Transcript Helping College Students Develop Critical Thinking Skills

Helping College Students Develop
Critical Thinking Skills
Angela Provitera McGlynn
Biography
 Professor Emeritus of Psychology, MCCC
 Author of several books and numerous
articles; regular contributor to The Hispanic
Outlook in Higher Education
 Latest books: see slide towards end of
presentation
 National Consultant on Teaching and
Learning Issues; Trainer for Transformation
Associates, LLC
 Web site:
www.mccc.edu/~amcglynn/index.html
 E-mail address: [email protected]
Objectives
 Participants will learn:



What critical thinking, also known as “deep”
thinking, entails
How to develop discussion questions that
promote critical thinking
How to use specific teaching strategies that
promote critical thinking
Question
 What is the one thing you hope to learn from
today’s webinar?
What is Critical Thinking?

“Critical thinking describes the process we
use to uncover and check our
assumptions.”
Stephen Brookfield, (2006, Developing Critical Thinkers, p. 11)
What is Critical Thinking?
Critical thinking is, in short, self-directed, selfdisciplined, self-monitored, and self-corrective
thinking. It requires rigorous standards of
excellence and mindful command of their
use. It entails effective communication and
problem solving abilities and a commitment to
overcome our native egocentrism and
sociocentrism.
 Paul and Elder, (2006, p.4)
What is Critical Thinking?

Critical thinking is the art of analyzing
and evaluating thinking with a view to
improving it
 (Paul and Elder, 2006, p.4)
What is Critical Thinking?

The “critical” thinker
 Raises vital questions and problems,
formulating them clearly and precisely
 Gathers and assesses relevant
information, using abstract ideas to
interpret it effectively
 Comes to well-reasoned conclusions
and solutions, testing them against
relevant criteria and standards
What is Critical Thinking?

The critical thinker…
 Thinks open-mindedly within alternative
systems of thought, recognizing and
assessing, as need be, their
assumptions, implications, and practical
consequences, and
 Communicates effectively with others in
figuring out solutions to complex
problems
What is Critical Thinking?
 There are four common threads that appear
in most descriptions of critical thinking:
 Reasoned Thinking
 Problem Solving
 Fair-minded Evaluation
 Informed Judgments
Nancy Halstead and Janice Tomson, (ETS Project, June 2006)
What is Critical Thinking?
 It is “deeper” than memorization and recall of
factual information. When students think
critically, they think deeply; they not only
know the facts, but they take the additional
step of going beyond the facts to do
something with them.
 Critical thinking involves reflecting on the
information received, moving away from
“surface” memorization and toward deeper
levels of learning.

(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)
What is Critical Thinking?
 It Involves a shift away from viewing learning
as the reception of information from teacher
or text (in pre-packaged form) to viewing
learning as an elaboration and transformation
of received information into a different form
by the learner.
(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)
What is Critical Thinking?
 This broad definition of critical thinking does
not equate critical thinking with the cognitive
process of evaluation or critique; instead, it
incorporates evaluation as one specific form
or type of critical thinking. This is an important
distinction, not only for the purpose of
definitional clarity, but also for the practical
purpose of combating the prevalent student
misconception that critical thinking means
being “being critical.”
 (Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)
Developing Discussion Questions to
Promote Critical Thinking
 a) “What are the implications of ___?”
 (b) “Why is ___ important?”
 (c) “What is another way to look at ___?”
 Questions that ask students to reflect on their
own thinking processes and to identify what
particular form of critical thinking they are
using – metacognition

(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)
Developing Discussion Questions to
Promote Critical Thinking
 “After students have communicated their
ideas, either orally via group discussions or in
writing via minute papers, I periodically ask
them to reflect on what type of critical thinking
my question was designed to promote and
whether they think they demonstrated that
critical thinking in their response. I typically
ask them to record their personal reflections
in writing, either working individually or in
pairs; in the latter case, their task is to listen
and record the reflections shared by their
partner.”

(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)
Developing Discussion Questions to
Promote Critical Thinking
 …One distinguishing characteristic of high-
achieving college students is that they tend to
reflect on their thought processes during
learning and are aware of the cognitive
strategies they use (Weinstein & Underwood, 1985).

