ACAD Chapter 5 Quiz Thinking In College

Michel is used to getting good grades by taking careful notes and memorizing the information for the tests. However, he is finding that his college classes are different. He has to write several response papers about the reading for his history class and has been receiving poor marks for simply paraphrasing the text and not sharing his thoughts on the subject. Michel knows that a few other students have formed a study group to discuss the reading and review each other’s response papers, but he decides not to join because he doesn’t know how he would contribute. In talking with his mother one night, he explains his frustration. “I always thought the point of history was that it was based on facts. My professor is always asking why I think something happened. It happened. Why is there no one answer?”

How could the study group benefit Michel?

• By making it easier to cheat.

• By encouraging him to jump on a bandwagon.

• By generating more ideas

• By generating arguments and dissension leading to more competition in class.

Michel is used to getting good grades by taking careful notes and memorizing the information for the tests. However, he is finding that his college classes are different. He has to write several response papers about the reading for his history class and has been receiving poor marks for simply paraphrasing the text and not sharing his thoughts on the subject. Michel knows that a few other students have formed a study group to discuss the reading and review each other’s response papers, but he decides not to join because he doesn’t know how he would contribute. In talking with his mother one night, he explains his frustration. “I always thought the point of history was that it was based on facts. My professor is always asking why I think something happened. It happened. Why is there no one answer?”

It seems Michel might not grasp all of the key aspects of critical thinking. Which of the following is NOT a key aspect of critical thinking?

• Asking questions

• Considering multiple points of view

• Drawing your own conclusions

• Agreeing with the majority opinion.

Michel is used to getting good grades by taking careful notes and memorizing the information for the tests. However, he is finding that his college classes are different. He has to write several response papers about the reading for his history class and has been receiving poor marks for simply paraphrasing the text and not sharing his thoughts on the subject. Michel knows that a few other students have formed a study group to discuss the reading and review each other’s response papers, but he decides not to join because he doesn’t know how he would contribute. In talking with his mother one night, he explains his frustration. “I always thought the point of history was that it was based on facts. My professor is always asking why I think something happened. It happened. Why is there no one answer?”

What is one question Michel should ask himself when presented with information in his history class?

• Can this information be interpreted another way?

• What does my best friend think of this?

• Do I like the person telling me this?

• Is the person telling me this smarter than I am?

thoughtful consideration of information, ideas, observations, and arguments

Fast Thinker or Slow Thinker: More likely to conform to preconceived notions

• Fast Thinker

• Slow Thinker

Fast Thinker or Slow Thinker: More likely to be a person who can think for themselves

• Fast Thinker

• Slow Thinker

Fast Thinker or Slow Thinker: Question authorities and traditional beliefs

• Fast Thinker

• Slow Thinker

Fast Thinker or Slow Thinker: Usually results in the least amount of conflict, because the person tends to go with the majority

• Fast Thinker

• Slow Thinker

Creative brainstorming and group discussion encourage original thought is an example of

• teaching

• practice

• collaboration

• listening

Name and describe/explain three methods for becoming a creative thinker...