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Content

Critical Thinking


Critical Thinking



CRITICAL THINKING AND PROBLEM-SOLVING

By defining critical thinking and examining how it's applied to the process of problem -solving, this two -section program will show viewers how to handle whatever challenges come their way. An in -class discussion segment on critical thinking explains how to rationally assess a statement and express disagreement, while a similar segment on problem -solving considers what to do when preparing for what appears to be an overwhelmingly tough exam.

DVD / 2009 / 10 minutes

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ASSUMPTIONS

This programme starts with a number of accessible examples to illustrate what we mean by assumptions, how we find them and use the negative test, and how finding them can help to illuminate arguments. Students are then asked to test their critical thinking skills by looking for the assumptions in a location based film and studio discussion on the rise in binge drinking amongst girls. Finally, Dr. Roy van den Brink Budgen gives his analysis of the case study and provides follow up support material.

Note : The above titles may have some territorial restrictions. Please feel free to send us an enquiry.


DVD / 2009 / 20 minutes

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CREDIBILITY

This programmes begins with an exploration of the concept of credibility and illustrates the key criteria of motive, bias, vested interest, neutrality, ability to perceive and expertise. A reconstruction of a famous murder case from the 1920s is then used to provide the material for students to evaluate the credibility of the evidence that was used. Finally, critical thinking author and former chief examiner Dr. Roy van den Brink Budgen provides his analysis of the case study and follow up support material.

Note : The above titles may have some territorial restrictions. Please feel free to send us an enquiry.


DVD / 2009 / 20 minutes

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EVIDENCE IN ARGUMENT

This programme begins by illustrating the meaning and significance of evidence and the presentation of evidence in numbers, percentages, rates and over time. The case against zoos is used to give students the opportunity to evaluate and question how evidence is being used to support the arguments being made. Dr. Roy van den Brink Budgen then provides his analysis of the case study

Note : The above titles may have some territorial restrictions. Please feel free to send us an enquiry.


DVD / 2009 / 20 minutes

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PHILOSOPHY FOR CHILDREN: THINKING TOGETHER

In a philosophy-for-children session, a teacher uses a story, picture, news item, or piece of music to stimulate critical thinking and imagination. Children are encouraged to express themselves, to challenge what is being said, and to ask questions that intrigue them. This program explores the concept and supporting methodology of P4C at Gallions Primary School in East London, where such sessions have had a strikingly positive impact on children's intellectual, emotional, and social development. "It's changed the way I teach, it's changed the way the children are, it's changed the way the school is run. I think we owe it to the children to run philosophical enquiry," says Lisa Naylor, an advanced skills teacher at Gallions.

Note: Only available in the US, Canada, Hong Kong, Singapore, Taiwan, South Korea, Malaysia and Japan.


DVD / 2004 / 23 minutes

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POSITIVE CRITICAL THINKING

Students are introduced to a step-by-step program that will make them more astute when confronting the choices in their lives. They will see the process in action so that they can use it themselves.

Learning Objectives:
1) An overview of an eight-step process that leads to positive critical thinking will be presented.
2) How the process applies to various situations will be shown.
3) Students will sharpen their thinking skills.


DVD / 2004 / (Grades 6-12) / 14 minutes

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QUESTIONING TO STIMULATE LEARNING AND THINKING (ELEMENTARY)

With Beth Sattes & Jackie Walsh

Questioning is the foundation of teaching and learning. This program features the QUILT model: Questioning and Understanding to Improve Learning and Thinking. Through effective questioning, student learning and achievement increases if teachers will
  • Explore techniques for questioning to promote learning and thinking.
  • Help students develop skills of inquiry and the ability to ask more questions.
  • Consider how to write questions that are purposeful and clearly focused.
  • Present questions effectively and prompt responses to enhance learning.
  • Understand the need for 'wait times.'
  • Explore ways to prompt and process student responses.
  • Observe skilled teachers in numerous classrooms successfully involve all students in the learning.

    2 DVDs (With Implementation Guide, 2 Audio CDs) / 1999 / 106 minutes

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    QUESTIONING TO STIMULATE LEARNING AND THINKING (SECONDARY)

    With Beth Sattes & Jackie Walsh

    Questioning is the foundation of teaching and learning. This program features the QUILT model: Questioning and Understanding to Improve Learning and Thinking. Through effective questioning, student learning and achievement increases if teachers will
  • Explore techniques for questioning to promote learning and thinking.
  • Help students develop skills of inquiry and the ability to ask more questions.
  • Consider how to write questions that are purposeful and clearly focused.
  • Present questions effectively and prompt responses to enhance learning.
  • Understand the need for 'wait times.'
  • Explore ways to prompt and process student responses.
  • Observe skilled teachers in numerous classrooms successfully involve all students in the learning.