(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)
Metacognition: Thinking about
Thinking…
Developing Discussion Questions to
Promote Critical Thinking
 Additional research indicates that students can
learn to engage in such “meta-cognition”
(thinking about thinking) if they are regularly
asked self-assessment questions, which require
reflection on their own thought processes. When
students learn to routinely ask themselves these
questions, the depth and quality of their thinking
are enhanced (Resnick, 1986)
(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)
Developing Discussion Questions to
Promote Critical Thinking
 Higher-level thinking questions
Open-ended questions aimed at provoking
divergent thinking
 Go beyond knowledge-level recall
 Should promote evaluation and synthesis
of facts and concepts
 Should start or end with words or phrases
such as “explain,” “compare,” “why”

 (Walker, S.E. Active Learning Promotes Critical Thinking)
Activity
 Please develop one “higher-level” thinking
question in your discipline
 Please share with a partner
Developing Discussion Questions to
Promote Critical Thinking
 Socratic questioning
Focuses on clarification
 Probes or explores the meaning,
justification, or logical strength of a claim or
position
 How is X similar or different from Y?
 Debate format gets students to see multiple
sides of an issue

 (Walker, S.E. Active Learning Promotes Critical Thinking)
Teaching Strategies that Promote
Critical Thinking
 Ask students to summarize in writing and
orally what the teacher or another student
has said
 Ask students to elaborate on what has been
said either by giving examples and using their
own words
 Ask students to make connections between
related concepts

PROMOTING ACTIVE LEARNING (How to Improve Student
Learning: A Miniature Guide for those who teach) by Dr.
Richard Paul and Dr. Linda Elder
Teaching Strategies that Promote
Critical Thinking
 Ask students to state the most important
concept of the class thus far (Angelo and
Cross,1993)
 Ask students to state the most confusing
point of the class thus far (Angelo and Cross, 1993)
 Ask students to discuss any of the above with
a partner for 30 seconds, and then ask them
to participate in a class discussion
Teaching Strategies that Promote
Critical Thinking
 Ask students to deliberate on real-life
situations such as mock jury trials
 Ask students to write and/or present
persuasive arguments that are data and
evidence based
 Get students to debate content-related
material
(Halstead and Tomson, 2006)
Teaching Strategies that Promote
Critical Thinking
 Get students to keep journals on their
reactions and evaluations of what they read
for class
 Create problem-solving exercises and get
students to work collaboratively
 Give students essays to write that ask them
to interpret, synthesize, analyze, and
evaluate material
(Halstead and Tomson, 2006)
Teaching Strategies that Promote
Critical Thinking
 JiTT Just-in-Time Teaching

developed at Indiana University-Purdue
University Indianapolis (IUPUI) and the
U.S. Air Force Academy in 1996 and has
since spread rapidly across disciplines,
various types of institutions, and course
levels
Teaching Strategies that Promote
Critical Thinking
 According to Gregor Novak, Professor
Emeritus at IUPUI, who spearheaded the
development of JiTT and is now co-director of
the JiTTDL (digital library) project, the heart
of the JiTT approach is the “feedback
loop” formed by the students’ preparation
outside of class that affects what happens
during the subsequent in-class session.
JiTT Just-in-Time Teaching
 JiTT incorporates web-based materials with
classroom instruction to maximize the in-class
and outside-of-class learning environments
 JiTT engages students in the course material
by posting weekly questions for students that
require outside of class reading and
responses.
JiTT Just-in-Time Teaching
 The instructor gathers the responses prior to
the class lecture/discussion period “Just-intime” to use them to clarify any
misconceptions about course content and
then guides students through follow-up inclass activities
 What happens in class is determined by an
analysis of students’ prior responses
JiTT Just-in-Time Teaching
 JiTT enhances student involvement because
students come to class having recently
completed their web assignment; therefore,
they come ready to participate. Students
typically also feel empowered since they
know that what will happen in class depends
in part on what they and their classmates
have formulated.
JiTT Fosters Class Discussions
JiTT Just-in-Time Teaching
 Highly flexible, JiTT can be adapted to
different disciplines, different courses and
levels, varying class schedules, and different
instructor preferences. The basic component
is always the feedback loop between what
students do during class and what they do
prior to and after class.
Adding Tools to Your Trade/Art
 What can you do that you haven’t tried before
to help your students develop critical thinking
skills?
Appendix
Bloom’s Taxonomy and Revision
Bloom’s Taxonomy
Bloom, B.S. (1956)
 In 1956, Benjamin Bloom headed a group of
educational psychologists who developed a
classification of levels of intellectual behavior
important in learning.
 During the 1990's a new group of cognitive
psychologists, lead by Lorin Anderson (a
former student of Bloom's), updated the
taxonomy reflecting relevance to 21st century
work

(Pohl, M. Website:

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomyhtm)
Bloom’s Taxonomy
Bloom, B.S. (1956)
 Bloom’s Taxonomy used the categories
knowledge, comprehension, application,
analysis, synthesis, and evaluation. Anderson
and her colleagues changed the nouns to
verbs and altered the highest levels of
thinking – remembering, understanding,
applying, analyzing, evaluating, and creating


