enhancing student critical thinking as an interdisciplinary resource (msc 2009)
DESCRIPTION
Presented as an Indiana Wesleyan University faculty development required session at Midwest Scholars Conference 2009TRANSCRIPT
Enhancing Student Critical Thinking as an Interdisciplinary Resource
Presented by Mark EutslerMidwest Scholars Conference
2009
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as Steward of Inherent Ability CT as an Intellectual Virtue CT as an Intellectual Discipline CT and Educational Integrity CT as a Learning Tool CT as a Reasoning Gateway CT as a Substantive Discovery Key CT as a Collaborative Learning Catalyst CT’s Essentiality to Change CT as Accelerator of Change CT as an Intentional Destiny CT as Literacy
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as Steward of Inherent Ability
Having command of standards Teachers pose questions which probe thinking Questions become infused in the thinking of
students
(Paul and Elder 1996)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as an Intellectual Virtue Consciousness to treat all viewpoints alike Not referencing one’s own environment Not referencing one’s own advantage
(Foundation for Critical Thinking 1996)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as an Intellectual Discipline An active and skillful process Based on universal intellectual values Transcends subject matter divisions
(Scrivin and Paul)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as Educational Integrity Need to develop networks Reform must be advanced simultaneously There is a role for everyone
(California Department of Education 1993)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as a Learning Tool Ancient roots Confused meanings People in high position might be confused
(Paul, Elder, Bartell 1997)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as a Reasoning Gateway Most fundamental concern is excellence of
thought Quality of thinking affects quality of lives Everyone can learn how to continually improve
(Paul and Willsen 1997)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as a Substantive Discovery Key
Thought expresses preference Thought establishes fact Thought discerns best practice
(Paul and Elder 1999)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as a Collaborative Learning Catalyst
Education is preparation for knowledge Education is impartation of knowledge Education depends upon learning readiness
(Paul 1996)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT’s Essentiality to Change Deep change takes time Deep change is not of this world Deep change is, nevertheless, possible
(Foundation for Critical Thinking 2004)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as Accelerator of Change Traditional attempts do not prepare us Teaching how to think, an educational
imperative No choice in facing accelerating change
(Willsen 1995)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as Intentional Destiny Quality of life linked to quality of thinking Dysfunctional practices avoid problem facing Absurdity of dysfunctionality must be faced
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT as Literacy Sound thinking is practical In all fields, sound thinking enhances
outcomes Poor thinking wastes and frustrates
(Elder and Paul 2004)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
Universal Intellectual Standards Clarity Accuracy Precision Depth Breadth Logic
(Paul and Elder 1996)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
Enhancing Student Critical Thinking as an Interdisciplinary Resource
Putting CT into instructional reflection … action … dynamism
Teacher Learning Audit Classroom Critical Reflection Questionnaire Teacher Reflective Questionnaire Teacher Personal Assumptions Inventory Critical Thinking Questioning Check List
(Adapted from Brookfield 1995)
Enhancing Student Critical Thinking as an Interdisciplinary Resource
CT Check List Epistemological Questions (finding out how an author
comes to know that something is true). Experiential Questions (demystifying academic texts and
bringing them closer to home—hitting the “relevancy target”).
Communicative Questions (focusing on maters of form, style, and presentation—may seem apolitical and superficial)
Political Questions (discovering whose interests are served and how those interests are stifling or animating efforts to create a more compassionate and just society).
Enhancing Student Critical Thinking as an Interdisciplinary Resource
Teacher Reflective Inventory1. What am I proudest of in my work as a facilitator?2. What would I like my students to say about me when
I’m out of the room?3. What do I most need to learn about in my teaching?4. What do I worry most about in my work as a
facilitator?5. When do I know I’ve done good work?6. What’s the mistake I’ve made from which I’ve learned
the most?
Enhancing Student Critical Thinking as an Interdisciplinary Resource
Teacher Personal Assumptions Inventory
3. I feel best about my work when …4. I feel worse about my work when …5. The last time I saw really good teaching was
when …6. The best learning experience I’ve ever seen
students involved in was when …
To Receive Teacher Learning Audit Classroom Critical Reflection Questionnaire Teacher Reflective Questionnaire Teacher Personal Assumptions Inventory Critical Thinking Questioning Check List
Presentation Notes Works Cited
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