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Critical Thinking GELPresentation

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Presentation Objectives


Example the Critical Thinking GEL Outcomes

Explore the Connections Across the Curriculum

Review Assessment Techniques

In this presentation you will be learning about each of the 5 Critical Thinking GEL outcomes and explore the connections these 5 outcomes have across the various discipline areas offered at Kaplan University. Lastly you will review sample student assessments to demonstrate how to assess these Critical Thinking GEL outcomes.


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Critical Thinking GEL Outcomes

• GEL 8.1: Apply critical thinking to construct persuasive arguments

• GEL 8.2: Use principles of sound reasoning

• GEL 8.3: Formulate a logical solution to a problem

• GEL 8.4: Use principles of sound reasoning to [cognitive activity in field of study or topic area]

• GEL 8.5: Apply critical thinking to [topic or field area]


General Education Literacy: Critical Thinking - This literacy is composed of 5 course-level outcomes. These are: GEL 8.1: Apply critical thinking to construct persuasive arguments GEL 8.2: Use principles of sound reasoning GEL 8.3: Formulate a logical solution to a problem GEL 8.4: Use principles of sound reasoning to [cognitive activity in field of study or topic area] GEL 8.5: Apply critical thinking to [topic or field area]


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CHARACTERISTICS OF THE CRITICAL THINKING GEL


In this section of the presentation, you will learn about the important elements and characteristics of the Critical Thinking GEL.


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Why is Critical Thinking Important?

• Vital skill set across the curriculum

• Empowers students

• Greater understanding and analysis of concepts


Whether a student is enrolled in on-line or on-ground classes, critical thinking is a vital skill set across curriculum for students to function in an increasingly fast paced, technological and global society. Being able to think critically is an empowering message. Thinking critically allows for students to understand and analyze concepts even deeper, for intention and understanding. Critical thinking involves problem-solving, persuasion, argumentation, logic, perception, assumption, language, emotion, fallacies and cultural elements.


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PROPERTIES

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Introduction: Critical thinking is a process, which means that it is not automatic. In order to be an effective critical thinker, the elements need to be practiced. There also needs to be an amount of self-awareness about biases, prejudices and multicultural influences that affect perception. Click on each tab to learn about the basic elements of critical thinking. Perception: The way we receive and translate our experiences, and how and what we think about them. Perception is learned and is different for everyone because we filter all information from our particular perspectives which have a foundation in socio-cultural environments, enculturation and past experiences. Your perception IS your truth so understanding that everyone’s perception is individual is key. Enculturation: All the influences that shape our perception of the world and are the basis of our prejudices, biases and agendas as well as how we think and communicate. Enculturational influences include: Socio-economic status, personal experiences, gender, where born/ raised, where live, social networks, family, friends, culture, religion, education, age, and many other factors. Assumptions: Central to critical thinking because all thinking has to begin somewhere. Assumptions are often implied so you might not be aware they exist or that you hold those assumptions. The problem with assumptions is when they become a comfortable belief and stop you from thinking about alternatives. Critical thinkers acknowledge assumptions and periodically challenge them for validity within different contexts. Emotions: We are human and cannot separate thinking from emotions and emotional response - negative and positive. Critical thinkers are aware of possible emotional response to words, ideas, and agendas, and manage emotions.


Language: It is very important to be able to communicate effectively with clear, concise, unambiguous, specific and detailed language in order to analyze messages and meanings. Critical thinkers understand that there is not only a denotative meaning to words, but also a connotative meaning that can be interpreted differently by others. Argument: In the context of critical thinking, it is not a negative, but is a claim that is geared towards persuasion. An argument contains three elements: 1) an issue, 2) one or more reasons (or premises in logic), one or more conclusions. The goal of a critical thinker is to develop sound arguments that have both validity (are structured properly) and true premises. When we have a validly structured argument with true premises, we have a sound argument. In sound arguments, the conclusion must follow. If the argument is not structured properly and not supported, it could be a fallacy. Fallacy: To be sound, reasoning must satisfy three conditions: 1) it must be valid (structured properly – see Argument above), 2) the premises are true, 3) all relevant information is included. If the reasoning fails to satisfy any of these three criteria, it is said to be fallacious. Fallacies do not mean that the conclusion is false, it means that it has not been sufficiently supported. There are many fallacies that can be found in the media. Some examples of fallacies can be: 1) a celebrity endorsement is an appeal to authority fallacy, 2) a debate topic can devolve into a slippery slope fallacy, 3) faulty research could be based on a questionable cause fallacy, or 4) a TV commercial can be an appeal to emotion fallacy. Logic: There are two methods of reasoning: inductive and deductive. Induction: moves from observations to conclusions (hypothesis). Deduction: moves from conclusions (hypothesis) to predictions that something will follow given a set of circumstances and then verifying the prediction. References: Halpern, D. (April 1998). "Teaching critical thinking transfer across domains". American Psychologist, 53(4), 449-455. Doi: 10.1037/0003-066X.53.4.449 Kurland, D. J. (1995). I Know what it says . . . What does it mean? England: Walden.


