Critical Thinking

No
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3
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8
9
10
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12
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14
15
16

Critical Thinking Skills Strands

Use observation, prioritisation and order of precedence to recognise problems and to
problem solve.
Identify problems and obstacles and consider solutions to the problem identified.
Comprehend and use language with accuracy, clarity, and discernment
Interpret data
Formulate provocative and relevant questions
Identify different points of view and bias.
Break down large concepts and projects into component parts and combine parts
logically, as appropriate.
Use deductive and inductive reasoning, as appropriate.
Make logical, reasoned judgments and create arguments to support them.
Develop contrary arguments.
Consider ideas from multiple perspectives
Assess the value or quality of evidence
Evaluate arguments
Draw justifiable conclusions and generalizations
Test the conclusions and generalizations drawn
Make changes to patterns of belief or thought on the basis of conclusions drawn

The following strands will not be used as part of our Critical Thinking.

1.
2.
3.
4.

#8 Use deductive and inductive reasoning as appropriate

#14 Draw justifiable conclusions and generalisations as similar to #9
#15 Test the conclusions and generalisations drawn
#16 Make changes to patterns of belief or thought on the basis of conclusions
drawn.
5. #3 is covered by Communication through Language.
6. #12 Applicable for IBDP
-

We are not required to use all of the strands from the document and the removal
of the above strands will be covered in other strands

Strands

Critical
Strands

Use observation, prioritisation and

order of precedence to recognise
problems and to problem solve.

Model / Strategy
Problem Solution
Identify the problem, Explore
information and create ideas,
Select the best idea, Test/build
the idea, Evaluate the results.
Hursons

** Links to
be provided in
booklet.

Thinking
and Models

resources will
the teachers

Identify problems and obstacles

and consider solutions to the
problem identified.

Interpret data

Formulate provocative and

relevant questions

Qualitative and Quantitative Data

and
Characteristics:http://www.regents
prep.org/Regents/math/ALGEBRA/A
D1/qualquant.htm
Who, What, Where, When,
Why, How

Identify different points of view and

bias.

Break down large concepts and

projects into component parts and
combine parts logically, as
appropriate.

Make logical, reasoned judgments

and create arguments to support
them.

Chunk Up/ Chunk Down

Chunk Up to take a broader view to
see the whole picture supported by
Concept Mapping. Chunk Down to
go into detail to find smaller and
specific elements.
Toumlin Model

Develop contrary arguments.

Evaluate arguments

Six Thinking Hats