Table of Contents for The Critical Thinking Initiative Handbooks
These texts are designed for your use. You can easily build a course around the text's structure, but educators also select key exercises and assignments that fit their courses. You might use the assessment with just a few exercises, many exercises without the assessment, or any other combination of chapters, assignments, and assessments. The Critical Thinking Initiative is offers a large umbrella for the system to meet the differing needs of faculty at different grade levels, courses, disciplines, and institutions.
Student Edition
(See first section below.) Section I - About This Book
This first section of the student edition challenges students' popular conceptions about what it means to think critically, focusing as it does so on why they all possess the ability to think critically but why they need to understand and exercise that ability if they are going to do it successfully in academia. CHAPTERS Why should I read this book? If critical thinking is important, then what is it? Opinions vs. thoughts You think all the time, but that's the problem Smart is better than right The thinker's mindset: judge, attorney, or jury? Evidence-only thinking Researching |
Faculty Edition
*Faculty edition is two books in one; it contains all chapters in the student edition. Introduction: Welcome to the First Critical Thinking Ecosystem Learn the research-driven foundation for the entire critical thinking ecosystem of The Critical Thinking Initiative. This introduction explains why most critical thinking outcomes are low across the United States, and why most "solutions" fail to solve for the deep obstacles that prevent students from engaging your curriculum more deeply. CHAPTERS A critical thinking system for any discipline Teaching critical thinking is rare ... and essential Understanding the five fractures in CT education Format for assignments in this text Teaching Student Section I
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Section II - Critical Thinking: Definition & Process
Defining critical thinking Walking through how you already think Why thinking is A.L.I.V.E. The umbrella problem Here's how you put this cycle to work |
Teaching Student Section II
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Section III - Putting the Critical Thinking Cycle to Work
The language of critical thinking The critical thinking paragraph The three-paragraph paper The five-paragraph paper The seven-paragraph paper |
Teaching Student Section III
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Section IV - The Critical Thinking TARGET
The Target critical thinking infographic Grading thinking: isolate vs. ongoing vs. mastery Why Target categories overlap The back: organization, style, correctness, and formatting Now you know how to grade your paper! |
Teaching Student Section IV
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Section V - Sample Papers F through A
The "F" The "D" The "C" The "B" The "A" |
Teaching Student Section V
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