1. Critical thinking involves systematically asking and answering questions to separate facts from assumptions, look for evidence before believing something is true, and yield a coherent understanding. 2. A workshop on critical thinking presented a linear model for generating critical thinking that moves from description to analysis to evaluation by asking questions like what, who, where, when, how, why, what if, so what, and what next. 3. During World War 1, head injuries among soldiers were very high because early helmets provided little protection, but the adoption of metal helmets helped reduce head injuries, showing how critical thinking questions like "what if" can evaluate alternatives.

1. Critical Thinking
Workshop
By OffGamers Sdn Bhd

2. Critical Thinking
1. What is your department's mission and vision?
2. What do you expect to achieve through attending
this workshop?

3. What is Critical Thinking?
Critical Thinking is the attempt to ask and answer questions
systematically.
Critical Thinking
This means
1. Asking the most useful questions in the most productive sequence in order to
yield a coherent and credible “Story”
2. Asking questions instead of accepting “at face value” what you write or
read, ie,
i. separating reliable facts from false assumptions
ii. Look for evidence and good reason before believing something to be
true

4. Critical Thinking
During World War 1, head injury among soldiers was
very high and soldiers took a long time to recover .
Evaluate.

5. Critical Thinking
Structure
Model to Generate Critical Thinking
What next?
What? When?
Who? Where?
Why?
How?
What if?
So what?
Description
Analysis
Evaluation

6. The Common Question Words
Starters: WHAT, WHO, WHERE, WHEN, HOW, WHY
Follow by: WHAT IF, WHAT NEXT, SO WHAT
DESCRIBE – To Describe is to clearly define what you are talking about, say exactly what
is involved, where it takes place, or under what circumstances. Basically an introduction
to a topic.
ANALYSE – To Analyse is to examine and explain how parts fit into a whole given reasons,
compare and contrast different elements, show your understanding of relationships.
Analysis basically forms the main part of any in-depth study.
EVALUATE – To Evaluate is to judge the success or failure of something, it’s implications
and/or value.
Evaluation leads us to conclusions or recommendations and are usually found at the end
of a topic.
Critical Thinking

7. Critical Thinking
Generating Critical Thinking
Identify a topic
Try to answer the
questions
This is the Topic/Issue you might want to explore in a particular section or
paragraph.
Write key words in the middle of a sheet of paper, or a blank document
screen.
Starting with „what‟ questions. Your answers may become part of an
introduction, defining your terms or identifying issues.
Using the
„who‟, „when‟ and
„where‟ questions
To generate descriptive background information. This will provide context or
scene-setting material which is also useful for an introductory section.
Using the “How”
question
„How‟ requires consideration of the ways that something operates or works –
e.g. processes or procedures.
Attempting to answer questions using “how‟ takes you from descriptive to
more analytical work.
Using the “Why”
question
„Why‟ also moves you deeper into analytical territory. It gets you to find
reasons, explanations or causes. Think about all the possible questions to do
with “why‟.

8. Critical Thinking
Generating Critical Thinking
Using the “What if”
question
Using the “So what”
question
Asking questions using „what if’ moves you into a more evaluative phase of
your thinking.
It helps you to consider the possible implications or results of a particular
action. This question is also useful for considering predictive work done by
others, or engaging in forecasting of your own.
„So what?‟ is really the KEY QUESTION for an evaluation. It gets you thinking
about value or values, meaning and significance. It is also about
discriminating between more or less important factors in any situation. It helps
you to think through and justify your own position, and discuss its implications.
Using the “What
next” question
„What next?‟ might refer to recommendations and predictions that your
argument has brought to light. It leads you to consider and plan for more
specific actions that might be necessary in certain kinds of assignment, such
as a project or business report.

9. Critical Thinking
Critical questions – A Linear Model
Descr
iptio
n
WHAT? What is this about?
What is the context / situation?
What is the main point / problem / topic to be explored?
WHERE? Where does it take place?
WHO?
Who is this by?
Who is involved?
Who is affected?
Who might be interested?
WHEN? When does it occur?
Analy
sis
HOW?
How did this occur?
How does it work – in theory? – in practice / context?
How does one factor affect another? Or,
How do the parts fit into whole?
Introductory and background
information to contextualize
problem / topic.
Exploration of relationship of
parts to whole.

10. Critical Thinking
Critical questions – A Linear Model
WHY? Why did this occur?
Why was that done?
Why is argument / theory / suggestion / solution?
WHAT IF? What if this were wrong?
What are the alternatives?
What if there were a problem?
What if this or that factor were – added? removed? altered?
SO WHAT?
What does this mean?
Why is this significant?
Is this convincing? Why/ why not?
What are the implications?
Is it successful?
How does it meet the criteria?
Analy
sis
WHAT NEXT?
Is it transferable?
How and where else can it be applied?
What can be learnt from it?
What needs doing now?
Possible situations and
alternative response?
Evalu
ation
Implications
Solutions
Conclusions
Recommendations

11. SO WHAT??

12. WHAT’S NEXT??

13. Critical Thinking
Women are better drivers than Men.
D i s c u s s .
Age 20 - 65 Women Men
No. of Accidents in
Year 2010
42 300 60 000

14. •World War I
WHO – WW1 Soldiers WHAT – Head Injury

15. WW1 Started in 28 July 1914 and
lasted till 11 November 1918 in
Europe.
The cause of the conflict is due
to long term imperialistic foreign
policies of the great powers of
Europe (German Empire, Austro-
Hungarian Empire, Ottoman
Empire, Russian Empire, British
Empire, French Empire & Italy)
•World War I
WHERE & WHEN - Brief Introduction

16. SAMPLE HELMET USED PRE WWI SAMPLE HELMET USED IN WWI
•World War I
WHY - Soldiers’ Helmets

17. WITHOUT TIN HELMET WITH TIN HELMET
•World War I
WHAT IF

18. Critical Thinking