Critical Thinking Class Descriptions - Essay for you

Essay for you

Critical Thinking Class Descriptions

Rating: 5.0/5.0 (19 Votes)

Category: Critical thinking


Complacency, Cannibalism & Critical Thinking

Complacency, Cannibalism & Critical Thinking - Avoiding Toxicity

​ This new class will blow your headset off! We want to affirm the great work of your hard-working 9-1-1 staff member, inspire the “average” staffer and bring the “oh no, that’s me” realization to the type A tiger that is slowly killing workplace morale within your team. This class will cover: Dispatch Complacency, Cannibalism and Avoiding the Toxic Workplace and offer new tools on how to be a "critical thinker".

Our instructors will put the emphasis on self-evaluation and reflection of your attitude, behavior and performance. The goal is to provide new ideas, skills and tools to use within the 9-1-1 profession and how those tools will make you better under both routine and emergent events or calls. Each student will be provided with 10 Proficiency Tools to improve their ability to gain or remain positive under pressure and resolve conflict within your Communications Center. We offer ideas that allow individuals and work groups a way to self-assess operational and interaction issues within any emergency communications environment. We don’t want to focus on the negative alone, we want to effectively remind your 9-1-1 professionals to make conscious decisions and use critical thinking to see how their attitude and performance affect the calls for service, how they are perceived and how they can turn the negativity around. We show the down side to complacency and how it affects the relationships we have within the 9-1-1 center, risk to our field responders and potential public relations failures within the communities we serve.

​Each student will see demonstrations of the critical link between decision making and risk and the failures caused by complacency. We want to help you and your staff realize what workplace negativity does to you both personally and professionally. We offer real world solutions and proven ways to turn around negativity and complacency. It’s almost impossible to explain everything that students will experience in this class.

Here are a few topics we will cover in this class.
Decision making
Thought process
Personal accountability
The vital role of a Mission Statement and Core Values
Individual and agency duty
Ethical standards
Compassion fatigue
How you can be an official or unofficial role model in the workplace

We will also facilitate a great discussion of what professionalism and pride are and how each individual has the “Power of One”. This class is currently the #1 class at PSTC with overwhelmingly positive results and reviews.Send us your new or tenured employee, your problems “lying in wait” or any staffer that is ready for a great class to remind them how essential their attitude is to team action, performance, quality and their off duty lives.

Class length: 8 hours

Certification: This is a POST Plan IV class. We can get it certified in your state, just call us at 800-348-8911 x102 or email Kevin.

​It’s been a busy time for us since we are in the midst of a cutover to a new CAD system, but I wanted to take a few minutes to thank you for sending us John Korman. What an excellent instructor!

Every single one of our telecommunicators attended his class and I have heard nothing but positive comments. Each and every one of them, including myself, truly enjoyed the class. I could not have asked for a better class agenda or a better instructor. The class content was perfectly suited to our needs, and morale here has definitely improved. Negativity has been reduced tremendously. I have already received requests to have him return for more classes in the future. I am extremely satisfied with PSTC and would highly recommend you to any agency searching for training or simply to boost morale. Thank you for responding to our needs. Debbie, Bridgeport CT

This was an amazing course and the instructor was fantastic. He took real issues and explained them in down-to-earth ways. Excellent job of keeping things balanced and entertaining. Megan, Morton PD (03/2011) It was fantastic! Very lively and fast paced. Rose, Fulton County

I would like to thank you for an outstanding class. Your presentation was moving for me. I learned so much about myself, which I don’t take a lot of time to do. Us dispatchers are one of a kind! At times we look past who we are or what we truly do for others and you made it very clear. Looking forward to more classes by PSTC -- Jeannette, Sierra Madre, California

If given the opportunity, take this class! It makes you want to be proactive and spread the good working relationship attitude to your co-workers. -- Mindy, Warren County 9-1-1

​ This is a class every dispatcher should be required to attend. New hires should attend this class as a requirement of employment (Directors and supervisors also). Class was great! -- Marty, Lawrence County 9-1-1

Great class! One of the best in my 23 years. Instructors were awesome -- Cathey. Bedford County 9-1-1 T

his was a very interesting class. It was very good and made me think alot and I believe it will help a lot of people. Great class; the best I have attended in a while. Very interesting and informative -- Lisa, Bedford County 9-1-1

The instructors were great and kept us entertained. They acted like our friend and taught us through experience from themselves instead of just telling us this and that -- Dustin, Bedford County 9-1-1

This class has impacted me as a person. I felt like I lost hope with my job and this class has shown me that not only am I not alone but gave me material to use. Dispatchers can make a difference - a positive or negative one. It's up to me to decide -- Stephanie, Cape Girardeau 9-1-1 (MO)

