Cultivating Critical Cultivating Critical Thinking Across the Thinking Across the

CollegeCollege

Presented by

Barbara June RodriguezRenee Hosang-Alleyne

Laura Rambarose

Teaching Academic Success Skills (TASS) Conference

Fort Lauderdale, FloridaMarch 2014

Workshop ObjectivesWorkshop 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 CollegeBroward CollegeOffers 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 Critical Thinking Conceptual FrameworkFramework

Critical Thinking DefinitionCritical 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 & Critical Thinking Goal & OutcomesOutcomesGoal: To enhance students’ critical thinking skillsStudents 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 Teaching and Learning Strategies to Enhance Critical Thinking (CT) Enhance Critical Thinking (CT)

within the Discipline of Sociologywithin the Discipline of Sociology

Critical Thinking is an EXPLICT goal.

CT in Sociology: Theoretical CT in Sociology: Theoretical PerspectivesPerspectives

CT Learning Outcomes

It’s Application Exercises/Assignment

Explain Say in your own wordsEx. 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 worksEx. 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 1Theory chart 2

Generate well reasoned conclusions

Merging the gap between strengths and weakness, new ideas?

Theory Venn Diagram

Ex. Building a Theoretical Ex. Building a Theoretical TableTable

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 Activity: Theory Chart 1

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Activity: Theory Chart 2Activity: Theory Chart 2

back

Activity: Theory Venn Activity: Theory Venn DiagramDiagram

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Activity: Learning Activity: Learning Sociological Theory through Sociological Theory through

Deep Listening Deep Listening

Context

This exercise is done as the opening to new lessons.

It is followed up by discussion and a written exercise.

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Activity: Learning Activity: Learning Sociological Theory through Sociological Theory through

Deep Listening Deep Listening Learning outcomes:1.Explain each sociological theory2.Analyze and Interpret how each

theory works

Sociological TheoriesFunctionalism:Conflict Theory:Symbolic Interactionism:

DirectionsDirectionsBreak up into groups of three (3)There will be three (3) readers, each

reading a definitionReaders: 1 = Functionalism, 2= Conflict

Theory, 3= Symbolic InteractionismEach reader will go one at a timeEach 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 Activity: Learning Sociological Theory through Sociological Theory through

Deep Listening 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.

Examines large-scale patterns

When examining human behavior, there is an emphasis on viewing society made up of groups competing for scarce resources.

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

•Develops listening skills

•Develops oral communication

•Students can make mistake without heavy consequences

•Does not work well in 50 minutes classes of 25 plus students

•Time intensive

•If limited by class time, it may be most appropriate to choose lessons that tend to be difficult for students to grasp

ReflectionReflectionWhat 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?

Activity: Thought Paper Activity: Thought Paper AnalysisAnalysis

Learning OutcomeAnalyze & interpret relevant Information

Muddiest Point Activity

Activity: Project-based Activity: Project-based LearningLearning

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 Iceberg

Freud’s Levels of Freud’s Levels of ConsciousnessConsciousnessFreud 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 HomerWoe is Homer

DirectionsDirectionsParticipants 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.

ReflectionReflectionDid 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?

ResourcesResourcesAngelo, 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?Questions?