QEP Cadre VIUniversity of the Cumberlands

Melanie Jessee Cardell, Ph. D.

Coordinator of the Reading & Writing ProgramProfessor

University of the Cumberlands

Education Department

University of the Cumberland’s Quality Enhancement Plan, 2003-2013Critical thinking was targeted because it is consistent

with our mission statement’s commitment to encourage students to think critically and creatively

First Cadre was in 2005-2006This presentation represents five years of program

review and enhancement

Quality Enhancement Plan (QEP) This semester, ENOL 532 will be a QEP (Quality Enhancement Plan) class and will specifically measure and analyze critical thinking, critical reading and critical reading and critical writing. Within University of the Cumberlands, QEP is part of the criteria for accreditation by the Southern Association of Colleges and Schools; the University chose to focus upon critical thinking. As stated in the 2010 Cadre Handbook, “Critical thinking was targeted because it is consistent with our mission statement’s commitment to encourage students to think critically and creatively; it is intricately connected with well-developed communication skills that will serve students personally, academically, and professionally; and it will enhance student’s ability to participate as citizens, workers, and family members in our rapidly changing world.” The University has identified three essential elements that serve as the foundation for critical thinking: clarity, discernment, and integration. The following definitions are based upon information in the handbook and the critical thinking rubric by which students will be assessed, dealing with reading comprehension, written communication, and information literacy. Clarity – Critical thinking includes the ability to identify information specifically and accurately. Critical thinkers learn to recognize the major points of whatever they read or hear. When writing about what they have read or heard, students formulate clear, concise, and logical arguments. To fully understand a work, students recognize the need for secondary sources. A key question for clarity is, “Do I understand the basic information supplied by the author?” Discernment – Critical thinking includes the ability to analyze information with insight and judgment. This type of analysis requires that students recognize the adequacy and credibility of primary and secondary sources, demonstrate cogent planning and organization in the writing process, and use appropriate sources. A key question for discernment is, “How can I express my interpretation in a coherent manner and choose secondary sources to enhance my own analysis?” Integration – Critical thinking includes the ability to evaluate and synthesize information efficiently and effectively. That means students must be able to extrapolate credible information to use in a different setting, to present fairly another’s point of view based upon the facts and analysis of the secondary source, and to have a purpose for integrating the researched information. A key question regarding integration is, “How can I incorporate appropriate secondary sources in an effective and reasonable way into my own critical analysis?”

ENOL 532 Materials & Methods for Teaching English

Language Arts Course Syllabus

 Fall 2011, Session 1

Tuesday, 8:00-9:30 pm

 

Research Design The purpose of this study as defined by the QEP/CATC was to explore students’ progress and “changes in students’ critical thinking skills as measured …. (through) embedded and formative assessments” (QEP

Cadre Information Booklet, 2011).

Research Design As expected by the cadre parameters, this study utilized pre- and post- assignments to measure critical thinking in the areas of reading, writing and information literacy.

These assignments were evaluated with the common rubrics devised by the cadre.

Research Design Two science essays published in Time

magazine were used as content for the students to write an analysis of the logic of the author.

To allow for both pre and post writing assignments and to control for any difficult between the two essays , the class was divided into two groups, and each group was assigned one essay. At the end of the term, the essays will be switched between the two groups. Therefore, each group will respond to each essay .

Research Design To control for researcher bias, the

initial essays were scored the first week of class before personalities and names were well known.

The second essay will have the student’s number on it rather than a name, for anonymity to control for bias toward or against an individual student.

Research Design Discussion of critical thinking will be part of online chats during the term as applied to the major assignment of constructing a 10-day unit.

Units are analyzed for Bloom’s, for Gardner’s Multiple Intelligences, and other structures that require complex cognitive processing

Sample Materials & Methods in the English Language

Arts class, ENOL 532, is a required course for several degrees at University of the Cumberlands and an elective for the Reading & Writing Program Masters’ degree.

Fall I 2011 Section27 students: 2 males and 25 females20 are in the Masters of Arts in Teaching

program, an initial certification program7 are in the Masters of Arts in Education

program

Sample Materials & Methods in the English Language Arts class,

ENOL 532, a required course for several degrees at University of the Cumberlands and an elective for the Reading & Writing Program Masters’ degree.

27 students: 2 males and 25 females 20 are in the Masters of Arts in Teaching program, an

initial certification program 7 are in the Masters of Arts in Education program

Earlier cadre members developed a rubric from an aggregation of earlierrubrics that measures critical reading, critical writing and information literacy on individualSection I of the rubric measures clarity across the critical

thinking areas of reading comprehension, writing communication and information.

Section II measures discernment across the critical thinking areas of reading comprehension, writing communication and information.

Section III measures integration across the critical thinking areas of reading comprehension, writing communication and information.