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Being Effective

Recognize the Message

Bias and Perception

Factors

Credible, Valid, and Reliable Reasoning

Assertion Issues,

Arguments, and Conclusions

Identify Emotional

Impact

Recognize Cultural

Differences


Critical thinkers should have a variety of skills to be effective. These skills include: • Recognize the message and purpose of the message • Understand the factors of bias and perception (personal and others) • Clarify whether the reasoning being used is credible, valid and reliable and if there are any

limitations • Recognize the issues, arguments and conclusions of an assertion • Understand the emotional impact of “red flag” words and other barriers to logical thinking • Recognize cultural differences in perception, language, and meaning


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The Critical Thinking Process

•Identify the Problem or Situation

•Gather Alternatives

•Discuss Alternatives

•Plan Direction and Implementation

•Reevaluate


The critical thinking process is a way to recognize a problem and find a solution as well as develop argumentation techniques and support. • Realize a problem or situation needs a resolution or solution • Gather alternatives (this is where the term “thinking out of the box” comes from as the

alternatives need to be diverse and beyond the status quo ideas) • Discuss alternatives • Decide on plan or direction and implement • Reevaluate for effectiveness


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CRITICAL THINKING GEL CONNECTIONS


In this section of the presentation, you will learn how the Critical Thinking GEL connects to other fields of study at Kaplan University.


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Critical Thinking and Instructors

•Critical thinking areas may be in your course

•Students may be assessed on their ability to think critically

•Instructors may be asked to design critical thinking assignments


You may be wondering how critical thinking literacy relates to you as an instructor. One way is that you may be teaching a course which contains one of the critical thinking areas of literacy as one of your course outcomes. You will use the rubric to assess how well your students are demonstrating their ability to think critically in specified assignments. Another way is that you might be asked to design an assignment to meet the criteria in one of the critical thinking rubrics. Here are some of the basics that you need to know. The Critical Thinking General Education Literacy (GEL) is composed of five rubrics. Each rubric focuses on a specific area related to critical thinking. If your course contains critical thinking as one of the course outcomes, you will use one of the five rubrics to assess a student's critical thinking skills in a particular assignment. For example, let's say you are teaching a graphic design course and the unit 4 project is used to assess your students' proficiency of the critical thinking GEL 8.3: Formulate a Logical Solution to a Problem.


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PROPERTIES




Introduction: Click on each tab to examples of how the Critical Thinking GEL outcomes can be incorporated in various subjects at Kaplan University. From these examples, you can see that each assignment was constructed to include the required criteria from a specific critical thinking GEL outcome rubric. Graphic Design Course (GD230) Sample: Critical Thinking Outcome Measured: GEL 8.3 Formulate a Logical Solution to a Problem Assignment Description: The purpose of this assignment is to redesign an existing magazine. The student will be redesigning the front cover and nameplate, table of contents, and an article that is at least 3 pages long. Student Instructions: Find a magazine that from your perspective could be better designed and bring it to class. You will need to photocopy the front cover, table of contents and an article from the magazine. Next label the nameplate, table of contents, masthead, article headline, body text, and photo caption. You can use a marker, pen, or pencil to label it. Think about the current audience of the magazine and how your redesign might affect them. Write a paragraph discussing why the magazine should be redesigned, list the design problems of the magazine you selected and describe what elements you would change. Then describe the target demographic (women, teenagers, car enthusiasts, history buffs, and so on) and how your redesign will keep the current reader population happy while attracting new readers.


Discussion of Example One: This assignment will allow graphic design students the opportunity to demonstrate their ability to formulate a logical solution to a problem related to graphic design. You can see that the assignment includes a problem by requiring students to identify a magazine with cover design problems; to apply critical thinking skills by requiring students to determine target audience appeal factors; to formulate a solution by requiring students to suggest design elements; and to examine the solution by requiring students to determine effects of the redesign on readers. Nursing Course (NU270) Sample: Critical Thinking Outcome Measured: GEL 8.4 Use Principles of Sound Reasoning to [cognitive activity in the field of study or topic area] Assignment Description: In preparation for your transition to a professional nursing role, you will examine an issue currently facing the nursing landscape. In this project, you will identify your local community health care resources and research how these organizations impact the health of your community. Student Instructions: To prepare for this project, visit the websites for your village, city, or townships and your State Department of Health to assess needs of the community. Next, identify an issue based on the needs of your community and develop a solution to the issue. This issue must be related to a problem that can be impacted by the role of the community nurse. In your project, you will develop a plan to address the issue in your community. Organize your paper to effectively discuss the following components: your needs assessment to identify the issue; factors you have identified that impact the issue; current management of the issue; an analysis of possible solutions to the issue; and the plan you propose to address the issue. Discussion of Example Two: This assignment will allow nursing students the opportunity to demonstrate their ability to use principles of sound reasoning to identify an issue in the field of nursing and develop a solution. You can see that the assignment requires the student to identify and analyze a problem by requiring students to identify a community issue related to nursing; to design and examine a solution by requiring students to analyze solutions; and propose a plan to the nursing issue. Legal Studies Course (LS490) Sample: Critical Thinking Outcome Measured: GEL 8.1 Apply Critical Thinking to Construct Persuasive Arguments Assignment Description: Listen to the speeches by Martin Luther King and George Wallace concerning the issue of segregation and analyze the transcript of those speeches. Identify views of philosophers or philosophical theories discussed during the term that relate to these speeches. Analyze the statements of each speaker


