critical thinking in the classroom fau faculty workshop march 19, 2004 lynn appleton, associate dean...

Critical Thinking in the ClassroomCritical Thinking in the Classroom

FAU Faculty WorkshopFAU Faculty WorkshopMarch 19, 2004March 19, 2004

Lynn Appleton, Associate DeanLynn Appleton, Associate DeanRobin Jordan, Professor of PhysicsRobin Jordan, Professor of Physics

Timothy Lenz, Director, Teaching Learning CenterTimothy Lenz, Director, Teaching Learning CenterThomas Pusateri, Assessment DirectorThomas Pusateri, Assessment Director

Nancy Romance, Professor of EducationNancy Romance, Professor of Education

Coming Soon: Promoting Active and Interactive Learning in Large ClassesFRIDAY, APRIL 16, ROOM PA-101

Workshop TopicsWorkshop Topics

Critical Thinking in your classes: Why? How?Critical Thinking in your classes: Why? How?

Definitions of critical thinkingDefinitions of critical thinking

Applying two theories of critical thinkingApplying two theories of critical thinking– Bloom’s Taxonomy of Thinking SkillsBloom’s Taxonomy of Thinking Skills– Sternberg’s “Successful Intelligence”Sternberg’s “Successful Intelligence”

The Holistic Critical Thinking Scoring RubricThe Holistic Critical Thinking Scoring Rubric

Two classroom techniquesTwo classroom techniques– ConcepTests (Robin Jordan)ConcepTests (Robin Jordan)– Concept Mapping (Nancy Romance)Concept Mapping (Nancy Romance)

Workshop homework: Identify a course Workshop homework: Identify a course where critical thinking is an important skillwhere critical thinking is an important skill

Participant responses:Participant responses:Postmodernism, Society, Media and Identity Postmodernism, Society, Media and Identity Interactive Multimedia; New Media NarrativeInteractive Multimedia; New Media Narrative

Metaphor: The language of DisciplinesMetaphor: The language of DisciplinesWriting for Management; Consumer BehaviorWriting for Management; Consumer Behavior

Representations of Women in Medieval Fr. LiteratureRepresentations of Women in Medieval Fr. Literature Introduction to Strategic Management Introduction to Strategic Management

Acute Care NursingAcute Care NursingNursing Situ. in Practice: Women, Children & FamiliesNursing Situ. in Practice: Women, Children & Families

Basics of Information Literacy & Using InformationBasics of Information Literacy & Using InformationPlant physiology lectures and laboratoryPlant physiology lectures and laboratory

All of my courses All of my courses

Homework: Why is critical thinking in that course Homework: Why is critical thinking in that course important? Participants said students must:important? Participants said students must:

recognize when they need informationrecognize when they need information & where to go for help & where to go for help interpretinterpret complex literature & complex literature & integrateintegrate sources sources analyze and critiqueanalyze and critique cultural issues cultural issues ; analyze ; analyze business business decisions & decisions & understand the limitsunderstand the limits (& biases)(& biases) of decision-makers of decision-makersbecome aware and examinebecome aware and examine their assumptionstheir assumptions develop a skeptical attitudedevelop a skeptical attitude yet yet respect respect experimentalexperimental evidence evidence && accumulated accumulated knowledgeknowledge. . Appreciate complexityAppreciate complexity of systems of systems identifyidentify legal issues to legal issues to determinedetermine whatwhat rulesrules applyapplylinklink theory to real-life situations theory to real-life situations apply theory to understand and develop interventions understand policy & develop a plan to address issuesprovide evidence to evaluate and support recommendations integrate knowledge from prior courses; collect, analyze, synthesize and act on information

APA Delphi Report (APA Delphi Report (http://www.insightassessment.com/dex.htmlhttp://www.insightassessment.com/dex.html) ) Expert Consensus Statement (Facione, 1990)Expert Consensus Statement (Facione, 1990)

"We understand critical thinking to be "We understand critical thinking to be purposeful, self-purposeful, self-regulatory judgmentregulatory judgment which results in which results in interpretation, interpretation, analysis, evaluation, and inferenceanalysis, evaluation, and inference, as well as , as well as explanationexplanation of the evidential, conceptual, of the evidential, conceptual, methodological, criteriological, or contextual methodological, criteriological, or contextual considerations upon which that judgment is based.considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource liberating force in education and a powerful resource in one's personal and civic life. in one's personal and civic life.

While not synonymous with good thinking, CT is a While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. pervasive and self-rectifying human phenomenon.

(continued)(continued)

The The ideal critical thinkerideal critical thinker is habitually inquisitive, well- is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of precise as the subject and the circumstances of inquiry permit. inquiry permit.

Thus, educating good critical thinkers means working Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield nurturing those dispositions which consistently yield useful insights and which are the basis of a rational useful insights and which are the basis of a rational and democratic society." and democratic society."

APA Delphi Report (continued) APA Delphi Report (continued)

Diane Halpern’s definition of critical thinkingDiane Halpern’s definition of critical thinkingHer Website: Her Website: http://berger.claremontmckenna.edu/asl/default.asphttp://berger.claremontmckenna.edu/asl/default.asp Article by Halpern: http://www.pkal.org/template2.cfm?c_id=993Article by Halpern: http://www.pkal.org/template2.cfm?c_id=993

"Critical thinking is the use of those cognitive skills or strategies "Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome. that increase the probability of a desirable outcome. It is used to describe thinking that is It is used to describe thinking that is purposeful, reasoned and purposeful, reasoned and goal directedgoal directed - the kind of thinking involved in solving problems, - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. effective for the particular context and type of thinking task. Critical thinking also involves Critical thinking also involves evaluating the thinking processevaluating the thinking process - - the reasoning that went into the conclusion we've arrived at the the reasoning that went into the conclusion we've arrived at the kinds of factors considered in making a decision. kinds of factors considered in making a decision. Critical thinking is sometimes called directed thinking because it Critical thinking is sometimes called directed thinking because it focuses on a desired outcome.”focuses on a desired outcome.”

from from HalpernHalpern, D. F. (1996). Thought and Knowledge: An Introduction to Critical Thinking. , D. F. (1996). Thought and Knowledge: An Introduction to Critical Thinking. Mahwah, NJ: Erlbaum.Mahwah, NJ: Erlbaum.

