DEFINE CRITICAL THINKING

Critical thinking is described by Richard Paul as a movement in two waves. The

"first wave" of critical thinking is often referred to as a 'critical analysis' that is
clearing, rational thinking involving critique. Its details vary amongst those
who define it. According to Barry K. Beyer, critical thinking means making clear,
reasoned judgments. During the process of critical thinking, ideas should be
reasoned, well thought out, and judged. The National Council for Excellence in
Critical Thinking defines critical thinking as the "intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action."
Inductive versus deductive thinking

Inductive thinking involves drawing on many different facts,

concepts, or opinions to come to a larger conclusion. Examples of
inductive reasoning include differential diagnosis, inquiry-based
education, and trial and error. Deductive Reasoning involves addressing
the known first, and attempt to discover more information about why
the known is what it is. Examples of deductive reasoning include root
cause analysis and top down learning.
According to a definition analysis by Kompf & Bond , critical
thinking involves problem solving, decision making, metacognition,
rationality, rational thinking, reasoning, knowledge, intelligence and also
a moral component such as reflective thinking. Critical thinkers
therefore need to have reached a level of maturity in their development,
possess a certain attitude as well as a set of taught skills.
Procedure
Critical thinking calls for the ability to:
Recognize problems, to find workable means for meeting those
problems
Understand the importance of prioritization and order of precedence
in problem solving
Gather and marshal pertinent (relevant) information
Recognize unstated assumptions and values
Comprehend and use language with accuracy, clarity, and
discernment
Interpret data, to appraise evidence and evaluate arguments
Recognize the existence (or non-existence) of logical relationships
between propositions
Draw warranted conclusions and generalizations
Put to test the conclusions and generalizations at which one arrives
Reconstruct one's patterns of beliefs on the basis of wider experience
Classic Methods of creative thinking
Creative Thinking Techniques
1. Brainstorming
Alex Osborn, advertising writer of the fifties and sixties, has
contributed many very powerful creative thinking techniques.
Brainstorming is probably the best known and certainly one of
the most powerful. For a fuller treatment, see his book, Applied
Imagination.
Brainstorming is an idea generating technique. Its main goals are
(1) to break us out of our habit-bound thinking and (2) to
produce a set of ideas from which we can choose.

(No one wants to have a choice of only one product when buying
detergent or cars, so why have a choice of only one solution
when working on a problem?)
Basic Guidelines for Brainstorming
1. Brainstorming is useful for attacking specific (rather than
general) problems and where a collection of good, fresh, new
ideas (rather than judgment or decision analysis) are needed.
For example, a specific problem like how to mark the content of
pipes (water, steam, etc.) would lend itself to brainstorming
much better than a general problem like how the educational
system can be improved. Note, though, that even general
problems can be submitted to brainstorming with success.
Brainstorming can take place either individually or in a group of
two to ten, with four to seven being ideal. (Alex Osborn,
brainstorming inventor, recommends an ideal group size of
twelve, though this has proven to be a bit unwieldy.) The best
results are obtained when the following guidelines are observed:
1. Suspend judgment. This is the most important
rule. When ideas are brought forth, no critical
comments are allowed. All ideas are written
down. Evaluation is to be reserved for later. We
have been trained to be so instantly analytic,
practical, and convergent in our thinking that this
step is very difficult to observe, but it is crucial.
To create and criticize at the same time is like
watering and pouring weed killer onto seedlings at
the same time.
2. Think freely. Freewheeling, wild thoughts are
fine. Impossible and unthinkable ideas are fine. In
fact, in every session, there should be several ideas
so bizarre that they make the group laugh.
Remember that practical ideas very often come
from silly, impractical, impossible ones. By
permitting yourself to think outside the boundaries
of ordinary, normal thought, brilliant new solutions
can arise. Some "wild" ideas turn out to be
practical, too.
For example, when the subway was being
dug under Victoria station in London, water
began seeping in. What are the ways to
remedy this? Pumps, steel or concrete
liners? The solution: freeze it. Horizontal
holes were drilled into the wet soil and
liquid nitrogen was pumped in, freezing the
water until the tunnel could be dug and
cemented.
We've already talked about gold plating
electrical contacts. In another example, it's a
fact that electric generators can produce
more power if the windings can be kept cool.
How would you cool them? Fans, air
conditioned rooms? How about a wild idea?
Make the electric windings out of copper
pipe instead of wire and pump helium
through them. That is what's actually done in
some plants, doubling the output of the
3. Tag on. Improve, modify, and build on the ideas of others.
What's good about the idea just suggested? How can it be made to
work? What changes would make it better or even wilder? This is
sometimes called piggybacking, hitchhiking, or ping ponging. Use
another's idea as stimulation for your own improvement or
variation. As we noted earlier, changing just one aspect of an
unworkable solution can sometimes make it a great solution.