What does each statement imply regarding their views on the following legal philosophical issues? • The legitimacy of positive law versus natural law • A subject’s duty to obey the law • How law should or should not be used to promote the common good • Harm to others principle as justification for his views • The roles paternalism and autonomy should play in determining the aims of law • The role morality should play in determining the aims of law Identify the statements in the speech that support your position. Justify your arguments by referencing the views of philosophers or philosophical theories discussed during the term. Discussion of Example Three: This assignment will allow students to demonstrate their ability to apply critical thinking to construct persuasive arguments in the field of legal studies. You can see that this assignment requires students to identify issues by requiring students to identify the views of philosophers; prioritize the facts by requiring students to determine the implications of statements and views; and support decisions by requiring students to justify their arguments.


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ASSESSING THE CRITICAL THINKING GEL


One common element in all definitions of critical thinking is good judgment in assessing information about the world, and assigning value to that information. When we teach students critical thinking, we are training students to weigh and consider information, reasoning, arguments, and ideas. We are cultivating judgment in making sound and thoughtful decisions. In this section of the presentation, you will learn how to assess the Critical Thinking GEL.


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Assessing of Student’s Critical Thinking Skills


• Recognize and assess the critical thought process

• Tailor assignments

• Pose questions that raise curiosity and promote argument

• Provide regular feedback

Instructors must be able to recognize and assess the critical thought process in discussion postings and written assignments, and we should tailor our assignments in the classroom to support this process. Faculty members are accustomed to assessing discipline-specific reasoning skills. However, in order to incorporate critical thinking skills and assessment of those skills into their courses, instructors should pose questions that raise students' curiosity and promote argument as a learning style through class discussions, discussions posts, and specific research and writing assignments. These assignments and discussions can be related to misconceptions and biases on multiple topics and issues that both students and instructors encounter as a normal part of classroom interaction and the learning process. It is important that students practice their critical thinking skills and receive regular feedback from their instructors in every discipline and in most of their classes.


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Assessing Arguments or Issues

• Use principles of organization and focus

• Arrange ideas in logical sequences

• Reread and review assignments


When using critical thinking skills to assess an argument or issue, students should be taught to use principles of organization and focus by ensuring that the issue is clear and that the argument does not deviate from the main focus of the topic. Students should be coached to arrange their ideas in a logical sequence, to be complete in expressing their main supporting points, and to reread and revise their assignments prior to submitting them.


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Creating Critical Thinking Assessments

• Create discussion board or seminar posts that deepen meaning

• Help students understand the term “critical”

• Encourage students to elaborate on reasoning


Instructors can create discussion board and seminar posts that draw on what the student has said while inviting them to investigate the topic or issue on a deeper level. Instructors should help students understand that the term “critical” does not mean judgment or criticism when used in the context of critical thinking evaluation and assessment. Students should be encouraged and often required to elaborate on the reasoning that brought them to their positions and conclusions.


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Understanding Critical Thinking

Provide Examples

Case Study Analysis

Role Playing

DebatesApplication Problems


Instructors can help students to understand the critical thinking process by providing examples of how problems of ambiguity or poor communication or logic can be eliminated to make students' positions on issues stronger. In the classroom, and in seminars or discussion boards, instructors can use case study analysis, role playing, and debates to encourage critical thinking while employing the use of critical questions and application problems to challenge students to reassess others' and their own opinions and conclusions.


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Seeking Reasons and Evidence

• Emphasize the importance of seeking reasons and evidence

• Ask students “Why?”

• Ask students to provide foundation and evidence for their ideas


When interacting with students, instructors can emphasize the importance of seeking reasons and evidence to help students support their opinions. Asking students “Why?” in a non-threatening manner is a good practice to incorporate into classroom and seminar discussions. An alternative might be to ask students questions such as “Would you say a little more about that?” or “Could you elaborate on that?” Probing students’ reasons and asking them to provide some foundation and evidence for their ideas is a key element of the critical thinking process. Students should also be encouraged to listen to and attempt to understand opposing or alternative points of view and opinions.