“Guth came to the idea of creating new universes from his influential work on "inflationary" cosmology, which was considered dubious when he proposed it in the early 1980s but is accepted in modified form by most physicists today. The notion is that in the first fraction of a second after the Big Bang, the universe, though expanding, was still far smaller than the smallest particle now known, and made of a peculiar stuff known as "false vacuum." Among other odd attributes, a false vacuum generates negative gravity; it inflates itself rapidly and enormously -- ending up as big as a universe. Odder still, but likely nonetheless, is that everything in our cosmos could have come from a subatomic bubble of false vacuum with a mass of only 20 lbs. or so.”

“But of all the strange ideas in physics, perhaps the strangest is the wormhole. It comes perilously close to science fiction: a wormhole is a hole in the fabric of space and time, a tunnel to a distant part of the universe. While no one has proved that wormholes exist, that does not for a moment keep the more adventurous of thinkers from trying to figure how they might behave. Last fall, for example, three researchers from Caltech floated the notion that in theory at least, wormholes could be time machines.”

General ImpressionsTo get at their reading comprehension,

writing, and information literacy, I used the science article so that they were in an unfamiliar content area. They would have to rely on their strategies and skills in these three areas in order to complete the assignment successfully.

General ImpressionsAs I scored the pre-test, I was impressed

with the quality of the writing, reading comprehension, and information literacy demonstrated.  These are individuals who either want to become an English Language Arts teacher or already are teaching in this area. This fact alone would indicate an individual who is more focused on all aspects of communication, and therefore, should be able to excel in this assignment.

The rubric scores were divided into all component parts for analysis:

Clarity DiscernmentIntegrationReading ComprehensionWritten CompositionInformation Literacy

General ImpressionsSince this is an ongoing study,

culminating October 21, 2011, final results will not be available until later, but I believe the course is benefitting by a first week writing assignment that challenges the students to use their writing, reading comprehension, and information literacy . It set the stage for expectations of the course.

Bowlin, G. (2009). Cadre IV Portfolio. Retrieved from http://ilearn.ucumberlands.edu/section/default.asp?id=2011%2DQEP%2D101

Lemonick, M. D. (Nov 24, 1986). “Science: A Theory with Strings Attached.” Time. Retrieved from http://www.time.com/time/magazine/article/0,9171,962896,00.html#ixzz1XD6wrBUT

Lemonick, M. D. (Jan 16, 1989). “Wormholes in the Heavens.” Time. Retrieved from http://www.time.com/time/magazine/article/0,9171,956761,00.html  Sharp, Jolly. (2010). Jolly Sharp Syllabus. Retrieved from http://ilearn.ucumberlands.edu/section/default.asp?id=2011%2DQEP%2D101.   Weaver, S. (2011). QEP Cadre Handbook. Retrieved from http://ilearn.ucumberlands.edu/section/default.asp?id=2011%2DQEP%2D101

Melanie Jessee Cardell, Ph.D.

Coordinator of the Reading & Writing ProgramProfessor

University of the Cumberlands

Education Department

melanie.cardell@ucumberlands.edu

Middle School Course

ELMS 335Karen Goldman, Ph.D.

Cadre VI, University of the Cumberlands

Critical Thinking ResearchHow was the data

analyzed/interpreted?• Responses were collected over five

weeks in the fall of 2011. Over these five weeks, analysis began based on two different rubrics previously developed through Cadres at the University of the Cumberlands. Items employing a Likert Scale were reported using mean scores with standard deviations.

Explanation of Chart:• Series 1 result tabulated on the UC

rubrics for both reading and writing combined.

• Series 2 results used the likert scale from UC Berkley called, “The Essay+ Rating Scale: 1-5”.

• Series 3 results were tabulated using the UC rubrics for both written and oral communication.

Critical Thinking Research • Explanation of Chart:

Oral

• Series 1 shows the results of the pre-test. Students were asked to “think off the top of your head” and respond to this question, “How would you define a middle school? This questions served as a pre test seeking prior knowledge for the content of this course on middle schools.

• Series 2 reflects the continued improvement of every student.

Critical Thinking Research

• Average growth over time 1 – Pre test average 2.3– Qualitative average 4

• Individual Growth,

• 1 & 6 average Likert 4

2 & 5 average Likert 2

3 & 4 average Likert 3

QEP Cadre VIUniversity of the Cumberlands

Jennifer J. Woodruff, Ph. D.

Assistant Professor

University of the Cumberlands

Education Department

View mathematics as a science and process of making sense of things

Understand what it means to do mathematicsCreate lessons that demonstrate math as an

active subject and requires student engagement in thinking about important math ideas

use problem-based tasks that require students to struggle with ideas using the mental tools they currently have

reflective thought about content and implementation of problem based method

active minds working to make sense of a new idea

Research Design As expected by the cadre parameters, this study utilized assignments to measure critical thinking in the areas of reading, writing and information literacy.

These assignments were evaluated with the common rubrics devised by the cadre.

