Transcript Cultivating Critical Thinking Across the College

Cultivating Critical Thinking
Across the College
Presented by
Barbara June Rodriguez
Renee Hosang-Alleyne
Laura Rambarose
Teaching Academic Success Skills (TASS) Conference
Fort Lauderdale, Florida
March 2014
Workshop Objectives
As a result of this workshop,
participants will:
• Discuss strategies to cultivate critical
thinking across the institution
• Identify strategies to assist students
in thinking more critically
• Engage in hands-on activities
Broward College
Offers bachelor’s
degrees, associate
degrees and
certificates
 49,144 credit
enrolled students
 84% part-time
students
 16% full-time
students

•
57.2% female students
•
41.8% male students
•
36.3% Black
•
34.6% Hispanic
•
21.1% White
Based on 2013-2014 Broward College Data
Critical Thinking Conceptual
Framework
Critical Thinking Definition
Critical thinking (CT) is defined as a process
of evaluating information by questioning
and testing assumptions, accepting and
rejecting arguments and/or perspectives,
and applying reasoning to make
informed decisions.
Critical Thinking Goal & Outcomes
Goal:To enhance students’ critical
thinking skills
Students will be able to:
1. Analyze and interpret relevant information
2. Explain questions, problems, and/or issues
3. Evaluate information to determine
credibility of reasoning
4. Generate well-reasoned conclusions
Teaching and Learning Strategies to Enhance
Critical Thinking (CT) within the Discipline
of Sociology
Critical Thinking is an EXPLICT goal.
CT in Sociology: Theoretical Perspectives
CT Learning
Outcomes
It’s Application
Exercises/Assignment
Explain
Say in your own words
Ex. In your own words explain,
functionalism, conflict theory
and symbolic interaction
1. Students Listen ONLY, 2.
Reader reads, 3. Students write
then 4. Students say (3 and 4
could be switched)
Analyze &
Interpret
Break it down know how it
works
Ex. How would functionalist,
symbolic interactionist and
conflict theorist explain divorce
rates?
Students build a theoretical table
- have students explain
reasoning orally as well
Evaluate
Weaknesses and strengths in
how it works.
Ex. How can symbolic
Interaction models of social
stratification?
Theory chart 1
Theory chart 2
Generate well
reasoned
conclusions
Merging the gap between
strengths and weakness, new
ideas?
Theory Venn Diagram
Ex. Building a Theoretical Table
With this table students
move beyond the
meaning of the theories,
show how theories
work across
sociological issues and
gets them to the step of
evaluation
back
Activity: Theory Chart 1
back
Activity: Theory Chart 2
back
Activity: Theory Venn Diagram
back
Activity: Learning Sociological
Theory through Deep Listening
Context
This exercise is done as the opening to
new lessons.
 It is followed up by discussion and a
written exercise.

back
Activity: Learning Sociological
Theory through Deep Listening
Learning outcomes:
1. Explain each sociological theory
2. Analyze and Interpret how each theory
works
Sociological Theories
Functionalism:
Conflict Theory:
Symbolic Interactionism:
Directions






Break up into groups of three (3)
There will be three (3) readers, each reading a
definition
Readers: 1 = Functionalism, 2= Conflict Theory,
3= Symbolic Interactionism
Each reader will go one at a time
Each reader reads the respective definition slowly
and deliberately 3x, while the other group
members listen only
After reading three times, the listeners will
verbally explain in their own words the definition
they just heard
Activity: Learning Sociological
Theory through Deep Listening
Functionalism
Conflict Theory
Symbolic
Interactionism
When examining human
behavior, there is an
emphasis on viewing
society as a whole unit,
made up of interrelated
parts that work together.
When examining human
behavior, there is an
emphasis on viewing
society made up of
groups competing for
scarce resources.
Examines large-scale
patterns
Examines large-scale
patterns
When examining human
behavior, there is an
emphasis on the use of
symbols. Symbols are
things that we attach
meaning . It is assumed
that symbols are key to
understanding how
people view the world
and communicate with
one another.
Examines small-scale
patterns
Advantages
Disadvantages
Limitations
•Fantastic for small
classroom size 15-20
students
•Does not work well in
50 minutes classes of 25
plus students
•If limited by class time,
it may be most
appropriate to choose
lessons that tend to be
difficult for students to
grasp
•Develops listening skills •Time intensive
•Develops oral
communication
•Students can make
mistake without heavy
consequences
Reflection
What have we learned from this
assignment?
 How useful do you find deep listening?
 In what other ways do you think you can
use deep listening?

Student Learning
Outcome
(Action Verbs)
Teaching & Learning
Experiences/Activities
/
Assignments
• Analyze &
interpret
Meta-cognition:Thought
Clarity, Precision,
Paper Analysis;Think, Pair, Breadth, Significance
Share TechniqueStudents compare &
contrast two theoretical
perspectives
• Evaluate
Elements of
Thought and/or
Intellectual
Standards
• Explain
Case-based scenarioAccuracy, Relevance,
Students will learn about Fairness
different defense
mechanisms and role-play
them
• Generate
conclusions
Project-based learningRelevance, Depth,
Final project presentation. Breadth, Logic,
Significance, Fairness
Activity: Thought Paper Analysis
Learning Outcome
 Analyze & interpret relevant Information
Muddiest Point Activity
Activity: Project-based Learning
Learning outcomes:
1. Analyze and interpret relevant information
2. Generate well-reasoned conclusions

After learning about the different
disorders and multiple therapeutic
approaches, students select a character,
diagnose character with a mental
disorder(s), discuss issues and how they
would treat their “client”
Iceberg
Freud’s Levels of Consciousness

Freud believed that the personality has 3
components:
◦ Id- operates at an unconscious level, contains libido (a
person’s basic sexual & aggressive impulses). Motivates a
person to seek pleasure and avoid pain (big bad baby;
devil)
◦ Ego- the preconscious, thinking part of personality. Keep
needs of Id satisfied and the three components balanced
(reality; us)
◦ Superego- the conscious moral judge, contains rules of
society (angel)
Woe is Homer
Directions

Participants break up into groups of 3.

Read the scenario that you were given.

Amongst yourselves, decide who will be
the Id, Ego, and Superego.

Act out your respective part.
Reflection

Did you find it challenging to think of how
to be in your respective part?

How did you feel?

What if you were a different component?
Resources

Angelo, T.A. & Cross, K.P. (1993). Classroom assessment
techniques: A handbook for college teachers. (2 ed.).
San Francisco, CA: Jossey-Bass.

Broward College. Question Every Possibility - Think Critically:
Quality Enhancement Plan. SACSCOC Onsite Review,
October 2013. www.broward.edu/qep

Foundation for Critical Thinking www.criticalthinking.org

Suskie, L. (2009). Assessing student learning: A common sense
guide. (2 ed.). San Francisco, CA: Jossey-Bass.
Questions?