Helping College Students Develop Critical Thinking Skills Angela Provitera McGlynn

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)


Critical thinking is, in short, self-directed, self-disciplined, 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)


Critical thinking is the art of analyzing and evaluating thinking with a view to improving it

(Paul and Elder, 2006, p.4)


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


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


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)


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)


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.



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.”


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


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.”


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).


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)


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)

Please develop one “higher-level” thinking question in your discipline

Please share with a partner

Activity

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.


The instructor gathers the responses prior to the class lecture/discussion period “Just-in-time” to use them to clarify any misconceptions about course content and then guides students through follow-up in-class activities

What happens in class is determined by an analysis of students’ prior responses


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


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_taxonomyhtm)

Bloom’s Taxonomy Revised Version(Anderson, L.W. et al., 2000)

1. Remembering: can the student recall or remember the information?

2. Understanding: can the student explain ideas or concepts?

3. Applying: can the student 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?

1. define, duplicate, list, memorize, recall, repeat, state

2. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

3. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

4. appraise, compare, contrast, criticize, differentiate, examine, experiment, question, test

5. appraise, argue, defend, judge, support, evaluate

6. assemble, construct create, design, develop, formulate, write

Bloom’s Taxonomy QuestionsBloom, 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?


Analysis What are the parts or features of...? Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...?


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...?


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/Learning030.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/blooms_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.

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Helping College Students Develop Critical Thinking Skills Angela Provitera McGlynn