Teaching styles inventory was assigned prior to class information then again after studying, creating, implementing, and reflecting upon problem based lessons.

http://members.shaw.ca/mdde615/tchstyles.htm

Research Design

Weekly Questions based upon Van de Walle’s problem based teaching method specific to matter covered each week were assigned for student reflection.

Doing math, manipulatives, assessment, differentiation, integration, diversity, modifications, teacher resources

Research Design Discussion of critical thinking was part of online chats and discussion boards during the term as applied to the major assignment of constructing and implementing a problem based lesson plan then reflecting upon how it impacted students differently than routine math lesson plans

Lessons were analyzed using a rubric based upon components suggested by Van de Walle that allow students to be actively engaged and able to participate at multiple entry levels.

4 excellent (90-100)(14.4 – 16 points)

Meets the required contents of the task effectively, may have minor errors

3 proficient (75-89)(12-14.3 points)

Understanding is adequate, will fully accomplish the task with feedback and corrections

2 routine (50-74)(8-11.9 points)

Part of task is accomplished but there is evident lack of understanding, further teaching or input is required

1 unsatisfactory (below 50)

(below 8 points)The task is attempted but little to no understanding is displayed.

~ KTIP forms completed in a clear concise easy to understand manner based upon specific directions given in ANGEL

~ KTIP forms completed in a manner based upon most directions given in

ANGEL

~ KTIP forms completed partially or in full, in a manner not based upon

specific directions given in

KTIP forms are submitted with little or no understanding of the directions given in ANGEL

~ Problem-based activity is age appropriate and organized in a manner where students are actively and fully engaged and experimenting in mathematical concepts identified in the lesson plan.

~ Problem-based activity is age appropriate and organized in a manner

where students are engaged and experimenting in mathematical

concepts identified in the lesson plan but some minor corrections are needed to actively and fully engage students.

~ Activity may/may not be age appropriate and organized in a manner

where students may/ may not be actively engaged and experimenting in

mathematical concepts identified in the lesson plan and corrections are needed to fully and actively engage

students.

~ Activity is not age appropriate or organized in a manner where students

are actively engaged and experimenting in mathematical

concepts identified in the lesson plan.

~Problem-based activity allows multiple entry points, more than one way to solve problem(s), and is successful in helping students master the specified learning objective identified in KTIP form.

~Problem-based activity allows some entry points and is successful in

helping students master the specified learning objective identified in KTIP form. Can be modified with minor corrections to allow multiple entry

points and more than one way to solve the problem

~ Activity may/may not be successful in helping students master the

specified learning objective identified in KTIP form. Corrections are needed to ensure activity has multiple entry

points and more than one way to solve the problem.

~Activity does not allow multiple entry points, more than one way to

solve problem(s), and is not successful in helping students master the

specified learning objective identified in KTIP form.

~ Problem – based activity integrates children’s literature, manipulative(s) and links to other disciplines naturally and appropriately.

~ Problem – based activity integrates children’s literature, manipulative(s)

and links to other disciplines.

~ Problem – based activity integrates children’s literature, manipulative(s) or links to other disciplines that are

unnatural and inappropriate.

~ Problem – based activity does not integrate children’s literature,

manipulative(s) or links to other disciplines naturally and

appropriately.

Sample Materials & Methods in Mathematics MAOL

532, is a required course for MAT degree at University of the Cumberlands and an elective for several other degree programs

Summer II 2011 Section22 students: 20 are in the Masters of Arts in Teaching

program, an initial certification program2 are in the Masters of Arts in Education

program

Overall goal of this course is a paradigm shift from presenting lessons in a teacher led direct instruction format to a student centered approach

In scoring the teacher style inventories pre assessment quiz most teachers stated they are familiar with problem based teaching method and are already using this method in their classrooms.

General ImpressionsOnly three students were able to demonstrate understanding of this

method when initially creating lesson plans

Weekly writing scores suggest 7 students demonstrated understanding of the importance of teaching problem based learning format at week 1 and 18 students demonstrated understanding at week 7.

ONGOINGcomparing pre and post differences on

teacher styles quizUtilizing with fall MAOL 532 courseImplementing in EDOL 331 Reading in

content areas course

Jennifer W. Woodruff, Ph.D.

Assistant Professor

University of the Cumberlands

Education Department

jennifer.woodruff@ucumberlands.edu

Critical Thinking within Special Education

Elizabeth (Betsy) Lasley, Ph.D.University of the Cumberlands

Critical Thinking Including Affective Domain

Skinner’s Teaching Machinehttp://www.youtube.com/watch?v=EXR9Ft8rzhk

Ken Robinson – Changing Education Paradigmhttp://www.youtube.com/watch?v=zDZFcDGpL4U

Learning Climate

Classroom Assessment & Reflections

Instructional Rigor & Student Engagement

Instructional Relevance

Knowledge of Content

Results - TBDContent Performance