmap.htm

Mind Mapping

http://www.ourtimelines.com/

Create Your Own Family Time Line

http://www.lionden.com/using_outlines.htm

Using Outlines

Arguments

http://www.mccallie.org/wrt_ctr/What%20Should%20Students%20Know%20to%20Succeed%20in%20College.doc

%20to%20Succeed%20in%20College.doc

What Should Students Know to Succeed in College

http://www.intrepidsoftware.com/fallacy/

Logical Fallacies

http://www.nizkor.org/features/fallacies/

Fallacies

http://www.sjsu.edu/depts/itl/graphics/main.html

Mission Critical -- a full-scale tutorial for critical thinking

Advanced Critical Reading

http://www.le.ac.uk/castle/resources/mcqman/mcqappc.html

Helpful review and practice of Bloom's Taxonomy.

http://www.litstudies.com/BloomTaxonomy.htm

More on Bloom's Taxonomy

Evaluating Websites

http://www.google.com/help/features.html

Tips on Mastering a Google Search

http://www.library.ucla.edu/libraries/college/help/critical/index.htm

Evaluating Sites

http://www.library.cornell.edu/okuref/research/skill26.htm

Critically Analyzing Information Sources

Where do you stand? In-class assignment

Briefly answer each of the following:

Where do you stand?

FEET: What do I stand for as a foundation of learning?
STOMACH: What upsets me about learning?
HEART: What do I love about learning?
HANDS: What do I feel about learning?
EARS: What do I hear about learning?
EYES: What do I see about learning?
BRAIN: What do I think about learning?

Chapter One - Observational Skills : What’s Out There?

Student Example

Chapter One - Observational Skills : What’s Out There?

[ Observing the Familiar : Vegetable or Fruit pg. 20 ]

I almost want to say that an orange is perfectly round but not the one in front of me. The shape can best be expressed as an irregular circle that incorporates an oval form. It sits motionless on the table in front of me as the light hit’s the textured surface from the right and casts a shadow that extends along the left side of the table. The color is as close to orange as orange itself. Unlike other fruit’s, the unique thing that I noticed about an orange is that it retains a solid color throughout the entire surface or outside coat. The indentation at the very tip of it is evidence that it was at one point attached to a root before it was picked off. You can still see a spec of green left over as it remains embedded at the top. If this was the first time I laid my eyes on this unfamiliar object I would be forced to pick it up and fully explore what it really is. What is inside of it?

The surface felt cold. I gripped the orange with both hands cupping the entire fruit. Unlike an apple‘s clear coat finish, the surface feels rough and dry. The texture is so rich that I can come to the conclusion that each orange is unique in its own way and no two oranges are alike in size, shape, or texture. The weight of it is evident, it isn’t light at all as I hold it in the palm of my hand. Yet, it feels hollow or less dense inside. As I squeeze the side of this unusual shape, it alters its form and absorbs the pressure induced by my fingers. Simultaneously, I felt my fingers moisten. I then squeezed a little harder and witnessed minor drops of fluid pouring down my hand. I began to toss the orange up and down. After each toss, it started to feel like it was getting heavier.

I began to notice a citrus smell as my hand came closer to my nose during each toss. I set the orange down on a flat surface and as I brought my hand over towards my nose to smell my fingers I noticed the orange alter its position on the table almost rolling off the edge. When I smelled my fingers it seemed as if it had absorbed some of the juices that were transferred to the surface as I squeezed it. As I was rubbing my fingers together I noticed that the texture of the orange slightly resembled the texture of my fingers. I found that rather interesting.

I accidentally dropped the orange on the hardwood floor below me and surprisingly the noise was absorbed by the structure of the fruit. As soon as it hit the floor it began to roll in an unknown direction. The orange retained its cold temperature since I began to observe it. The longer I spent time next to this so called fruit the smell became more evident. I then decided to try listening to the orange. Well just like assumed it was dead silent in its rest state. However as I began to squeeze it beside my ear I heard what I can describe as a high pitch bubbly noise. Applying logic, my guess would be that it is the sound of the juices seeping from the inside through the outer coating and into my hand.

All the sudden as I was running out of things to observe I decided to lick the outside of the orange. This wasn’t as pleasing as the other procedures but did emphasize one important fact. The outside is definitely not as tasty s what’s inside. To tell you the truth it was a bit bitter. Actually, it was very bitter. I don’t think I’ll be doing that for a while.

After concluding this exercise I felt like I just re-discovered the orange as a fruit for the first time in my life. It made me realize that during some point in my life I was unaware of what this bright orange object really was. I used my senses to familiarize myself with the fruit and somewhere along the way the thought process seemed to disappear as I ate this sensational fruit. This helped me to see that an individual can learn many things through the simple but complex process of observation. It is a skill that can be learned and improved just like anything else.

Syllabus -- E75 Critical Thinking

ENGLISH 75 Syllabus Lincoln University

CRITICAL THINKING

Dr. Sylvia Y. R. Schoemaker mailto: drsylviaca@gmail.com

Semester: Fall 2006

Contact hours: 48

Units: 3

Days: T-Th; Time: 9:30 -10:45; Location: Second floor -- Boardroom

Office hours: T-Th, 9-9:30, 12:15-1, by arrangement

Phone: 510.628.8036

Course Blog: http://cthinknow.blogspot.com

Objectives:

Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:

University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

Catalog Course Description

ENG 75- CRITICAL THINKING (UNIVERSITY COURSE LISTING) Consideration of cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. Course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)

Methods and Materials

A cooperative learning model will be employed. Small group and individual discovery exercises and presentations will augment lectures, class discussions and applications.

Emphasis will be on a systems approach to analysis and solution of complex problems, a conceptual approach to issues in problem definition, goal determination and measurement of effectiveness.

Required Texts:

(TFY) Mayfield, Marlys. Thinking for Yourself. 6th Edition. Boston: Heinle, 2004. (ISBN: 0-8384-0735-8)

(CRCB) Daiek,Deborah and Macomb, Nancy. Critical Reading for College and Beyond. McGraw-Hill, 2004. (ISBN: 0072473762)

Recommended Text:

(CPS) Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4

Student Responsibilities:

Students are expected to attend class, be punctual, follow classroom decorum, complete assignments, participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.

Evaluation

Students will be evaluated on the basis of all assignments, exercises, class participation, portfolios, midterm and final presentations; extra credit work/journals. Student course productivity will be averaged in appropriate proportions in determining the final grade along the following guidelines:

Classroom work:

Attendance, punctuality, decorum 10%

Productive classroom participation 10%

Class quizzes, exercises 15%

Individual/ group presentations 10%

Term Assignments:

Midterm ePortfolio 20%

Final ePortfolio 25%

Extra credit work/journals 10%

Week# TFY Chpt #; CRCB Chapt #
1 Observation 1; Reading 1
2 Word Precision 2; Vocabulary 2
3 Facts 3; Memory 3
4 Inferences 4; Time 4
5 Assumptions 5; Main Ideas 5
6 Opinions 6; Details 6
7 Evaluations 7; Inference 7
8 MT ePortfolio Review
9 Review; PSR Strategies 9
10 Viewpoints 8; Marking 10
11 Argument 9; Adv Strategies 11
12 Fallacies 10; Arguments 12
13 Inductive Reasoning 11; Cognitive Domain 13
14 Deductive Reasoning 12; Evaluation 14
15 Research Paper; Appendix Applications
16 Prepare ePortfolio
17 Final ePortfolio