Example problem: How can we get more students at our

school? Brainstorm idea: Pay them to come here. That sounds
unworkable, but what about modifying it? Pay them with
something other than money--like an emotional, spiritual, or
intellectual reward or even a practical value-added reward like
better networking or job contacts?
4. Quantity of ideas is important. Concentrate on
generating a large stock of ideas so that later on
they can be sifted through. There are two reasons
for desiring a large quantity. First, the obvious,
usual, stale, unworkable ideas seem to come to
mind first, so that the first, say, 20 or 25 ideas
are probably not going to be fresh and creative.
Second, the larger your list of possibilities, the
more you will have to choose from, adapts, or
combines. Some barnstormers aim for a fixed
number, like 50 or 100 ideas before quitting the
Practical Methodology
1. Choose a recorder. Someone must be put in charge of writing
down all the ideas. Preferably, the ideas should be written on a
board or butcher papered walls so that the whole brainstorming
group can see them. Lacking this, ideas should be put down on
paper. In an ideal session, the recorder should be a non
participant in the brainstorming session, since it's hard to be
thoughtful and creative and write down everything at the same
time. But in small sessions, the recorder is usually a participant,
too.
For a one-person brainstorming session, using an idea map
on a large piece of paper is useful. Butcher paper on the walls is
good, too. (Large writing helps keep your ideas in front of you. In
fact, some people have said that using 11 by 17 inch paper
2. Organize the chaos. For groups of more than
three or four, have a moderator to choose who will
offer an idea next, so that several people don't
speak at once. The moderator should prefer those
with ideas that tag onto previous ideas, then those
with new ideas. If necessary the moderator will
also remind members of the group not to inject
evaluation into the session (in case a member tsks,
sneers, says, "Oh, come on," and so forth).
3. Keep the session relaxed and playful. The creative juices flow
best when participants are relaxed and enjoying themselves and
feeling free to be silly or playful. Eat popcorn or pizza or ice cream
or make paper airplanes or doodles while you work, even if the
problem itself is deadly serious like cancer or child abuse. Don't
keep reminding everyone that "this is a serious problem" or "that
was a tasteless joke."
As an aid to relaxation and stimulation to creativity, it is often
useful to begin with a ten-minute warm-up session, where an
imaginary problem is tackled. Thinking about the
imaginary problem loosens people up and puts
them into a playful mood. Then the real problem
at hand can be turned to. Some imaginary problem
topics might include these:
how to heat a house more efficiently
how to light a house with a single light bulb
how to improve your travel from home to work
inventing a new game for the Olympics
how to improve institutional food without
increasing its cost
4. Limit the session. A typical session should be
limited to about fifteen or twenty minutes. Longer
than that tends to become dragging. You should
probably not go beyond thirty minutes, though
thirty is the "ideal" length recommended by Alex
Osborn.

5. Make copies. After the session, neaten up the

list and make copies for each member of the
session. No attempt should be made to put the list
in any particular order.
6. Add and evaluate. The next day (not the same day) the group
should meet again. First, ideas thought of since the previous
session should be shared (entered on the photocopied lists). Then
the group should evaluate each of the ideas and develop the most
promising ones for practical application.
During the evaluation session, wild ideas are converted to
practical ones or used to suggest realistic solutions. The emphasis
is now on analysis and real world issues. Some barnstormers
divide the ideas found to be useful into three lists:
A. Ideas of immediate usefulness. These are the ideas you will
be able to
use right now
B. Areas for further exploration. These are ideas that need to
be researched, followed up, thought about, and discussed more
fully, and so on.
C. New approaches to the problem. These are ideas that suggest
new ways of looking at the situation.

