Engaging Students in Critical Engaging Students in Critical Thinking Skills in Class and Thinking Skills in Class and BeyondBeyond

John BandmanCUNY & The Art Institute of N.Y.C.jbandman@hunter.cuny.edu

Fan-Wei KungQueen’s University Belfast, UKfkung01@qub.ac.uk

Applied Linguistics Winter Conference, March 1, 2014Columbia University

1

What is critical thinking?What is critical thinking?“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”

“disciplined self-directed teaching”(criticalthinking.org)

2

When do we think When do we think critically?critically?• Thinking outside the box• Asking questions then questioning answers

• Analyzing the reading or discussion

• Logically addressing an issue• Evaluating the truth of a claim or argument

3

2 Kinds of Good 2 Kinds of Good ArgumentsArguments• Deductive• Premise is valid, therefore conclusion must

be valid• Example: • Premise: Columbia University is in New York City.• Conclusion: Therefore, Columbia University is in

the United States.[it isn’t possible for Columbia University to be in NYC

but not in the United States]• Inductive• Premise is valid, conclusion is probably but

not always true• Example:• Premise: New York is cold four months a year.• Conclusion: So ice cream is not popular during that

time.

4

What is involved?What is involved?Making logical inferences

(based on the information presented)

Drawing logical conclusions(based on the information presented)

Applying higher levels of thinking ◦Bloom’s Taxonomy of Learning

5

Why is it important?Why is it important?• Greater support for premises of an argument > stronger argument for the conclusion > “winning” the audience’s confidence

• More success at selling others on your idea

• Stronger confidence building • Marketability for leading roles

6

Bloom’s Taxonomy of Bloom’s Taxonomy of LearningLearning

7

Applying Higher Order of Applying Higher Order of Learning/Thinking Learning/Thinking

http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988 8

Showing Depth of Showing Depth of KnowledgeKnowledge

http://theteachablemoments.wordpress.com/2012/03/08/dok-is-not-a-verb-and-it-is-not-blooms-taxonomy-in-a-circle/ 9

Critical Thinking in WritingCritical Thinking in WritingPersuasive/Argumentative toneBasic essay anatomy

◦ Introduction: Thesis statement, statement of issue, background of issue

◦ Body: 1. Support for writer’s argument (Premises: data,

facts, quotes, personal experience, media) 2. Refuting opposing viewpoints (If not a

controversial topic, then playing devil’s advocate)◦ Conclusion: Brief summary of most salient points as

they address the thesis

10

Clarity in WritingClarity in Writing• Ambiguity: Is there more than 1

meaning?• I am pleased to say that this candidate is a

former colleague of mine.• In my opinion, you will be very fortunate to

get this person to work for you.

• Grammar: Misplaced modifiers or words• After driving into two parked cars, the police

arrested the drunk drivers. (Who drove into the cars?)

• Multiple meanings by placement of “Only”Paul paid $400 to his parents for the rent.

11

Critical Thinking in Critical Thinking in ReadingReadingAnalyzing (developing inferential

meaning)Reading through author’s lensDrawing conclusionsResponding to questions not explicitly

statedAsking “what-if” questions

12

Critical Reading QuestionsCritical Reading QuestionsWhat lessons/morals could the reader learn?What information would it help the reader to

know before coming into the work?What is the author’s tone? Is s/he objective or

subjective?Would the author’s gender/age/nationality

affect the plot?Which other readings can you compare to parts

of this story/article/book?

13

Critical Thinking Skills in Critical Thinking Skills in ClassClass• Activity: Conducting/Listening to a job

interview• Critical thinking skill: evaluating career options,

identifying main ideas• Activity: Interviewing a classmate• Critical thinking skill: recalling information about

a classmate• Activity: Listening to a broadcast (radio,

podcast, etc.)• Critical thinking (CT) skill: categorizing

information; reflecting on ideas• Activity: Watching a show (Youtube, DVD,

etc.)• Critical thinking (CT) skill: ranking important

aspects, distinguishing between main ideas and details

14

Critical Thinking Skills in Critical Thinking Skills in ClassClass• Activity: Watching or listening to a debate• Critical thinking (CT) skill: discussing pros and

cons; drawing inferences; comparing ideas; assessing both sides

• Activity: Listening to or reading a news report• Critical thinking (CT) skill: ranking important

aspects; drawing conclusions; organizing a group presentation; explaining ideas and opinions

• Activity: Playing or watching a game• Critical thinking (CT) skill: identifying strategies;

goal setting; forecasting• Activity: Discussing typical foods from the

L1’s country• Critical thinking (CT) skill: deducting meaning

from context

15

Critical Thinking in Speaking - How Critical Thinking in Speaking - How is the message delivered?is the message delivered? What is the message? (Facts, opinions, stories,

examples, etc) How does your message travel? (Words, body language,

etc) Sounds/Tone

◦ External: Machines, doors, hallways, outside noise◦ Internal: Confidence vs. nervousness, self-doubt,

prejudices What is the context setting?