​I would recommend this class to anyone. This class has opened my eyes in a lot of aspects -- Courtney, Cape Girardeau 9-1-1 (MO)

Great class. All dispatchers should be required to take it. Hands down the best instructors of any training class I have ever taken. Kept class fun and interesting -- Lindsay, Murfreesboro PD (TN)

​Take it tomorrow! The best training course for dispatchers I have ever taken! -- Sheila, Riverside SO (CA)

Great class! -- Eileen M Awesome class -- Wendy R, Morro Bay PD (CA) T

​his was by far the best training I have been too in 23 yrs of public service. If your dept can bring this class in send EVERYONE in your Comm. Center. Thank you PSTC for all you do for the Dispatch Professionals across this country.

Another awesome class! Not even a snow storm could stop me from attending! -- Cody L

Other articles

Class Descriptions

Class Descriptions

This cornerstone class of The Guthrie School provides developmentally appropriate reading instruction to students from beginning readers up to students preparing for high school testing and advanced placement. We use beautiful, large textbook anthologies filled with many genres of literature as well as carefully selected novels. Classwork is teacher guided, and reinforced with homework that accompanies the texts. Various genres are studied at each grade level. The class covers reading fluency, decoding, vocabulary, and comprehension including analysis of literary elements appropriate to each grade level. For example, author’s purpose, point of view, and perspective are taught in the correct developmental order from grades 3-5. Our students and families report to us that this class has proved pivotal in their child’s growth and success in school.

This class goes hand-in-hand with our language arts/reading classes and forms the basis for studying the crafts of writing and public speaking. All types of writing are included: persuasive letters and essays, personal narratives, poetry pieces, advertisements, fictional stories, and research writings pertaining to a specific topic. Students present their work orally in front of the class in order to develop confidence and ease in speaking publicly. Each student is coached in voice quality, projection, enunciation, expression, eye contact, and content of their presentation.

A variety of curricula are utilized including standards-based Singapore Math, Scott-Foresman, Glencoe, and Envisions to facilitate individualized instruction. The class covers preparation for testing, core-curriculum, and extra practice. In addition, curriculum is utilized which aligns to Texas State Standards for problem solving practice in a format that complements tests administered by Texas public schools. The program combines a strong problem solving foundation with the necessary practice in computational skills needed for high achievement. We believe that developing confidence in one’s mathematical ability at an early age is critical to success in the middle and high school years. It is always best to be ahead in math.

Critical Thinking and ISEE/SAT Classes

  • The highly popular Critical Thinking classes have three levels: lower, middle, and upper, and are designed specifically for students who want to improve their logical and spatial thinking abilities. The curriculum is aligned with area Gifted and Talented programs, and offers an opportunity for students to extend their learning by practicing less concrete skills. Examples of materials used include logic puzzles and games, analogies, problem solving, spatial reasoning, figure manipulation, and intensive higher-level vocabulary work.
  • ISEE and SAT classes are designed to help students maximize potential on higher-level standardized achievement tests such as the ISEE, SSAT, PSAT, SAT, and ACT. These classes are specifically designed to maximize the student’s learning and practice time so that they focus on the areas of testing for which they need the most improvement.

This group class focuses intensively on vocabulary development and usage. Students will learn about base words, prefixes, suffixes, denotation, connotation, etc. Students not only learn new words, but also how to use and recognize new words. This class is an excellent complement to our reading and writing program.

A private lesson is 1:1 instruction with an instructor. The class will be individualized to the student’s specific and personal needs and ability level. Private lessons can be scheduled with a specific teacher and are subject to that teacher’s availability.

Shared Private Lessons

A shared private lesson is a 1:2 teacher to student ratio. The class is individualized for those student’s specific and personal needs and ability levels. We must approve the students admitted to the shared-private so that the students are on a similar level. Shared privates can be scheduled with a specific teacher and are subject to availability.

A semi-private lesson is a closed group with no more than a 1:4 teacher to student ratio. We must approve the students admitted to the semi-private group so that the group is all on a similar level. The curriculum will be determined by the specific needs of the entire group. No students will be allowed to join a semi-private class without approval of the enrichment director.

Our group lessons are teacher led with a maximum of 1:10 teacher to student ratio. Students in the group are working at the same level and have to opportunity to benefit from peer modeling, discussion, group work, and personal attention.