Note here that evaluation does not take place on the same day as
the brainstorming session. This fact keeps the idea session looser
(no fear that evaluation is coming soon) and allows incubation
time for more ideas and time for thinking about the ones
suggested.
Variations

1. Stop and Go. For stop and go brainstorming, ideas are generated
for three to five minutes. Then the group is silent (and thinking)
for three to five minutes. Then ideas are given out for another
three to five. This pattern alternates for the entire session.

2. Sequencing. In this technique, the moderator goes in order from

one member of the group to the next in turn or sequence. Each
member gives whatever ideas he then has, and they are written
down. If a member has no ideas, he just says, "Pass," and the next
member responds. This movement in turn or around the table
continues throughout the session. (Sequencing has been said to
nearly double the number of ideas generated in a brainstorming
session.)
Brainstorming is one of the most widely used and extremely
effective methods for divergent idea generation. This
technique was developed by New York advertising executive
Alex Osborn around the years 1939 -1941. In 1953 the
procedures and rules had been defined and appeared in his
book Applied Imagination.

Classical brainstorming is a predominantly verbal

method of problem solving and an ideation technique of
divergent idea generation, conducted in small, specifically
organized groups of different from each other and equal
participants, (3-12 persons), and involves a well-trained leader
facilitator, a secretary, a well-defined problem, a two
separated stages session (idea generation, idea evolution),
Overview

Elicitation involves the actions that are taken to

understand the users and discover their needs.
Elicitation includes the discovery and some invention,
as well as recordig those bits of requirements
information that customer representatives and
subject matter experts (users) offer to the analyst.
Elicitation demands iteration. The participants in an
elicitation discussion won't think of everything up
front, and their thinking will change as the project
continues. Requirements development is an
Methodological and theoretical foundations for
brainstorming are the following universal statements:

1. Understanding of human creativity as the process of

self-organization, as spontaneous emergence of order
out of seeming disorder. Willing acceptation of
uncertainty is the path to creative freedom and new
possibilities, and directed ordering of disorder will
spontaneously emerge solutions of the problem. In this
sense the essential metaphor of brainstorming is
generation and mastery of creative chaos.
2. There is an analogy between creativity and the evolutionary
process in nature. According to these approaches, creativity is a
Darwinian process, a blind-variation-selective-retention
process (BVSR) (Campbell 1960). Namely richness and diversity
of life forms as the base of changes, development and creative
emergence of new forms.

Brainstorming is based on two fundamental principles:

1. Quantity breeds quality.
2. Deferred judgment about the ideas value and is governed
by four basic rules:
1. Criticism of an idea is ruled out;
2. Freewheeling and unusual ideas are welcomed;
3. Quantity of ideas is wanted;
Main brainstorm functions:
1. Brainstorming is a powerful tool in Creative Problem
Solving. This technique helps to create new productive
ideas and solves complex problems.
2. Brainstorming motivates and develops teams,
emphasize teamwork and discussion. Group work provides
a wide range of alternatives and a variety of viewpoints.
The power of this technique is in the group synergy,
in generation of a creative energy, in establish a new
creative space, where everyone encourage and stimulate
others and new ideas are grow from other ideas.
 The essence of brainstorming method is a divergent thinking, namely
generating a large quantity of different ideas and hence a generation of
diversity.
In addition plenty of ideas are the raw materials and breeding ground
on which the effective practical solutions grow. Moreover namely
generating wrong, stupid and silly ideas could spark off the most useful
and pragmatically (logically) ideas.

The most criterion of brainstorming is the sheer number of

generated ideas. Thats why the main purpose of this method is
overcoming and inherent inner and social barriers, breaking down a
mental blocks, habitus, stereotypes and inertia thinking.

Consequently the main goal of leader is making of a creative friendly

atmosphere of comfort and confidence, a special creative space, where
the participants freely, spontaneously and gladly put forward new
Procedure steps:
1. The facilitator arranges the meeting for a group of the right
size and makeup (ideally 4-8 people).
2. The facilitator conduct warm-up session, generating a
creative atmosphere and criticism-free environment.
3. The facilitator clearly defines the problem and the objectives
to achieve
writing it on a flip board, whiteboard or other system where
everyone can see it.
He review the ground rules instructs the participants to generate
ideas ( anyone can say an idea at any time or say in turn,
allowing people to pass if they have no new ideas).
4. All participants present their ideas, and the facilitator or idea collector
records them. All ideas will be accepted and registered.