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Asking Critical Thinking Questions

• Could you put it another way?

• Can you explain further?

Questions for Clarification

• Would that always be the case?

• What could we assume instead?

Questions that Problem Assumptions

• What are you implying by this?

• What is an alternative?

Questions that Probe Reasons and Evidence

• Can anyone see this issue in another way?

• What might be an alternative viewpoint?

Questions About Viewpoints or Perspectives


Additional questions for students that encourage them to engage in critical thinking include the following:

Questions for clarification: “Could you put it another way? Can you explain further?”

Questions that probe assumptions: “Would that always be the case? What could we assume instead?

Questions that probe reasons and evidence: “What are you implying by this? What is an alternative?”

Questions about viewpoints or perspectives: “Can anyone see this issue in another way? What might be an alternative viewpoint?”

To assess the thinking process in discussion postings, seminars, classroom discussions, and written assignments, instructors should look for evidence of students’ open-mindedness and willingness to alter opinions after considering new facts and ideas. Student work should exhibit sound logic and reasoning, avoiding fallacies in their arguments, and students must be able to offer credible support for their ideas.


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PROPERTIES




Introduction: Click on each tab to see an example of how to use the Critical Thinking GEL rubrics to assess an assignment. Assignment Directions: At the end of this course, you will submit an analysis project in which you will apply the critical thinking skills and techniques you have studied. You will write a “Letter to the Editor” on an issue that matters to you. You will devote the last two weeks of the course to writing a persuasive editorial that critically analyzes opposing positions. There is no specific length requirement, however, a well-researched editorial would be approximately 4- 8 pages, and would properly cite all sources using APA citation format. You will prepare for the Final Project throughout the term by completing the following tasks:

In Unit 3, you will analyze an advertisement by providing an assessment of the effectiveness of arguments presented and identify any potential logical fallacies that are being used.

In Unit 5, you will write a short argument paper in which you present a strategic argument on an issue that matters to you.

In Unit 7, you will analyze a political cartoon from a major newspaper or news source. Your task will be to assess the editorial cartoon and provide an assessment of the effectiveness of the arguments and images being used.

Assignment Overview:


The Final Project itself is due at the end of Unit 9 and will bring together all of the skills you learn throughout the term. You will use specific argumentative strategies to present your point of view and persuade others to accept your conclusions. You will assess your own arguments and those of opposing views for soundness and identify common fallacies. You will analyze the information in your resources for reasonableness, relevance and sufficiency. You will compose a persuasive argument and articulate your stance in a manner that is reasonable and forwards rational dialogue. In other words, you will use critical thinking to demonstrate your own views and persuade others to accept your conclusions. You will be provided with additional instructions on the Final Project in later units. For now, please consult with your instructor if you are anxious to get started on this assignment or have further questions about it. It is best to start thinking immediately about the goal of the Final Project. Your goal is to present a clear and strategic argument for a specific view point on an issue of your choice. You will also support that view by assessing opposing viewpoints. Possible topics for the Final Project include any topic that has recently been in the news and that matters to you. It should be an issue that has an opposing argument to your specific position and there should be ample resource material available for you to analyze arguments against your position. The key to this assignment is to remember that editorials letters are written on topics are controversial enough to persuade readers to a specific viewpoint. An editorial piece is not the same as researched news reporting; rather, it is an informed opinion offered to open or further rational dialogue about a specific issue. A good editorial should analyze documented arguments for and against. Your Final Project is more than merely an academic exercise, it allows you to apply the skills you’re developing to something that really matters to you as you identify fallacious arguments and compose sound arguments to support your own position. For example, a Final Project on the Electoral College would strive to argue for or against the need to have this system rather than elections by popular vote alone. In your editorial, you would use your own ideas in the various types of argumentative styles we will study. In addition, you will analyze the arguments with opposing views and demonstrate that you have the stronger position by identifying the fallacies we will study to highlight the holes in opposing arguments. For guidance on writing a persuasive argument paper or on using APA citation format, please visit the Kaplan University Writing Center or check the APA Quick Guide Link on the course home page. You should also read Chapter 1 of your text on Persuasive Communication. Throughout the term you will have the opportunity to review editorials written for the Washington Post via the RSS feed on the course home menu. Assignment Rubric:


For this assignment, you would assess students using the Critical Thinking GEL 8.1 Outcome Rubric. Click on the photo to the right to further examine the rubric. For a downloadable copy of the rubric, please click the link below: Critical Thinking GEL 8.1 Outcome Rubric

http://www.kuctl.org/CTL_Develop/Courses_In_Progress/ctlmw008_critical_thinking/documents/gel81_rubric.pdf


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