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Critical Thinking Learning Models

This document provides an overview of critical thinking learning models, specifically analyzing and assessing thinking using elements and standards. It introduces an interactive online model that details the analysis and assessment of reasoning using eight elements (purpose, questions, information, concepts, inferences, assumptions, implications, point of view) and intellectual standards (credibility, sufficiency, reliability, practicality). It describes how to use the online model to analyze problems by identifying which elements of thought are being used and paying attention to standards. The document also discusses systems thinking and system dynamics modeling as a way to represent and explore complex systems, outlining a typical modeling process and providing an example ice-breaker model involving referrals, treatment rates, and a waiting list.

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Azharuddin Al Ayubi
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79 views4 pages

Critical Thinking Learning Models

This document provides an overview of critical thinking learning models, specifically analyzing and assessing thinking using elements and standards. It introduces an interactive online model that details the analysis and assessment of reasoning using eight elements (purpose, questions, information, concepts, inferences, assumptions, implications, point of view) and intellectual standards (credibility, sufficiency, reliability, practicality). It describes how to use the online model to analyze problems by identifying which elements of thought are being used and paying attention to standards. The document also discusses systems thinking and system dynamics modeling as a way to represent and explore complex systems, outlining a typical modeling process and providing an example ice-breaker model involving referrals, treatment rates, and a waiting list.

Uploaded by

Azharuddin Al Ayubi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Critical Thinking Learning Models

Analyzing and Assessing Thinking

In this section, we offer an interactive model which details the analysis and assessment of
reasoning, and enables you to apply the model to real life problems.

On this page we introduce the analysis and assessment of reasoning.  To skip this introduction
and go directly to the model, see the links near the bottom of this page. 

Why the Analysis of Thinking Is Important


Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased,
distorted, partial, uninformed, or downright prejudiced. Yet the quality of our life and of what we
produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is
costly, both in money and in quality of life. If you want to think well, you must understand at least
the rudiments of thought, the most basic structures out of which all thinking is made. You must
learn how to take thinking apart.

All Thinking Is Defined by the Eight Elements That Make It Up


Eight basic structures are present in all thinking: Whenever we think, we think for a purpose
within a point of view based on assumptions leading to implications and consequences. We use
concepts, ideas and theories to interpret data, facts, and experiences in order to answer
questions, solve problems, and resolve issues.
Thinking, then:

 generates purposes
 raises questions
 uses information
 utilizes concepts Open the "Elements and Standards" Online
Model
 makes inferences
 makes assumptions
 generates implications
 embodies a point of
view
Each of these structures has implications for the others. If you change your purpose or agenda,
you change your questions and problems. If you change your questions and problems, you are
forced to seek new information and data. If you collect new information and data…

Why the Assessment of Thinking is Important


Once you have analyzed thinking, you then need to assess it, using universal intellectual
standards.  Reasonable persons judge reasoning using these standards.  When you internalize
them and explicitly use them in your thinking, your thinking becomes more clear, more accurate,
more precise, more relevant, deeper, broader and more fair. You should note that we generally
focus on a selection of standards. Among others are credibility, sufficiency, reliability, and
practicality.
 
Using the Elements and Standards Online Model

The easy-to-use online model you will find at the following two links were developed to further
introduce you to the Elements of Reasoning and Universal Intellectual Standards, and enable
you to apply them to real life problems. 
 
These pages are self-guided and self paced, allowing you to move back and forth between the
elements and standards.  When moving around in the model realize that the cursor will need to
be moved carefully around the wheel to keep from activating parts of the model you are not
focusing on at the moment.  With some practice you will see how the model works and be able to
work with it effectively.
Open the "Elements and Standards" Online Model

Using the Elements and Standards To Analyze a Problem

An interactive extension of the Model Above, this tool will allow you to analyze a problem by
identifying each of the  Elements of  Thought you are using in your reasoning.  Pay attention to the
intellectual standards as you do so.  Your analysis and conclusions can be viewed and printed in
a report form when you have completed your analysis. You can save the logics of multiple
problems in the database and return to review them or update them them at any time.
Open the "Analyzing a Problem" Online Model

ystems thinking & modelling


WSP has a strong track record in systems thinking and the use of System Dynamics
modelling as a way of representing and exploring complex system change.  We believe
that these tools, and the skills to use them, are best fostered and deployed in a way that
is embedded in the strategic change process.  Over 30 years of combined experience in
the WSP team has been brought together into our good practice guide.
We pride ourselves in knowledge transfer and providing support and mentoring to
organisations or local systems wishing to develop their own systems modelling capacity
and capability.  We also deliver bespoke projects for clients in the health and care sector,
sharing that learning with other systems wherever possible.  Particular areas of focus in
recent years have been on demand and capacity modelling, population health modelling
and strategic workforce modelling with an emphasis on integrating these elements of
local systems wherever appropriate.
If you want to see what a system dynamics model looks like at the end of one of model
building processes then you can view a number of examples on our model hosting page or
on Isee Systems Exchange site.

 
We adopt a well attested and evidence-based learning cycle when building models with
clients. The approach is centred on generating insights through the modelling process as
much as it is about providing answers once the model is built, although these are clearly
important.  We typically frame the model building process around the following stages:
1. Conceptualisation basically means a bit of a brain-dump and is often a very creative
process. In complex systems that range across organisational boundaries this stage
often generates learning and a new insights into how the system works (or doesn’t).
2. Once we’ve agreed the focus and scope of a model there’s the task of gathering the
data and intelligence to build what we often describe as a prototype model.
3. Refinement of the model comes through testing it out with people who know the local
system from the inside.
4. By the final stage of the process the level of confidence that can be placed in the
model outputs will have become clear, which may lead to model refinement and
improvements in data quality – but most importantly by this stage stakeholders will have
assessed how the model building process has clarified their direction of travel and
provided some outputs that can be used in their planning.
If you like a challenge and want to explore how system dynamics differs from
spreadsheet modelling why not try the ice-breaker below. If you want further
information about system dynamics modelling then contact either Mark Gregson or Peter
Lacey.

An ice-breaker model for people new to System Dynamics modelling:


Consider a simple system in which there are referrals and treatment rates, with a
waiting list holding people until there is capacity to treat: In a System Dynamics model

you control  the numbers waiting by varying


the inflow or outflow rates – just as you would control water in a bathtub through the
taps and the plug-hole.  In a simple model created to illustrate the dynamic nature of
the 'system' above we have simulated two feedback elements arising from an increase in
the number of people waiting following a temporary reduction in treatment capacity:
1. An increase in waiting time can feedback to reduce referral rates as
GPs adopt more of a wait and see approach – this is a classic balancing
loop.
2. An increase in people waiting which increases the risk of urgent
treatment, which further reduces treatment capacity for people on the
waiting list – this is a classic reinforcing loop and can, without any
balancing loops, lead to a run-away system.
This simple simulation is provided below.  You can explore the structure and dynamic
behaviour over time to get a feel for what a System Dynamics model looks like. We’ve
also set a challenge, purely for learning and education purposes. If you have understood
how this model works by exploring the storyline and using the different assumptions to
obtain model outputs, and you think you can reproduce part of all of it using a
spreadsheet we’d like to hear from you.  Please e-mail Peter with your findings and
perhaps comment on our blog.

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