5. The facilitator encourages creativity and an enthusiastic behavior in the

group.

6. To ensure clarity, participants may elaborate on their ideas.

7. The facilitator organizes the ideas based on the topic goal and encourages
participants to work on other peoples ideas, in order to improve them. Ideas
that are identical can be combined; all others should be categorized and kept.
8. The group itself, or special group of critics, evaluate the ideas and
select one as the solution to the problem proposed to the group.

9. The facilitator clarifies the solution and concludes the session.

Brainstorming advantages include:

the rules of brainstorming is easy to understand, easy to master and

use.
It is inexpensive, simple technique that requires few material
resources.
Many ideas can be generated in a short time.
Encourages creative thinking and thinking "out of the box"
One idea can spark off other ideas.
Is a democratic, fun and exciting way of generating ideas
Provides an opportunity for widespread participation and
involvement
everyone can be involved equally, every idea is a worthy one
Spirit of cooperation is created.
Develops a creative abilities and creative thinking of group members.
Universality of the method and possibility to combine it with other
Brainstorming disadvantages include:

Requires an experienced and sensitive facilitator

Can be chaotic, unfocused and intimidating.
Can take too much time if the group is not properly
controlled
If not managed well, criticism and negative evaluation
may occur.
More discrete participants might find it difficult to
express their crazy ideas.
Lack of reliable criteria that determine the quality of
solutions.
Different methods and major brainstorming techniques

There are many variations of classical brainstorming,

which have been built upon basic principles. These include
additional techniques, procedures, games, tools,
equipment and technology used to organize and stimulate
the participants. The leader should compare different
brainstorming techniques, select the best brainstorming
method and apply it to the specific team situation.
There are several factors to consider:

1. The basic characteristics of the problem: complexity,

level of uncertainty and novelty, inexpressiveness,
heterogeneity, dynamics.
2. The peculiar properties of the group: size, varied a
group, level of development and qualification, status
and age of group members.
3. The brainstorming session situation: brainstorming
space, the availability of necessary equipment, special
blanks, cards, pens, white-board a flip chart or software
tool.
I. Structure and procedures difference

1. Reverse (negative) brainstorming

Theoretical background: its negativity can be advantageous
and seen in a positive light.
1.1. Reverse brainstorming is combining brainstorming
and reversal techniques.
Reverse brain-storming is a good technique to try when it is
difficult to identify solutions to the problem directly.
Reversal technique is asking the exact opposite of the
question you want answered, and then apply the results
appropriately.
Procedure Steps:

1. Participants begin with clear identification the problem or

challenge.
2. The leader states the problem that is the opposite of their goal.
He reverse the problem by asking: "How could you possibly achieve
the opposite effect?", How not to solve the problem? or How
can we go out of business?, How can we make our workplace
more depressing?.
3. The leader asks participants to generate reverse solution ideas.
He invite participants do not reject anything at this stage and
allow the ideas to flow freely.
Participants reverse all received ideas into solution ideas for the
original problem.
Those new unusual ideas can use as a springboard to
more realistic and useful solutions to their actual
problem statement.

4. Participants reverse all received ideas into

solution ideas for the original problem. Those new
unusual ideas can use as a springboard to more
realistic and useful solutions to their actual problem
statement.
5. Participants evaluate these solution ideas and
select the most effective and practical.
1.2. Negative Brainstorming
a) Negative brainstorming consists of a conventional brainstorming
session that is applied to questions such as: What could go wrong
with this project?
This technique is considered as Analyzing Potential Problem,
Technique "Analysis of defects" and examining potential failures of
situation, real-existing objects, product or service.
The purpose of the reverse brainstorming is compiling the most
complete list of contradictions, defects, deficiencies, gaps,
imperfections and limitations of real existing objects or ideas.
b) This technique can be used as a final evaluation of a short-list
of previously team-generated ideas in the conventional
brainstorming session
Procedure Steps:

1. The team displays a final list of previously

brainstormed ideas that passed preliminary
evaluation.
2. One by one, all ideas are questioned or
criticized for possible shortcomings, problems,
weaknesses, or serious consequences if
implemented.
3. After all ideas have been evaluated the team
selects the best idea that can easy and
2. Combined brainstorming
2.1. Double brainstorming:after classical brainstorming session,
participants make a break for 2-3 days and then repeat it again.
During the break - the participants subconscious is activated and
generates new unexpected fundamental ideas.
2.2. Reverse and classical (direct) brainstorming.After reverse
brainstorming session, participants make a break for 2-3 days and
then conduct classical brainstorming. (And vice versa).
2.3. Reverse -Classical (direct) - Reverse brainstorming.
1. First, using a reverse brainstorming reveals all the flaws,
weaknesses and contradictions of the existing objects, and
allocate them among the top.
2. Then conduct the classical brainstorming
session in order to overcome identified
major deficiencies.