    3 DVDs (With Implementation Guide, 2 Audio CDs) / 1999 / 117 minutes

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    UNRAVELLING THE MYSTERIES OF CRITICAL THINKING

    Is the message of critical thinking hard to get across to your students? This Australian-made program, produced by the team at the University of Western Sydney, clearly and comprehensively explains the processes involved in critical thinking and writing at senior high school and tertiary level, and is helpful as a trigger for teachers and lecturers to further clarify their expectations of student assignments. The program offers: an entertaining and relevant story which illustrates what is meant by 'critical thinking' and how this relates to successful essay writing, and a comprehensive support manual containing examples of learning activities and suggestions for students. This program has cross-curricula relevance, and will be an essential learning tool for all teachers - and their students.

    Please contact us for primary and secondary schools pricing.

    Note : The above titles may have some territorial restrictions. Please feel free to send us an enquiry.


    DVD / 1999 / 32 minutes

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    CRITICAL THINKING

    This lesson reviews the five principles of critical thinking and discusses the appeals of emotional, personal and logical proofs. The hosts also address and demonstrate the distinctions between observations and inferences and between inductive and deductive reasoning.

    Students are encouraged to seek their own truths instead of blindly adopting opinions and behaviors advocated by friends, family and the media.


    DVD (Closed Captioned) / 1998 / (Secondary / College) / 30 minutes

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    CRITICAL THINKING

    Probably the most important skill students can develop---critical thinking---affects their ability to make choices about their beliefs and actions. This lesson provides an overview of many aspects of critical thinking.

    Students learn:
  • The five principle of critical thinking.
  • To distinquish between inferences and observtions.
  • To list and explain three types of proof with which speakers support their claim.
  • To distinquish between inductive and deductive reasoning.
  • To describe at least four common types of fallacies.

    DVD (Closed Captioned) / 1996 / (Grades 12, Community collge/College) / 30 minutes

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    HOW TO EVALUATE INFO & DRAW CONCLUSIONS

    Help students learn to think for themselves-a key to success in every endeavor. They'll learn to assimilate information, dig beneath the surface, and draw their own conclusions. The program covers interpretive skills such as finding the main idea, determining the relationship between cause and effect, and sorting out fact from fiction. It illustrates basic reasoning powers such as the difference between inductive and deductive reasoning and irrelevant arguments.

    DVD / 1987 / 47 minutes

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    ASKING QUESTIONS BASED ON SYSTEMS AND DOMAINS

    By Richard W. Paul

    The How to Teach Through Socratic Questioning video series was created to teach instructors at all levels of education how to bring one of the oldest and still most powerful teaching techniques into the classroom. Whereas traditional instruction is concerned with giving students answers, Socratic questioning recognizes that questions, not answers, are the driving force in thinking.

    Feeding students endless content to remember is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need to turn on their intellectual engines. Only when answers generate further questions does thought remain alive. Only students who have questions are really thinking and learning. The quality of the questions we ask determines the quality of the thinking we do.


    DVD / 64 minutes

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    ASKING QUESTIONS THAT TAKE THINKING APART

    Asking Questions That Take Thinking Apart
  • How to use the elements of thought to take thinking apart
  • How to drive student thinking through questions
  • How to teach content using question-driven instruction
  • How to teach content as a mode of thinking
  • How to get content to take root in the thinking of students
  • Specific strategies for leading a Socratic questioning discussion

    DVD / 80 minutes

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    ASSESSING OTHER'S WORK

    By Richard W. Paul

    In this video, the advantages and disadvantages of available critical thinking tests are presented and discussed. A case is made for the use of an essay test. Richard Paul demonstrates how a testing program can be coordinated with faculty development and programmatic assessment.


    DVD

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    CRITICAL THINKING AND MATHEMATICAL PROBLEM SOLVING

    With Alan Schoenfeld and Richard Paul. Good for all levels of math and science instruction. Topics include: student attitudes toward mathematics, the importance of real-world math problems, the difference between "reasoning mathematically" and performing calculations, and teaching for discovery vs. lecturing.

    DVD / 59 minutes

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    CRITICAL THINKING AND THE BASIC ELEMENTS OF THOUGHT

    In this program Yehudi Webster argues that the traditional model of education, which assumes its purpose is to prepare students for jobs, should be replaced by a model which emphasizes the role education can play in producing happy, well adjusted people. Webster sees the elements of thought as effective tools for achieving this new purpose. Topics include: student attitudes toward education, how social problems affect classroom dynamics, the historical approach to education, the relationship between reasoning and writing, and student and teacher evaluations.

    DVD / 56 minutes

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    CRITICAL THINKING TESTS & THE IMPROVEMENT OF INSTRUCTION

    By Richard W. Paul

    In this video, Dr. Paul explains and illustrates how to teach students to assess each other's work. Questions are addressed in all three videos. Ample theory and application are provided throughout.