Essay on Critical Thinking English Class - 702 Words

Critical Thinking English Class

Reflection Essay
Wenyao Sun
Silicon Valley Unversity

I feel so lucky that I took this Critical Thinking English class, It is better than to say this course is like a philosophy class to me. I learn many concepts in this class, and it taught me a lot of useful things to me in study. in life even in my work in the future. Even this is the final paper for the course, but this skill I learned will be continues to be an important part of my life. Firstly, I learned to be a critical thinker, I believe that critical thinking is based on self-corrective concepts and principles, not on hard and fast, or step-by-step, procedures. When we plan to write and speak we can ask right questions like ““Who?” “What?” “Where?” “When?” and “How?” The facts need to be accurate, clear, and precise. Questions that get to the details of facts, with words like “exactly,” “how much,” “what time,” To think this carefully, it can be good for us to communication with other people and it helps me to recognize the wrong or right information learning to think clearly and carefully takes training, patience, and practice. I think after I learn the new strategies of critical thinking, I know communicate carefully with clarity, depth, precision, accuracy, and logic right now. Then I learned to use panning for gold approach, it is interact actively with stated facts, determine problems with reasoning and it can fill the gaps of uncertainty or doubt, even discover some amazing things maybe. And I also to be a strong sense thinker. It is consider all logical opinions, including personal opinion and accounts for logical reasoning of another's personal opinion.

In addition, I knew the value conflicts,it allows us to be open to multiple points of view, because of different people have different values. Right now. before I justify something. I wouldn’t be emotion, I will use reverse role-playing. take a position opposite the other people's.

Please sign up to read full document.


CRITICALTHINKING This handout is available in an alternative format on request WHAT IS CRITICALTHINKING .  Criticalthinking is a higher order of thinking . it is the practice of using a number of different advanced thinking skills in a variety of complex ways.  Criticalthinking focuses on thought: it looks at how facts are proven, arguments are formed, conclusions are reached, not just what the facts, argument or conclusion may be.  Criticalthinking is self-reflexive: it involves reflecting on, questioning and testing your own thinking processes.  Criticalthinking is discipline-specific: it engages in particular forms of reasoning, such as mathematical reasoning, historical analysis or literary interpretation, which are specific to a particular discipline. HOW IS CRITICALTHINKING DIFFERENT FROM THINKING . THINKING On information: data, facts, examples On ideas: opinions, positions CRITICALTHINKING On ideas: assumptions, biases, flaws in reasoning, point of view, context, implications ACTIVITY Organizing and making connections between pieces of information or ideas, sometimes making basic inferences GOAL To form an.

978 Words | 2 Pages

1. WHAT IS CRITICALTHINKING . Criticalthinking is a process: Involves wide range of skills and attributes: Identifying other people’s positions, arguments and conclusions. Evaluating the evidence for alternative points of view. Weighing up opposing arguments and evidence fairly. Being able to read between the lines, seeing the surface and identifying false or fair assumptions. Recognising techniques eg false logic and persuasive devices Reflecting on issues in a structured way, bringing logic and insight to bear. Drawing conclusions Presenting a point of view in a structured, clear, well reasoned way that convinces others. Scepticism and trust. Ability to reflect sceptically Ability to think in a reasoned way Method rather than personality trait Criticalthinking and argument REASONING: Knowing your own reasons: rational Critical analysis of other people’s reasoning Identifying their reasons and conclusions Analysing how they select, combine and order reasons to construct a line of reasoning. Evaluating whether their reasons support the conclusion they draw. Evaluating whether their reasons are well-founded, based on good evidence. Identifying flaws in their reasoning. Constructing and presenting reasons Select and structure reasons to support a conclusion. Present an argument in a consistent way; Use logical order Use language effectively to present the line of.

791 Words | 4 Pages

Thinking is a tool of life. Criticalthinking is a term of thinking deeply, in spirit, where to gathered information from experience, reflection, evidence to reach an answer or conclusion. Criticalthinking is “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” (Michael Scriven & Richard Paul 1987). Criticalthinking enhanced people to develop an effective analysis and creates arguments based from the research. This essay will identify and understand what is meant of criticalthinking ; the barriers of criticalthinking ; and how to present criticalthinking to other, such as core professional obligations, values, and operations of organizations. To understand the term criticalthinking we need to examine clearly on descriptions. According to Macmillian (2011), Criticalthinking is “a cognitive activity associated with using the mind”. This demonstrates that “think critically” is combined with mental processes such as attention, where it given an evidence from the point of views; judgments to make an.