EvaluationEvaluation

Evaluate Choose Estimate Judge Defend Criticize

Benjamin Bloom’s Taxonomy of Thinking Skills

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives, Vol.1: The cognitive domain. New York: McKay.

Table adapted from http://www.umuc.edu/prog/ugp/ewp/bloomtax.htmlVisit: http://www.nwlink.com/~donclark/hrd/bloom.html

http://www.southrock.com/features/whitepapers/MultipleChoiceQuestions.pdfhttp://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html#Contents

KnowledgeKnowledge

List List Name Name Identify Identify Show Show Define Define Recognize Recognize Recall Recall State State Visualize Visualize

ComprehensionComprehension

Summarize Summarize Explain Explain Interpret Interpret Describe Describe Compare Compare Paraphrase Paraphrase Differentiate Differentiate Demonstrate Demonstrate Classify Classify

ApplicationApplication

Solve Solve Illustrate Illustrate Calculate Calculate Use Use Interpret Interpret Relate Relate Manipulate Manipulate Apply Apply Modify Modify

AnalysisAnalysis

Analyze Analyze Organize Organize Deduce Deduce Contrast Contrast Compare Compare Distinguish Distinguish Discuss Discuss Plan Plan Devise Devise

SynthesisSynthesis

Design Design Hypothesize Hypothesize Support Support Schematize Write Write Report Report Justify Justify

Robert Sternberg: Successful IntelligenceArticle: http://www.indiana.edu/~futures/r_stbg.html

Book: http://www.amazon.com/exec/obidos/tg/detail/-/0130293377/002-0587268-9132040?v=glance

Analytical

Thinking

Creative Thinking

Practical Thinking

MemoryRECALL RECOGNIZE MATCH VERIFY REPEAT

ANALYZE

EVALUATE

EXPLAIN

COMPARE/CONTRAST

JUDGE

CREATE

INVENT

EXPLORE

IMAGINE

SUPPOSE

PUT INTO PRACTICE

USE

IMPLEMENT

APPLY

RECALL RECOGNIZE MATCH VERIFY REPEAT

ANALYZE

EVALUATE

EXPLAIN

COMPARE/CONTRAST

JUDGE

CREATE

INVENT

EXPLORE

IMAGINE

SUPPOSE

PUT INTO PRACTICE

USE

IMPLEMENT

APPLY

Homework: What types of assignments do you Homework: What types of assignments do you use to develop critical thinking? use to develop critical thinking?

Participants responded:Participants responded:

Papers: position, research, compare/contrast, Papers: position, research, compare/contrast, analysisanalysisCase study analysis; In-basket; Develop a planCase study analysis; In-basket; Develop a planOral presentationOral presentationClass discussionClass discussionPeer feedback (on oral and written work)Peer feedback (on oral and written work)Group assignmentGroup assignmentWithholding information (simulating “real world”)Withholding information (simulating “real world”)Creating metaphorsCreating metaphors““Just-in-time” assignmentsJust-in-time” assignments

Holistic Critical Thinking Scoring Rubric Holistic Critical Thinking Scoring Rubric

(Facione & Facione)(Facione & Facione) http://www.insightassessment.com/HCTSR.htmlhttp://www.insightassessment.com/HCTSR.html

4:4: Accurately interprets evidenceAccurately interprets evidenceIdentifies Identifies salientsalient arguments, pro & con arguments, pro & conThoughtfullyThoughtfully analyzes analyzes majormajor points of view points of viewDraws warranted, Draws warranted, judiciousjudicious conclusions conclusionsJustifies Justifies keykey results results and and proceduresprocedures

3:3: Accurately interprets evidenceAccurately interprets evidenceIdentifies Identifies relevant relevant arguments, pro & conarguments, pro & conOffers analyses of Offers analyses of obviousobvious points of view points of viewDraws warranted conclusionsDraws warranted conclusionsJustifies Justifies somesome results results oror procedures procedures

Holistic Critical Thinking Scoring Holistic Critical Thinking Scoring Rubric (Facione & Facione)Rubric (Facione & Facione)

2:2: MisinterpretsMisinterprets evidence evidenceFails to identifyFails to identify relevant relevant counterargumentscounterargumentsIgnores Ignores oror superficially evaluates alternative superficially evaluates alternative viewsviewsDraws Draws unwarrantedunwarranted or or fallaciousfallacious conclusions conclusionsJustifies Justifies fewfew results results or or proceduresprocedures

1:1: Offers Offers biased interpretationsbiased interpretations of evidence of evidenceFails to identifyFails to identify or or dismissesdismisses counterargumentscounterarguments Ignores Ignores oror superficially evaluates alternative superficially evaluates alternative viewsviewsArgues using Argues using fallacious or irrelevant reasonsfallacious or irrelevant reasonsDoes not justifyDoes not justify results or procedures results or procedures






Two classroom techniquesTwo classroom techniques– ConcepTests (Robin Jordan – ConcepTests (Robin Jordan – Link to HandoutLink to Handout))– Concept Maps (Nancy Romance – Link to Handout)Concept Maps (Nancy Romance – Link to Handout)

critical thinking in the classroom fau faculty workshop march 19, 2004 lynn appleton, associate dean...

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