◦ Physical: lighting, seating, location, time◦ Cultural: business, education, religious institution,

leisure

16

Two Things to Keep in Mind When Two Things to Keep in Mind When Getting StartedGetting Started

1. Knowing the Interest of Your Students is EssentialThe more students’ backgrounds, interests, the more appropriate and engaging it becomes…

A critical component in a lesson can be created, but students may not respond to each lesson or topic equally

Tips: lesson that is appropriate to the students’ age level, background knowledge and language proficiency

Tailoring lessons specifically to the interests of your students; encourage engagement, an element that is essential to the development of critical thinking

17

Two Things to Keep in Mind When Two Things to Keep in Mind When Getting StartedGetting Started

2. Learning to Really "Discuss" the Discussion QuestionsUnderstand and communicate to your students regularly to ensure they understand the questions they are being asked to answer

Every language course book contains some form of "discussion questions" which are designed to give students some opportunity to practice language use

Encourage students to really interact with the texts and materials they are given repeatedly, which will help them to better interact with the world around them and to become more self-aware and reflective thinkers

18

Three Classroom Three Classroom TechniquesTechniques1. DebateForces students to think about the multiple sides of an issue and it also forces them to interact not just with the details of a given topic, but also with one another

How it WorksStudents must first be made aware of a debatable topic and of the variety of potential positions that can be taken on the topic. These topics can come from course materials, from classroom discussion, or from the local community

19

Three Classroom Three Classroom TechniquesTechniques1. Debate (Cont’d)Students should then be given an opportunity to research the topic somehow and form their own opinions on the issue

Pairs or small groups should be formed where like-minded students can share their opinions on the topic and gain information from others

Think about the potential arguments that will come from the other side and how they can respond to these arguments

20

Three Classroom Three Classroom TechniquesTechniques1. Debate (Cont’d)The instructor should follow-up with a summary of the opinions and views expressed by all sides and an assessment of their strengths and weaknesses

The class and instructor should be allowed to express their opinions on which side made the case most convincing; it helps the students to understand that this type of thinking and debate process can lead to real results and provide some sense of closure on the topic

21

Three Classroom Three Classroom TechniquesTechniques1. Debate (Cont’d)

Things to RememberThe debate itself can take many formsStudents need to be allowed to form their own opinions rather than having the teacher assign "sides" to the debateChoosing a topic appropriate to the interests of the students is essential

22

Three Classroom Three Classroom TechniquesTechniques2. Media AnalysisWhy it WorksGives the opportunity for students to think about important issues like media bias and censorship

When students look at the types of issues that may bias reporting, they are also forced to think in terms of their biases and to reflect on these in detail

23

Three Classroom Three Classroom TechniquesTechniques2. Media Analysis (Cont’d)How it WorksA form of media and topic needs to be chosen, either by the instructor or the students, that reflects the interests of the class and has the potential to encourage critical thought

Time for analysis (reading, watching, listening, etc.) must then be provided to give the students ample time to absorb the material they will be asked to work with

24

Three Classroom Three Classroom TechniquesTechniques2. Media Analysis (Cont’d)

Class, small group, or pair discussions should then be undertaken on the content of the piece to give students the opportunity to work out any problems or questions they may have

Once the students are comfortable with the content of the piece, the instructor should then introduce questions designed to encourage critical reflection. Some possible examples are as follows:

25

Three Classroom Three Classroom TechniquesTechniques2. Media Analysis (Cont’d)Some possible examples to encourage critical reflection are as follows:Who is the author? Why did they write or report this piece?Do you feel the facts are accurate? Why or why not?Is the author or reporter giving equal attention to all sides of the issue?How does this piece make you feel personally? How do you feel others (from other countries, cultures, political groups, etc.) would feel about it?Do you see examples of bias, either in the piece itself or in the language chosen?

26

Three Classroom Three Classroom TechniquesTechniques2. Media Analysis (Cont’d)Things to Remember

The focus of this type of activity does not need to be on traditional topics like bias and censorship

Teachers must know their students and their interests in order to source appropriate material for classroom use

27

Three Classroom Three Classroom TechniquesTechniques3. Problem SolvingWhy it Works

Analyzing a somewhat complex problem like a city's poor public transport system can offer students a myriad of opportunities to analyze an issue critically

By asking students to look at pros and cons and costs and benefits an instructor is forcing them to consider real world problems that impact their daily lives in a critical way

28

Three Classroom Three Classroom TechniquesTechniques3. Problem Solving (Cont’d)How it WorksFirst the class must identify a problem that is relevant to their lives and interests. Some examples might include:

◦ High cost of education at their school◦ Overcrowding in the city◦ Local noise pollution◦ Corruption of city officials◦ Visa difficulties for international students

29

Three Classroom Three Classroom TechniquesTechniques3. Problem Solving (Cont’d)Next the class should work together to clearly define the problem. This step is important for the completion of the task and the instructor needs to work to make sure everyone is starting with a similar definition

Divide the class into pairs, groups, or teams and ask them to list the root causes of the problem

The instructor should then identify two or three causes that seem appropriate to the task and ask the students to discuss steps for their correction

30

Three Classroom Three Classroom TechniquesTechniques3. Problem Solving (Cont’d)The students' ideas can be collected into an action plan which can be posted around class or sent to an appropriate official for review

Things to RememberProblems are everywhere but the instructor must think through the steps in the process clearly before introducing a given problem to the classStudent generated solutions need to be as concrete and realistic as possible

31

Workshop ActivityWorkshop Activity

State an activity you have recently used in class (or will use) where students can apply their critical thinking skills both inside and outside the classroom.

32