3. On the third stage conduct the negative

brainstorming, to criticism ideas generated
by the second stage
2.4. Shuttle Brainstorming.

1. Two groups of participants with a different abilities- to

generate ideas and to criticize are formed.
2. These groups of participants work in different rooms.
3. A group of ideas generators begins a Brainstorming session:
reader poses a problem, asks each to generate new ideas, writes
them and sends list of ideas to the critics.
4. Critics select the most interesting and promising ideas, and
based on them extend and specified a a task that after a break
once again pas to group of ideas generator.
5. The session cyclically repeated until an acceptable result will
acheave.
Group of only six people can put forward in the process of
shuttle storming to 150 ideas for 30 minutes.
3. Question brainstorming
This process involves brainstorming the
questions related to the problem, rather than
trying to come up with immediate answers
and short term solutions.
Once the list of questions is set, it may be
necessary to prioritize them to reach to the
best solution in an orderly way. The ideas
evaluation process is critical.
Procedure Steps:

1. The facilitator poses the topic to be

brainstormed.
2. The group asks variety questions about the
topic. This is done in a free manner without
worrying about answers. All questions are
recorded.
4. The participants examine and prioritize all
generated questions.
5. The group brainstorms by reacting to the
Advantages.

This technique stimulates creativity and promotes

everyone's participation because no one has to
come up with answers.
The answers to the questions from the framework
for constructing future action plans.
The questions that arise out of these brainstorming
sessions often lead to solutions that are markedly
different to the run-of-the-mill answers.
4. Stop-and-go brainstorming
The brainstorming session is divided up into segments.
Ideas are generated for three to five minutes and then
the group is silent for three to five minutes. It allows
participants to gather their thoughts and peruse the
ideas that have been recorded up to that point. Then
ideas are given out for another three to five.
a) Pauses in the Brainstorming Process ( Michael S.
Slocum). The Flow of Idea Generation includes some
stages: Initial phase: many easy ideas. First pause. Ideas
are built upon and combined. Second pause. Fewer but
deeper ideas Third pause. Ideas are exhausted.
5. Gordon-little variation

Progressive Revelation technique. This technique was suggested by William

Gordon while he was working for the Arthur D. Little Invention Design Unit in
the 1950s. (named by VanGundy, 1981 as the Gordon-Little technique).
Gordon noted that participants in brainstorming sessions often look for ideal
or obvious solutions and once these have been found suspend their really
creative thinking. He suggested a procedure that initially avoids presentation
of the problem to be solved and biasing the idea generation and premature
closure.
The method assumes that participants must not already know what the real
problem is.
The problem is initially presented in a very generalized, theoretical and non-
specific form and the more factual details are made known gradually step-by-
step.
Thus the leader initially states the underlying concept or principle of the
problem and gradually does the reveal more and more information
Procedure Steps:

1. The leader eexplains what is going to happen and presents a

problem in a very abstract and theoretical form initially, because
that often makes it easier to thinking openly about it.
2. The leader asks participants to suggest ideas for solving the
problem in this abstract form.
3. The leader introduces key pieces of information associated with
the problem.
4. The leader and participants progressively redefine problem to a
less abstract level.
5. The leader reveals the original problem to the group.
6. The group use the previously generated ideas as stimuli and
triggers to generate actual solutions to the original problem.
6. Rawlinson brainstorming
This technique (author J. G. Rawlinson 1970) does not emphasize
group interaction. It is especially useful for untrained groups
because there is no interaction between group members and all
ideas are directed towards the facilitator and scribe.
Procedure Steps:
1. The problem owner simply presents his problem and the ideal
situation he is looking for.
2. Then he gives simple background on routes he has tried and have
failed, and what would represent an ideal solution.
3. Other group members present their solutions directly to the
facilitator in two-word phrases.
4. The facilitator focuses on those ideas that he finds most helpful
and give him new viewpoints
7. Kaleidoscope brainstorming technique

