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The
critical thinking process, as described by Wolcott and Lynch (4),
includes four steps. Students generally begin their critical thinking
at step one and, with practice, progress to step 2 and up the ladder.
| Step
1: |
Identify
the problem, the relevant information, and all uncertainties
about the problem. This includes awareness that there is
more than one correct solution. (low cognitive complexity) |
| Step
2: |
Explore
interpretations and connections. This includes recognize
one's own bias, articulating the reasoning associated with
alternative points of view, and organizing information in
meaningful ways. (moderate cognitive complexity)
|
| Step
3: |
Prioritize
alternatives and communicate conclusions. This includes
thorough analysis, developing the guidelines used for prioritizing
factors, and defending the solution option chosen. (high cognitive
complexity) |
| Step
4: |
Integrate,
monitor, and refine strategies for re-addressing the problem.
This includes acknowledging limitations of chosen solution and
developing an ongoing process for generating and using new information.
(highest cognitive complexity) |
If
the instructor can determine where in the step process students
are functioning, then guided feedback can be provided. This will
help students think through those skills not being utilized. Over
time the students can check themselves to see which areas are being
omitted.
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