992 Words | 4 Pages

Why is criticalthinking important? 1. What is criticalthinking . 2. Who should learn criticalthinking . 3. Why is criticalthinking important? 4. How to help people think critically? 5. What is the most important lesson that you’ve learnt in criticalthinkingclass . 6. What are the goals of criticalthinking . 7. Finally, give an example of a real case/event when people failed to think critically. What were the consequences? How could have these been avoided? 1.Criticalthinking is a collection of skills that we use everyday for our full intellectual and personal development. The word critical comes from the Greek word kritikos, meaning to question or to analyse. It is really thinking about your thinking . The ability to think clearly and rationally, as well as to engage in reflective and independent thinking . It is a guide to belief and action. Criticalthinking can also play an important role in cooperative reasoning and constructive tasks. Criticalthinking can help us acquire knowledge, improve our theories, and strengthen our arguments. It is self-directed, self-disciplined, self-monitored, and self-corrective.

1406 Words | 5 Pages

CriticalThinking Syllabus Course Description: CriticalThinking studies a process which is indispensable to all educated persons--the process by which we develop and support our beliefs and evaluate the strength of arguments made by others in real-life situations. It includes practice in inductive and deductive reasoning, presentation of arguments in oral and written form, and analysis of the use of language to influence thought. The course also applies the reasoning process to other fields such as business, science, law, social science, ethics, and the arts. Course objectives/ Learning outcomes: Successful completion of this course will enable you to identify, evaluate, and construct inductive and deductive arguments in spoken and written forms; recognize common fallacies in everyday reasoning; distinguish the kinds and purposes of definitions; distinguish the functions of language and its capacity to express and influence meaning; and recognize and assess arguments in various forums of reasoning. The goals of the course are to help you develop the habits of assessing and defending the reasonableness of your beliefs and values and those of others; appreciate the importance of looking at an issue from a variety of points of view and of recognizing the complexity that surrounds most controversial issues; and appreciate the value of criticalthinking in.

627 Words | 4 Pages

Creative Thinking and Natural/Mental Orders Worksheet Part 1: Creative Thinking Construct one metaphor about five different things that describe any aspect of your life, such as someone you know, something you do, some place you have been, or anything else. Refer to Activity 7.1, located in Ch. 7 of Thinking . for examples on how to create metaphors. Example: Event /Person/Place: Mother Metaphor: A mountain in the mist; Strong and everlasting; A blanket of safety and comfort. Answer Here Part 2: Natural/Mental Orders Create two sets of information using natural/mental orders. Refer to the “Natural/Mental Orders” section in Ch. 8 of Thinking for additional guidance (Topical, Analogical, Chronological, and Causal). Use examples not included in the textbook chapter. Example: Type of Organization: Natural Order: Chronological Example: Seeds grow into plants, flower or fruit, produce more seeds, fall to the ground, take root, and produce another plant Answer Here Creative Thinking and Natural/Mental Orders Worksheet Part 1: Creative Thinking Construct one metaphor about five different things that describe any aspect of your life, such as someone you know, something you do, some place you have been, or anything else. Refer to Activity 7.1, located in Ch. 7 of Thinking . for examples on how to create metaphors. Example.

304 Words | 3 Pages

Professor: Gracie Aguilera Critical and creative thinking skills are used throughout our lives to help us make important decisions and guide us through our most difficult and treasured moments. These particular thinking skills are deemed to be higher levels of thought and through this higher level of thinking . help us make both personal and professional decisions. According to Le Cornu (2009), criticalthinking is defined “as the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered” (p.1). This type of thinking embodies three different characteristics in its approach, these three dimensions are, analytic, evaluation and creative. In taking this approach one must be ableto think critically through reflection, observation of the major components and also incorporate some creativity to come up with unique ways to address the situation. Utilizing this approach guides us and gives us a strategy to incorporate both critical and creative thinking which work hand in hand to allow us to arrive at our final decision. Critical and creative thinking are thought to “involve a complex approach to arriving at an educated decision by implementing a strategy for questioning and reasoning that will allow arrival at a final well.

1216 Words | 6 Pages

CriticalThinking Development: A Stage Theory - The CriticalThinking Community CriticalThinking Home > Resources > Articles > CriticalThinking Development: A Stage Theory Page 1 of 14 view cart / checkout Search go CriticalThinking Development: A Stage Theory With Implications for Instruction Linda Elder with Richard Paul Though most teachers aspire to make criticalthinking a primary objective of their instruction, most also do not realize that, to develop as thinkers, students must pass through stages of development in criticalthinking . That is, most teachers are unaware of the levels of intellectual development that people go through as they improve as thinkers. We believe that significant gains in the intellectual quality of student work will not be achieved except to the degree that teachers recognize that skilled criticalthinking develops, only when properly cultivated, and only through predictable stages. In this paper we shall set out a stage theory based on the nearly twenty years of research of the Center for CriticalThinking and explain some of the theory’s implications for instruction. We shall be brief, concise, and to the point in our explanation with minimal theoretical elaboration. Furthermore, we.

6188 Words | 14 Pages