(Pohl, M. Website:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy
htm)
Bloom’s Taxonomy Revised Version
(Anderson, L.W. et al., 2000)
1. Remembering: can the
1. define, duplicate, list,
student recall or remember
the information?
2. Understanding: can the
student explain ideas or
concepts?
2.
3. Applying: can the student
3.
use the information in a new
way?
4. Analysing: can the student
distinguish between the
different parts?
5. Evaluating: can the student
justify a stand or decision?
6. Creating: can the student
create new product or point
of view?
4.
5.
6.
memorize, recall, repeat,
state
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
choose, demonstrate,
dramatize, employ, illustrate,
interpret, operate, schedule,
sketch, solve, use, write
appraise, compare, contrast,
criticize, differentiate,
examine, experiment,
question, test
appraise, argue, defend,
judge, support, evaluate
assemble, construct create,
design, develop, formulate,
write
Bloom’s Taxonomy Questions
Bloom, B.S. (1956)
 Knowledge
 Who, what, when, where, how ...?
 Describe
 Comprehension
 Retell...
 Application
 How is...an example of...?
 How is...related to...?
 Why is...significant?
Bloom’s Taxonomy Questions
Bloom, B.S. (1956)
 Analysis
 What are the parts or features of...?
 Classify...according to...
 Outline/diagram...
 How does...compare/contrast with...?
 What evidence can you list for...?
Bloom’s Taxonomy Questions
Bloom, B.S. (1956)
 Synthesis
 What would you predict/infer from...?
 What ideas can you add to...?
 How would you create/design a
new...?
 What might happen if you
combined...?
 What solutions would you suggest
for...?
Bloom’s Taxonomy Questions
Bloom, B.S. (1956)
 Evaluation
 Do you agree...?
 What do you think about...?
 What is the most important...?
 Place the following in order of
priority...
 How would you decide about...?
 What criteria would you use to
assess...?
Angela’s most recent books by Atwood Publishing,
888 242-7101, www.atwoodpublishing.com
References
 Anderson, L.W., Krathwohl, D.R., Airasian,
P.W., & Cruikshank, K.A. (2000). A
Taxonomy of Learning, Teaching, and
Assessing: A Revision of Bloom’s Taxonomy
of Educational Objectives, Allyn & Bacon, 2nd.
Edition.
 Angelo,T.A. and Cross, K.P. (1993).
Classroom Assessment Techniques: A
Handbook for College Teachers, Second Ed.,
San Francisco: Jossey-Bass
References
 Astin, A.W. (1993) What Matters in College?
Four Critical Years Revisited. San Francisco:
Jossey-Bass
 Bonwell C.C. and Eison, J.A. (1991). Active
Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education
Report No. 1. Washington DC: George
Washington Univesity School of Education
and Human Development
References
 Bloom, B.S. (1956). Taxonomy of
Educational Objectives, Handbook 1:The
Cognitive Domain, NY: David McKay Co., Inc.
 The Case for Learner-Centered Education,
ON Course Newsletter,
http://oncourseworkshop.com
References
 Brookfield, S. (2006). Developing Critical
Thinkers, from “Workshop Materials,
PowerPoints, Book Extracts,”
www.StephenBrookfield.com.
 Brufee, K.A. (1993). Collaborative learning:
Higher education, interdependence, and the
Authority of Knowledge, Baltimore: Johns
Hopkins University Press
References
 Cuseo, J. (1996). Cooperative Learning:
Pedagogy for Addressing Contemporary
Challenges and Critical Issues in Higher
Education. Stillwater, OK: New Forums
Press.
 Cuseo, J. Oncoursenewsletter,
http://www.oncourseworkshop.com/Learning0
30.htm
 Halstead, N. and Tomson, J. Unpublished,
Critical Thinking, ETS Project June 2006.
References
 Novak, Patterson, Gavin, & Christian’s Just-
In-Time Teaching: Blending Active Learning
with Web Technology,(1999), Benjamin
Cummings Publishers
 Paul, R. and Elder, L. ((2006). The Miniature
Guide to Critical Thinking: Concepts and
Tools, The Foundation for CriticalThinking,
www.criticalthinking.org.
References
 Paul, R., and Elder, D. (2002). How to
Improve Student Learning: A Miniature Guide
for those who teach: 30 Practical Ideas. The
Foundation for Critical Thinking,
www.criticalthinking.org.
 Pohl, M. Website re Bloom’s Taxonomy,
http://www.odu.edu/educ/roverbau/Bloom/blo
oms_taxonomy.htm).
References
 Resnick, L. B. (1986). Education and learning
to think. Special Report. Pittsburgh: University
of Pittsburgh, Commission on Behavioral and
Social Sciences and Education.
 Walker, S. E., Active Learning Strategies to
Promote Critical Thinking, 2003 Jul–Sep,
Journal of Athletic Training. 38(3): 263–267.
References
 Weinstein, C. E., & Underwood, V. L. (1985).
Learning strategies: The how of learning. In J.
W. Segal, S. F. Chapman, & R. Glaser (Eds.),
Thinking and learning skills (pp. 241-258).
Hillsdale, NJ: Lawrence Erlbaum.