Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
What is critical thinking?
Provide an example of critical thinking.
Whole Task Objectives Follow-up
How would you relate the concept of critical thinking to that of diversity?
Toolbox Critical thinking
20.2 Objective
Describe how to analyze information distinguishing between fact and fiction.
Whole Task Objective
Describe factors addressing diverse and complex issues..
Relevancy
How does one arrive at a sound logical solution to a problem? How does one
distinguish between fact and fiction?
Discovery consists of seeing what everybody has seen and thinking what nobody has thought. — Albert Szent-Gyorgyi
Prior Learning
Critical thinking can be defined as a purposeful and reflective judgment of whether we
should accept, reject, or suspend judgment about a claim and the degree of
confidence with which we accept or reject it (Wikipedia contributors, 2009).
Pretest
What steps might you pursue to be successful with critical thinking?
Activity
There are numerous methods described for developing a viable critical thinking
process that permit one to acquire and interpret information and apply it to reach a
well-justified conclusion.
Sherfield, Montgomery, and Moody, (2008) provide a series of steps for critical
thinking that in particular address the notion of “restraining emotions” as the first
step to developing a plan for critical thinking. A method for critical thinking might
consider the following steps (e.g. Sherfield, Montgomery, and Moody, 2008; Critical
Thinking: What It Is and Why It Counts, 2006; Critical Thinking Skills, n.d.).
viewing the topic from different perspectives.
and attempt to apply the options perhaps testing with a different set of
circumstances.
solution.
rationale for the solution.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
apply the critical thinking steps to address a topic.
Follow-up
What steps might you pursue to be successful with critical thinking?
In preparation for the next class, read Avolio’s Promoting more integrative strategies
for leadership theory-building using SQ3R.
Whole Task Objectives Follow-up
How would you relate the concept of fact vs. fiction to that of critical thinking
especially when dealing with diversity?
Toolbox Critical thinking
References
Critical thinking. (2009, March 26). In Wikipedia, The Free Encyclopedia. Retrieved
16:46, March 29, 2009, from http://en.wikipedia.org/w/index.php?
title=Critical_thinking&oldid=279852224
Critical Thinking Skills (n.d.) In Study Guide Zone. Retrieved March 29, 2009, from
Critical Thinking: What It Is and Why It Counts (2006). In 2006 Update. Retrieved
March 29, 2009, from http://nsu.edu/iea/image/critical_thinking.pdf
Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your
Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.
Terenzini, P. T. 1995. “Influences Affecting the Development of Students’ Critical
Thinking Skills.” Research in Higher Education 36(1): 23–39.
http://nsu.edu/iea/image/critical_thinking.pdf
http://en.wikipedia.org/w/index.php?title=Critical_thinking&oldid=279852224
http://en.wikipedia.org/w/index.php?title=Critical_thinking&oldid=279852224
Q&A
Address any issues from prior session.
21.1 Objective
Describe factors relating to an integrative understanding of leadership.
Whole Task Objective
Describe factors addressing diverse and complex issues.
Relevancy
What is the role of the follower in the context of leadership? How important is this
role? Historically, and in the military, the relationship between leaders and followers
has been viewed primarily from a hierarchical perspective. Today, leadership is
moving towards a more integrative consideration with focus on the interplay between
follower and leader.
My effort should never be to undermine another’s faith but to make him a better follower of his own faith. — Mahatma Gandhi
Prior Learning
Trait-based theory is an early leadership concept that describes the types of behavior
and personality characteristics associated with effective leadership. Zaccaro (2007)
argues that despite its long history, a consensus about the role of leader traits,
mechanisms of influence and role of situation has remained somewhat indefinable.
Instead, efforts should be directed towards combinations of traits and attributes,
integrated in conceptually meaningful ways, rather than additive or independent
contributions of several single traits that are intended to predict leadership.
Vroom and Jago (2007) point to three distinct roles that situational variables play in
the leadership process. First, organizational effectiveness is affected by situational
factors not under leader control. Second, situations shape how leaders behave. And,
third, situations influence the consequences of leader behavior. Debate between
person and situation has evolved into contingency theories that are capable of dealing
both with differences in situations and with differences in leaders. Contingency
theories focus research at the types of people and behaviors that are effective in
different situations.
Bennis & Thomas (2002) contend that a leader has at least one transformational
experience, or crucible, that served as a critical event in defining the leader (p 14). The
authors used the metaphor of the crucible to that of the transformational experience
in that a crucible, a device to melt metals at high temperatures, was a transforming
device used by alchemists. Hence, Dash (2005) argues that the focus is not so much on
observable attributes, but on the interaction between the individuals and their
environments that might have taken place in the past.
Pretest
Define the concept of contingency theories?
Define the concept of integrative theories?
Activity
Avolio (2007) argues that leadership studies have too narrowly focused on the leader
and have overlooked other elements such as the follower and context that encourage
more integrative strategies. Avolio states most leadership research has considered
the follower a passive or nonexistent element but it is the exchange relationship
between leaders and followers that determine the qualities of leadership and
outcomes achieved.
Further, contingency theories of leadership emerged because prior research
examining the link between leadership traits and performance had produced
conflicting results. Cross-cultural research is now examining whether leadership
qualities are contingent or universal; that is whether aspects of leadership apply in
some but not all situations. Avolio (2007) states that research now shows that there are
some universal traits, with facets of the context contributing to leadership, that are
repeatedly associated with effective leadership, including persistence, tolerance for
ambiguity, self-confidence, drive, honesty, integrity, internal locus of control,
achievement motivation, and cognitive ability.
Avolio (2007) would deem essential to building more integrative theories of
leadership elements such as cognitive leader-follower models considering individual
differences, individual leader–follower behavior, historical context, proximal context,
and distal context. He advocates for a more integrative focus that is multilevel,
multicomponent, and interdisciplinary and that recognizes that leadership is a
function of both the leader and the follower and the context.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify and define key points of the article.
With consideration to the article, Promoting more integrative strategies for
leadership theory-building., briefly summarize the author’s definition of leadership …
the concept of integrative strategies …
and your perspective of the definition of leadership with regards to the article.
View selected clips from Twelve Angry Men and identify the role of culture, individual
differences, context, and the follower. Consider the scenes First Degree Murder (2:56),
There’s Always One (0:21), Suppose They’re Wrong (4:15), Ten Seconds (3:46), A Little
Yelling (2:16), Even Steven (2:38), Reasonable Doubt (2:49), Eyewitness (5:26). Using
Think-Aloud Pair
Problem Solving (TAPPS) collaborative groups of two will identify a character they
related to, why, and attempt to link to a concept of today’s reading.
Follow-up
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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What is critical thinking? |
What is critical thinking?