CT Ressource book

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2nd call for model teaching materials  for the definitive guide to teaching critical thinking—The Critical Thinking Book

The Critical Thinking Book is not a textbook. It’s a resource for teachers. The aim of the book is to offer background theoretical information and teaching advice to new and prospective critical thinking course instructors—guidance based on the latest theories and experience in the classroom.

If you have some teaching materials that have really worked well for you, why not send them in for consideration or contact us to find out if they would fit?

  • model lesson plans
  • model in-class exercises
  • model homework assignments
  • test questions

Textbook authors are welcome to send material adapted from their books, and to make reference to its source.

We would like each model lesson plan, assignment or testing instrument to be accompanied by the following information:

  • the critical thinking skills and/or attitudes it’s designed for and how they should be useful beyond the classroom
  • the competencies that the material assumes students have at the start
  • The criteria  for success for the lessons, exercises, tests: how students will know them and how students know how well they are attaining them

Contributors will be entitled to shares of royalties.

For details about topics for which we still need teaching materials, or any other questions, please contact:

Tony Blair      tblair@uwindsor.ca
Ralph Johnson        johnsoa@uwindsor.ca


Calling all Critical Thinking course instructors!

This is a message to everyone who has taught, or is teaching, a critical thinking course.

We are editing a new kind of resource book for critical thinking instructors. One feature of this resource book is model instructional materials, on virtually any topic, to which a beginning instructor can turn for guidance. We need experienced critical thinking teachers to contribute model course materials (in return for a share in the royalties).

  • We need tried and true models of lesson plans for units of instruction for a single class on a topic, or a week-long unit on a topic, or a two-week-long unit on a topic.
  • We need effective model practice exercises and/or homework assignments for virtually any topic.
  • We need effective model test or exam questions.

Ideally, you will be able to identify the critical thinking skill(s) or dispositions your submission is designed to teach, and you will have ideas about “real world” applications of the material.

Please contact us for more details if you would like to be included as a contributor to The Critical Thinking Book.

The Editors

Tony Blair tblair@uwindsor.ca     Ralph Johnson johnsoa@uwindsor.ca

We need material on the following topics.

  • Argument identification, analysis and diagramming or mapping
  • Evaluating and critiquing arguments
  • Using arguments to inquire or investigate
  • Constructing effective arguments; making a case
  • Analyzing reports and recommendations of sources—e.g., appeals to the authority of alleged experts and evaluating their reliability
  • Interpreting and assessing observations and reports of observations; reliability of eyewitness testimony; reliability of our sensory observations
  • Recognizing and using basic deductive logical relations: entailment, contraries, contradictories, necessary and sufficient conditions.
  • Understanding and assessing reports of various kinds of experimental design and various kinds of studies (covering, e.g., correlation vs. causation).
  • Recognizing, assessing, and using reasoning and inference to the best explanation
  • Recognizing and assessing generalizations, polls and other sampling, tables and graphs
  • Recognizing, analyzing and assessing the use and misuse of analogies
  • Recognizing different kinds of value judgments and their criteria (including evaluation concepts such as criteria, standards, ranking, grading, marking, formative and summative evaluation, analytic and global evaluation), pro and con reasoning, kinds of rules, consequences and principles.
  • Recognizing and assessing the merits and appropriateness of different kinds of definitions and skill in composing definitions
  • Assessing and in creating classifications for various purposes
  • Interpreting and assessing information found on the Web
  • Other suggestions for other topics

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