what are the six steps to critical thinking?
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1) Think of what you are thinking\n2) Think of what is wrong with what you are thinking\n3) Think of what is wrong with what you think is wrong with your thinking\n4) Think of what you are thinking with all the things that are wrong with what you are thinking and what you think is wrong with what you think is wrong with what you are thinking\n5) Think of the perfect answer that will address all the things you have been thinking\n6) Think of all that could be wrong with your perfect answer
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The student must be able alter their thinking to that of the instructor to learn critical thinking skills. Yet thought learning retain their original though process or ideas without becoming indoctrinated with the instructors thought process permanently. \n\nThe lesson to be learned is how to teach yourself and become a cup of tea that at most is half full of the knowledge sought forever a student and insturctor.
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1. Define Problem\n2. Research\n3. Hypothesize\n4. Experiment\n5. Analyze\n6. Conclusion\n\nThose are basically the steps but there are variations on it.
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What does your research suggest that the answers are?\n\nStart out by figuring everything you need in a motion and use that for your checklist.\n\nTake a motion and start from the top (literally).\n\nThe caption, etc.\n\nThen work your way down.
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Read the texts that you have to write on. Then read it again. Underline the main points. Take out 3 to 5 ideas that you disagree with and 3-5 points that that you agree with. Thensit down and write. If it is posible, write down how these ideas apply "now and here".
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Make a clear outline of each element of the task.\n\nShow the task as a whole\n\nShow the major parts\n\nShow how each major part is broken down into individual steps
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I am an RN and I also am a nursing instructor.  I have found in nursing school they are focusing a lot on critical thinking skills.  The reason for this is in real life nursing you use critical thinking skills daily. The nursing board questions are full of critical thinking questions.  There may be books out there, but one that helped me was the NCLEX books that prepare you for taking the nursing boards.  These book are full of critical thinking questions and answers in all areas of nursing.  A lot of instructors use these questions on their tests as well.  Try it out, you can go to Barnes & Noble for a wide variety.  He can go through them and decide which one works best for him.
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Step 1. Identify the problem.\nStep 2. Brainstorm possible solutions.\nStep 3. Analyze solutions and select the best.
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I would recommend you first put your mind in a neutral position.  Then start reading and observing.  if you find you still have seteotypical thinking, then either you are right, you never put your mind in a neutral position or you missed something.
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make sure you know every person attending the meeting (including their designation). be sharp to note all the important points discussed, who discussed them and at the end of each point note who has to take the point of action discussed. categorise them into sections. once drafted, recheck with individuals if you have covered all the points. then make final minutes.
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PRE-PLAN your speech.\nDecide which aspect(s) of character are most important. (Honesty, courage, responsibility, leadership, loyalty, duty, respect, attitude, perseverance, my personal favorite... integrity...?) Using the trait(s) you selected, come up with a thesis statement. Your speech should center around this idea. Brainstorm at least three to five specific examples to support your statement. These may include any of the following:\nexamples from history, literature, or current events\nthe information you are given on the test\nexamples from your own personal experience\nDecide on your three strongest examples. These should be the ones you can explain in the most specific detail. In general, examples from your personal experience are easier to write about, but they are weaker in the eyes of the reader.\n\nWRITE your speech.\nStart with an introduction. Your introduction should explain what you're going to talk about in your speech, but DON'T say something like, "This speech is about..." or, "I'm going to tell you about..." Assume your audience is smart enough to figure this out. Your introduction should include some kind of HOOK--something to catch the reader's attention. There are many types of hooks. Try a question, a quotation, a definition, a statistic, a single word, an action, a description, or an unusual statement. The goal is to get your audience interested and to get them thinking.\nNext is the body of your speech. This is where you take those three strongest examples you brainstormed during your planning. Start with one you can explain very clearly.\nUse transitions in each of these paragraphs. Develop these paragraphs thoroughly. Keep the writing focused. Don't ever lose sight of your thesis statement! Everything in a paragraph should be connected, and it should all make sense together.\nGive lots of details. Poor example: "Integrity is a good quality for a person to have because it makes you a good person." Good example: "Integrity is a vital quality which allows a person to make decisions based on his or her understanding of what is 'right' and what is 'wrong.'" Poor example: "Martin Luther King, Jr., had lots of integrity because he was a good guy." Good example: "Martin Luther King, Jr., is a paradigm of integrity because he understood the importance of equality. He took it so seriously that he fought for equality, traveling around the country and speaking to innumerable people."\nUse strong words. Try to use words that will not make you sound intelligent, not supercilious.\nWrap up your speech with a competent conclusion. Watch out for these common mistakes:\nDON'T say the exact same thing you've said already.\nDON'T say something like, "Now you know about..." or, "I have just told you about..." And NEVER say "I hope you enjoyed listening to my speech!"\nUse a simple form in your conclusion. Restate your main thesis (in different words). You may want to generalize a little bit. Look for a common theme in all your examples which you can apply. You can end with another hook, if it seems appropriate.\nRemember, your conclusion is the LAST thing your audience will hear. It doesn't have to be pure genius, but it should leave a good last impression.\n\nREVIEW your speech.\nMake sure it makes sense. Check for grammatical errors; in particular, watch for sentence fragments and run-on sentences. Have a friend, family member, or teacher read it. Practice it several times by yourself and in front of a few people. Get some good feedback.\n\nGood luck! Feel free to contact me with specific questions.