    DVD / 60 minutes

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    HOW TO PROBLEM SOLVE: CRITICAL THINKING SKILLS

    What is intelligence? This DVD explores the meaning of intelligence and presents easy-to-understand tips to successful problem solving that include maintaining a positive attitude, being able to evaluate yourself and breaking problems into bite-size pieces.

    DVD / Approx. 15 minutes

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    HOW TO TEACH STUDENTS TO ASSESS THEIR OWN WORK - THE FOUNDATION

    By Richard W. Paul

    All thought and behavior, insofar as it aims at knowledge or excellence, involves three dimensions:

    1) an object we focus on,
    2) a process we employ, and
    3) standards we use to assess our work. Few students, unfortunately, have ever thought about "intellectual processes" (e.g., analysis or synthesis), or "intellectual objects" (e.g., conclusions, evidence, or assumptions), or "intellectual criteria" (e.g., clarity, accuracy, or consistency). Hence, they do not know what to do when asked, for example, to "analyze a question for clarity". In this tape, Richard Paul explains and models specific strategies for teaching awareness of intellectual processes, objects, and standards.


    DVD / 53 minutes

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    HOW TO TEACH STUDENTS TO ASSESS THEIR OWN WORK - THE TACTICS

    By Richard W. Paul

    Everyone thinks, but to think well we must learn to think explicitly about how we are thinking and make corrective adjustments as a result. For example, many students "study" but few think analytically about how they study and then reshape their study habits. This tape focuses on teaching for excellence in self-assessment, including specific teaching strategies.


    DVD / 53 minutes

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    HOW TO TEACH STUDENTS TO LISTEN AND READ WELL

    By Richard W. Paul

    Listening and reading are effective means to learning only when done skillfully, yet most students lack basic listening and reading abilities. Therefore, educators at all levels must teach explicitly for them. In this tape, Richard Paul explains and models how to teach for excellence in listening and reading. He grounds the session in a conception of the logic of listening and reading and demonstrates how that logic can be used as a tool for listener and reader self-improvement.


    DVD / 56 minutes

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    HOW TO TEACH STUDENTS TO SEEK THE LOGIC OF THINGS

    By Richard W. Paul

    To Dissolve Wholes into Parts, Unite Parts into Wholes, Question, Infer, and Reason to Purposeful and Creative Ends (Infer)

    We can understand something only by assuming that it has a logic, some order or coherence, reason or method, structure or pattern that makes sense, and so can be translated by a reasoning mind into ideas effectively grounded in reasoned judgment and expressed in an ordered, rational way. In this, the opening tape in the "How to Teach" series, Richard Paul sets out the foundations of a critical approach to teaching and learning. He elucidates how this approach fosters the ability of students to seek and grasp the logic of what they are studying by giving it a logic in their minds.


    DVD / 53 minutes

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    HOW TO TEACH STUDENTS TO WRITE WELL

    By Richard W. Paul

    Students cannot develop higher order thinking without developing reasoning abilities, which they cannot develop without frequently engaging in well-disciplined, analytic writing. Present instruction at all levels, however, systematically fails to teach well-disciplined, analytic writing abilities. In this tape, Richard Paul explains and models how to teach for excellence in analytic writing. He details specific strategies and documents some basic mistakes in writing instruction.


    DVD / 56 minutes

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    MOTIVATING STUDENTS TO THINK CRITICALLY BY TEACHING FOR DISCOVERY

    With Gerald Nosich. Strategies for encouraging students to think critically by designing assignments that require them to discover. Good for all levels. Topics include: Why discovery motivates students, why students remember what they discover, recreating historical discoveries, and discovering naive misconceptions.

    DVD / 59 minutes

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    STRATEGIC THINKING SKILLS

    By Stanley K. Ridgley

    Strategic thinking is a powerful and invaluable skill, one that leads to greater chances of success in whatever professional and personal projects you're involved in. It involves setting goals, developing long-range plans, anticipating the unexpected, analyzing your environment, and even íK


    4 DVDs

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    YOUR DECEPTIVE MIND: A SCIENTIFIC GUIDE TO CRITICAL THINKING SKILLS

    Taught By Professor Steven Novella, M.D.

    In the 24 rewarding lectures of Your Deceptive Mind: A Scientific Guide to Critical Thinking Skills. Dr. Steven Novella of the Yale School of Medicine-an academic neurologist, award-winning instructor, and public educator-equips you with the knowledge and techniques you need to become a savvier, sharper critical thinker in your professional and personal life. By immersing yourself in the science of cognitive biases and critical thinking, and by learning how to think about thinking (a practice known as metacognition), you'll gain concrete lessons for doing so more critically, more intelligently, and more successfully than ever before.


    4 DVDs / 720 minutes

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