KBS (Silent brainstorming) or Multiple Mind Conferencing (MMC) (Dr

Murthy).
This is a new approach to the brainstorming process, including different
variations as to its use.
The various degrees and modes of silence and communication effectively
use as tools in the Kaleidoscope brainstorming approach.
Procedure Steps:
1. Initial ideas generation brainstorming session
The session is conducted in a normal fashion with the participants speaking
out their ideas in a round robin or random fashion for an agreed period.
The facilitator can use any normal brainstorming format for this session. It
is a good idea to use a format that is comfortable for the facilitator and
the participants.
2. Silent brainstorming session

2.1. The silent brainstorming session stage requires all

team members or participants to stop talking, and to think of
ideas.
2.2. Then ideas are to written down by each
brainstorming participant.
2.3. The participants must guess the ideas that others may
be thinking and writing down. Ideally participants should guess
the ideas of the other participants for each person, one after the
other.

Participants should be encouraged to think how each of

the other participants' minds are working - to empathise, to 'put
themselves in the other person's shoes' - as a method of guessing
3. Presentation of brainstorming ideas session
In this session, each of the delegates
reads out or shows their own ideas and also
their best guesses of the ideas for others.
During A's presentation, others simply listen.
In turn each delegate gives a similar
presentation
4. Discussion of brainstorming ideas session

The presentations are followed by a detailed discussion session. The

participants may discuss why and how they guessed about others. Each
participant can also comment on the guesses of the other participants, and
validate or clarify. In this sense the activity helps open hidden areas of
awareness, which in turn promotes better understanding, relationships,
communications, team-building and co-operation.

5. Further silent and speaking sessions - the kaleidoscope effect

Further sessions can repeat and extend the silent session so that
participants increase the depth and complexity of their thinking still more.
Specifically participants should now think about and guess how other
delegates are thinking about the ideas of others. This again is done silently,
together. The participants minds are acting as mirrors creating multiple
reflections of each other, rather like the few small objects inside a
kaleidoscope creating wonderful arrays and patterns.
8. Wildest idea technique
The underlying application of this tool is to discover break-through
ideas for process, product, or service improvements.
This tool encourages participants to perform out-of-the box
brainstorming with the goal of generating truly outrageous and
wild ideas.
The leader may suspend the normal session and asked members of
the group actually to write down a fantasy or dream-like solution
to the problem. Next, the various suggestions are collected and
written on the flip chart. Each fantasy idea is then brainstormed
until a realistic idea is found.
Wild ideas may not be productive in themselves but they can spur
others on to think of more practical ideas.
Procedure Steps:

1. the facilitator introduces this brainstorming

variation and displays of several wild and impossible
ideas to a stated problem.
2. Participants generate other wild, crazy ideas or
hitchhike on others already mentioned and do not allow
to participants revert back to generating conventional
ideas
3. The facilitator records ideas and dates the final
list of ideas.
9. Individual brainstorming
Individual brainstorming is done
independently on a solitary basis. It typically
includes such techniques as free writing, free
speaking, free word association and the spider
web, which is a visual note taking technique in
which people diagram their thoughts.
Individual brainstorming, in certain cases is
considered as more effective than traditional
brainstorming.
10. Brainwriting
This method was originally popularized in Germany in the
70s and developed by Arthur B. VanGundy. Brainstorming
is done by freely writing down ideas about a given topic.
Each person writes their ideas down on index cards, self-
adhesive notes or slips of paper. The general process is
that all ideas are recorded by the individual who thought
of them.
In this technique related ideas are simply listed,
participant should try to move toward a focused topic by
centering on related words, phrases, details, examples,
and thoughts. Moreover they emphasize and develop any
There are two basic types of brain writing:

1. Individual free writing. Nominal ideas in a

group that are not shared with other group
members while generating ideas.