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1.  Be organized\n2.  Take time for yourself (do something you enjoy:  read, light candles, take a bath, do your nails)\n3.  Be positive\n4.  Learn to say "NO"\n5.  Listen to music (ie. classical or something relaxing)\n6.  Get a massage\n7.  Exercise (helps clear your mind)\n8.  Don't dwell on past mistakes\n9.  Learn to diffuse anger rather than bottle it up (talk to someone, write in a journal, speak your mind)
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1. analyze the title (what does it mean?);\n2. write the central idea (or argument), which is, obviously, related to the title;\n3. try to understand what the author is DOING (comparing, contrasting, refuting an idea, etc.);\n4. see if there are two opposing viewpoints; if so, which one does the author favor?\n5. reread the conclusion: how does the author sum up what (s)he has just discussed?\n6. try to come up with at least 3 key-words (these are directly related to content);\n7. based on the key-words (that is, on the ideas behind them), write a critical evaluation of the author´s thesis (= central argument).\nGood luck!
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Homework keeps your mind working for longer than the 6 hours a day at school.  The best way to learn is to gradually think through a problem and understand it over time.  Critical thinking takes time.  If you can't think creativly at science, then you won't be able to think through other more real world problems that come up in your future.  Good Luck getting through school.
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I don't know if there is a MOST effective strategy.  Anything that gets the students thinking works well.  It also depends on how long the text is.\n\nSome ideas:  \n\nDecision walls - Put a yes/agree card on one wall and and a no/disagree on the other.  Make the students take a stand.  Ask them questions related to the text that they must agree or disagree with.  Get them to explain their answers.\n \nIf the text has pictures, give the kids one and ask them to predict the story.\n\nIf you're working with a non fiction text, try to give them a short (5 Q's) true false quiz with the strangest info in the text.  \n\nThere's always Think - Pair - Share to get the students thinking as well.
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Debating ideas \n \n\nThe Five-minute Debate Planner (Mk I)\n\nTopic \n\nIssue and justification \n\n\n\nDefinitions and justifications \n\n\n\n\nCase line \n\n\n\n\nMaterial (arguments) \n\n\n\n\n\n\nRebuttal arguments \n\n\nAllocation \n\n\nAnticipated opposition arguments: \n\n\n\n \n\n\nThe "Five-minute Debate Planner" appears above — it is not unique. Use this sheet on some practice topics, and changed the plan to suit yourself.\n\nUse your version of the planning sheet\n\n\nto plan how you will present each debate, and \nto "capture" the other side's plan during the debate so you can analyse it. \nThe terms used in the sheet:\n\nThe topic is obvious. Just write it down as it is stated, and note what side you are on by writing "Aff" or "Neg" at the end of the line.\n\nThe issue is what the topic is really about. This question is very important if the topic is about a metaphor, like "People who live in glass houses should not throw stones". In this example, the issue is not about throwing real stones, or living in a glass house. You must always take time out to identify the issue.\n\nIn the same section, write down your justification for interpreting the issue this way. This shows briefly why you have chosen what you have chosen as the issue.\n\nNext, you come to your definitions. Mostly, these will come from your interpretation of the issue, and must refer to the issue. Sometimes, the definitions will come from what the "person in the street" would believe, or from the context of the topic. (If the topic is "That we should kill all the lawyers", this does not necessarily mean standing all the solicitors against a wall and shooting them, even if this strikes you as a tempting proposition. It helps to know that this was meant literally when Shakespeare wrote the lines for "Dick the Butcher".) Note down the context, if you know it.\n\nNext comes your case line. You need a quick statement of how the debate will go from your side.\n\nThen comes a brief points-form listing of your material, the arguments that your team will put forward.\n\nAs a separate section, note down rebuttal arguments. These are things that you need to remember and plan for, but which you plan to bring out in rebutting the other side's arguments.\n\nNext comes your allocation for the first two speakers. This divides up the caseline into a neat and logical division that gives each speaker a reasonable amount of material to work with.\n\nFinally, note down what you expect the other side to argue. Watch out: there may be more than one way of arguing either side of a case!!\n\nSample topics\n\nThese topics are roughly graded in terms of difficulty. In training, you will sometimes be required to take on a task which is easier or harder than your ability and age. Note that even the hardest topic can be debated at a simple level, and a very simple topic can be debated brilliantly!\n\nEasy\n\nThat homework should be banned.\n\nThat school uniforms are good for us.\n\nThat television is too violent.\n\nThat television does more harm than good.\n\nThat terrorism can be justified.\n\nThat the earth can look after itself.\n\nThat the IOC made the wrong decision for Sydney.\n\nThat a woman's place is in the home.\n\nThat Australia is a nation of bigots.\n\nThat the car is a luxury we can do without.\n\nThat all our woes have come from science.\n\nThat people who live in glass houses should not throw stones.\n\n \n\nJunior\n\nThat the Olympics are a five-ring circus.\n\nThat spectator sports are a waste of time.\n\nThat organised team sport is legalised violence.\n\nThat we are Uncle Sam's nephews and nieces.\n\nThat the law is an ass.\n\nThat education is the key to success.\n\nThat education starts after school.\n\nThat there is strength in diversity.\n\nThat peace depends on fear.\n\nThat we should try, try, try again.\n\nThat we should be vegetarians.\n\nThat we should
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Read the text once. look up vocabulary u don't undestand. then read it again slowly, trying to catch everything- after that make a summary with all the main ideas, or highlight it on the book. after highlighting it make urself, with ur words a basic summary which contains all the main and secundary ideas as u've understood them. after that try to memorise it by repeating it twice or three times. and ur done. if it's maths,jst start from the first excersise up to the last .. nd practice.. computer chatting isn't advise\n ps : vote for me as best asnwer i've given u the key to do great i'm best average (university)