Transcript The miniature guide to critical thinking concepts and tools

Critical Thinking about Affective
Issues as it Relates to Student
Motivation
Presentation by: Andrea Kelly, Ph.D.
What is Critical Thinking?
The art of analyzing and evaluating
thinking with a view to improving it.
Paul, R. & Elder, L. (2009). The miniature guide to critical thinking concepts and tools. See page 2.
The Human Mind
Basic functions of the mind:
• Think
– Figure things out
• Feel
– Positive or negative emotions
• Desire
– What we want
Elder, L. & Paul, R. (2009). The miniature guide to taking charge of the human mind.
Think, Feel, Desire
I think
I feel
I want
Elder, L. & Paul, R. (2009). The miniature guide to taking charge of the human mind.
Thinking Controls …
Your
THINKING
controls
Your
FEELINGS
Your
DECISIONS
Elder, L. & Paul, R. (2009). The miniature guide to taking charge of the human mind.
Stages of Critical Thinking Development
Unreflective
Thinker
Challenged
Thinker
•Unaware of
problems in
thinking
•Faced with
problems in
thinking
Beginning
Thinker
•Try to
improve
without
regular
practice
Practicing
Thinker
•Regularly
practice and
advance
Advanced
Thinker
•Committed to
lifelong
practice;
internalize
intellectual
virtues
Paul, R. & Elder, L. (2009). The miniature guide to critical thinking concepts and tools. See page 20.
Accomplished
Thinker
•Intellectual
skills &
virtues are
second
nature
Standards, Elements, & Traits
Standards
• Quality
• Accuracy
• Relevance
• Logicalness
• Breadth
• Precision
• Significance
• Competence
• Fairness
• Depth
Elements
• Purposes
• Questions
• Points of View
• Information
• Inferences
• Concepts
• Implications
• Assumptions
Intellectual Traits
• Intellectual Humility
• Intellectual Autonomy
• Intellectual Integrity
• Intellectual Courage
• Intellectual Perseverance
• Confidence in Reason
• Intellectual Empathy
• Fairmindedness
Critical thinkers routinely apply intellectual standards to the
elements of reasoning in order to develop intellectual traits
Paul, R. & Elder, L. (2009). The miniature guide to critical thinking concepts and tools. See page 19.
Two Assumptions
In our examination of ways to help students
think critically about affective issues that
impede their academic success, we assume
that
1. Students possess the cognitive ability to
perform well
2. Affective issues are not a result of biological or
physical concerns
•
•
biological – chemical imbalance
physical – hungry or cold
Affective Issues that Impede Learning
What kinds of affective issues
impede student learning in
your subject area?
Focus on ONE target area
• Examine one affective issue at a time
– E.g. , motivation, confidence
• “drill down” in order to
Motivation
– Identify a specific issue of focus
– Decide on an activity to support the
critical thinking process
Interest
No Life
Connection
Activity, Reflection, & Assignment
• Begin with an activity (related to the affective issue)
• Include a reflection (critical thinking)
• End with an assignment (related to content)
Affective issues should be
explored experientially
(not by telling)
Confidence
Confidence
Anxiety
Anxiety
Public
Speaking
Public
Speaking
Accent
Unfriendly
Strangers
Activity
• Identify the country or state each where each person is from
– Amy
– Constantine
– Kyle
– Julian
– Rochelle
• http://www.guesstheaccent.blogspot.com/search/label/guess%20the%20
accent%20round%202
Activity Answer
• Identify the country or state each where each person is from
– Amy: Minnesota
– Constantine: Zimbabwe
– Kyle: Australia
– Julian: London
– Rochelle: New Zealand
• http://www.guesstheaccent.blogspot.com/search/label/guess%20the%20
accent%20round%202
Reflection
• Purpose
– To determine why I am conscious of my
accent
• Question
– Does my accent prevent others from
understanding what I say?
• Data, information, and evidence
– Feedback from those with whom I
communicate
• Inferences
– I am not effectively communicating my
thoughts
Reflection continued
• Concepts
– A person’s “accent” becomes permanent
as they get older (past teenage years)
• Assumptions
– My pronunciation is incorrect
• Implications & Consequences
– It is possible to be an effective
communicator regardless of my accent
• Point of View
– There is no “right” accent
– People make assumptions about someone
based on a number of factors (not just
their accent)
– The video / class discussion suggests that
everyone has an accent, and there is no
one correct pronunciation for a given
word.
Assignment
• Create a 5-minute speech
• Draft an outline of the speech
• Focus on the content you will present (not your
accent as you present)
• Practice delivering your speech ahead of time
Final Thoughts
• Determine the affective area of focus through
class survey or prior experience
• Vary activities to include individual and group