2. Brain writing with interacting ideas that

are shared for additional stimulation.
10.a. Individual brain writing
Individuals write their ideas down in a private, quiet
place and share them later.
That is why this technique is also named combined brain
writing when after free individual writing each participant
reads out his ideas and these are discussed by group.
An example of nominal brain writing would be a
group of people (either in the same room sitting together
or connected via computer in other locations) write down
ideas in index cards or Post-It Notes. At the end of a set
period of time (10 -15 minutes) the ideas are collected,
organized into groups, and evaluated.
Procedure Steps:

1. Participants write about their answer to the question that is related

to the purpose of a brainstorm. They cant stop writing until the oven timer
goes off. (5-10 minutes per free writing subject)

2. Then they read and analyzed free writing assignment theyve received
and underline any content they find unique or interesting.

3. Each brainstorm participant reads out their summary to the group and
identifies any copy points they found unique or interesting.

4. Select concepts for further development (can be done alone or as part

of the group).
Unlike in free-writing one writes sentences to form
a paragraph about whatever comes to mind. This
technique also called writing free stream-of-
consciousness writing in which a person writes
continuously for a set period of time without
regard to spelling, grammar, or topic. It produces
raw, often unusable material, but helps writers
overcome blocks of apathy and self-criticism. The
technique involves continuous writing, usually for a
predetermined period of time (often five, ten, or
fifteen minutes).
 The advantage of this technique is that you free up your internal
critic and allow yourself to write things you might not write if you
were being too self-conscious
At the same time free writing is not the same as automatic writing
or psychograph. Spiritual Automatic Writing claim does not come
from the conscious thoughts of the writer. In some cases, it is done
by people in an alleged trance state when they hand forms the
message, with the person being unaware of what will be written.
The main difference between individual brain writing and a lot of
other brainstorm techniques is that it doesnt typically deliver a
wide-ranging quantity of ideas. Instead, it delivers a great deal of
quantity on one specific subject.
 Six Steps of Critical Thinking

Critical thinking involves the use of a group of interconnected skills

to analyze, creatively integrate, and evaluate what you read and
hear. To become a critical thinker you must be able to decide
whether an authors opinions are true or false, whether he or she has
adequately defended those ideas, whether certain recommendations
are practical, as well as whether particular solutions will be
effective.
I. Characteristics of Critical Thinking
Critical thinking involves the use of a kind of thinking called
reasoning, in which we construct and/or evaluate reasons to support
beliefs. Critical thinking also involves reflection the examination
and evaluation of our own and others
thoughts and ideas. Finally critical thinking is
practical. Actions are more rational if they are
based on beliefs that we take to be justified.
Critical thinking then, is the careful, deliberate
determination of whether we should accept,
reject or suspend judgment about the truth of a
claim or a recommendation to act in a certain
way.
II. Step 1: Knowledge

In terms of critical thinking, the basic level of

acquisition of knowledge requires that you be
able to identify what is being said: the topic,
the issue, the thesis, and the main points.
III. Step 2: Comprehension

Comprehension means understanding the material read, heard or

seen. In comprehending, you make the new knowledge that you
have acquired your own by relating it to what you already know.
The better you are involved with the information, the better you
will comprehend it. As always, the primary test of whether you
have comprehended something is whether you can put what you
have read or heard into your own words. Review some key words
that help you identify when comprehension is called for.
Remember that comprehending something implies that you can go
beyond merely parroting the material back but instead that you
can give the material your own significance.
IV.Step 3: Application

Application requires that you know what you

have read, heard, or seen, that you
comprehend it, and that you carry out some
task to apply what you comprehend to an
actual situation. Review the some tasks that
require application
V. Step 4: Analysis

Analysis involves breaking what you read or

hear into its component parts, in order to
make clear how the ideas are ordered,
related, or connected to other ideas.
Analysis deals with both form and content.
Review how critical thinkers analyze form.
Review how critical thinkers analyze
content.
VI.Step 5: Synthesis

Synthesis involves the ability to put together

the parts you analyzed with other
information to create something original.
Review some key words that help you
identify when synthesis is called for.
VII.Step 6: Evaluation

Evaluation occurs once we have understood and

analyzed what is said or written and the reasons
offered to support it. Then we can appraise this
information in order to decide whether you can give or
withhold belief, and whether or not to take a
particular action. Review some key words that help
you identify when synthesis is called for. Never put
evaluation ahead of the other steps in critical thinking
steps; otherwise, you will be guilty of a "rush to
judgement." When emotion substitutes for reasons,