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Ideas to Action (i2a). College of Business Critical Thinking Workshops Session #1: What is Critical Thinking? January 15, 2010. Welcome and Introductions. Julia Karcher Lynn Boyd. Session Objectives. Articulate the relevance of i2a Precisely define critical thinking. - PowerPoint PPT Presentation
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Ideas to Action (i2a)
College of Business Critical Thinking Workshops
Session #1: What is Critical Thinking?
January 15, 2010
1
Welcome and Introductions
• Julia Karcher
• Lynn Boyd
2
Session Objectives
1. Articulate the relevance of i2a
2. Precisely define critical thinking
3
Overview of COB CT Workshops
Workshop Goals:• Increase faculty familiarity and utilization of the Paul-Elder
critical thinking framework.
• Identify and engage faculty in strategies to incorporate critical thinking content and exercises in classes for implementation fall 2010.
• Complete a curriculum map of The Elements of Thought and Universal Intellectual Standards for the business core courses.
4
Overview of COB CT Workshops
Workshop Outputs:• Curriculum map
• Common critical thinking sheet for the syllabi with the “wheel”
• 1-2 page template for each course that includes a description of the Fundamental & Powerful Concepts, Central Course Question, the Universal Intellectual Standards, and The Elements of Thought.
5
Overview of COB CT Workshops:
6
Structure:•5 sessions on Fridays from 10-11:30•Group participants by course to complete activities as a team
Dates and Topics:January 15: What is critical thinkingFebruary 12: Fundamental and Powerful Concepts, Central Course QuestionFebruary 26: Elements of ThoughtMarch 26: Universal Intellectual StandardsApril 16: Designing critical thinking strategies and assignments
i2a Team
7
Dr. Patty PayetteExecutive Director, i2a
Associate Director, Delphi Centerfor Teaching & Learning
Dr. Cathy Baysi2a Specialist for Assessment
Dr. Edna Rossi2a Specialist for Critical Thinking
Associate Professor Psychology
Dr. Nisha Guptai2a Specialist for Culminating Experiences
Harry PickensSpecial Assistant to the
Provost for New Initiatives
Thomas W. EvansGraduate Assistant
Ideas to Action: the basics Ideas to Action (i2a): Using Critical Thinking to Foster Student
Learning and Community Engagement is our Quality Enhancement Plan (QEP).
Part of our accreditation report to SACS-COC to demonstrate our ongoing commitment to student learning
Our 10-year initiative we created to renew our focus on critical thinking and community engagement and the undergraduate experience.
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Call to action at UofL
“Our extensive consultation with all University constituencies yielded a surprisingly strong and clear call for education focused on the skills and knowledge needed to deal with real-world issues and problems, an education in which students can see the importance of the parts (the courses) to the whole (their education as citizens
and workers).” [QEP Report, 2007]
http://louisville.edu/ideastoaction/files/finalreport.pdf
skills and knowledge
real-world issues and problems
the parts to the whole
9
i2a: connecting classroom, campus and community
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Critical Thinking is:A=TrueB= False
1. skilled thinking which meets epistemological demands irrespective of the vested interests or ideological commitments of the thinker.
2. skilled thinking characterized by empathy into diverse opposing points of view and devotion to truth as against self-interest.
3. skilled thinking that is consistent in the application of intellectual standards, holding oneself to the same rigorous standards of evidence and proof to which one holds one’s antagonists.
4. skilled thinking that demonstrates the commitment to entertain all viewpoints sympathetically and to assess them with the same intellectual standards, without reference to one’s own feelings or vested interests, or the feelings or vested interests of one’s friends, community or nation.
5. the art of thinking about your thinking while you’re thinking so as to make your thinking more clear, precise, accurate, relevant, consistent and fair.
Paul, R., Binker, A. Martin, D. & Adamson, K. (1995). Critical Thinking Handbook: High School, Santa Rosa, CA: Foundation for Critical Thinking, Pages 351-156.
13
Critical Thinking is:A=TrueB= False
6. the art of constructive skepticism. 7. the art of identifying and removing bias, prejudice and one-sidedness of thought. 8. the art of self-directed, in–depth, rational learning. 9. thinking that rationally certifies what we know and makes clear wherein we are ignorant. 10. the art of thinking for one’s self with clarify, accuracy, insight, commitment and fairness.
Paul, R., Binker, A. Martin, D. & Adamson, K. (1995). Critical Thinking Handbook: High School, Santa Rosa, CA: Foundation for Critical Thinking, Pages 351-156.
Activity
• Critical Thinking Quiz
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Critical Thinking & Faculty
• Paul, 1996• 140 randomly sampled California college faculty• indicate critical thinking is a primary objective
of their instruction– could give a clear explanation of critical
thinking– had difficulty describing how to balance
content coverage with fostering critical thinking– could articulate how to assess critical
thinking
89%
19%
77%
8-9%
Best Faculty Practices in Critical Thinking
• Plan critical thinking activities• Model critical thinking skills• Provide multiple, diverse, unique real-world
exercises
(novel situations)
• Faculty Speak! Video
1616
(From: Scriven and Paul, 2003)
UnderstandingConceptsAppreciation
DecisionsSynthesize
Application
i2a Definition of Critical Thinking
17
Critical Thinking ExerciseWorking in groups of 2, you will need a flip chart and a marker to:
1)At the top of a sheet of paper fill in the blank by completing this sentence :“I see or hear critical thinking when my students are_____”
2) At the bottom of the same sheet of paper fill in the blank by completing this sentence :“When my students are not thinking critically, I notice_________”
A Well-Cultivated 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
Thinks open mindedly within alternative systems of thought, recognizing and assessing, as needs be, their assumptions, implications, and practical consequences
Communicates effectively with others in figuring out solutions to complex problems
19Miniature Guide page 2
CT Exercise
1. How does the description of a well-cultivated critical thinker (Miniature Guide page 2) compare with your descriptions of students who are and are not thinking critically?
2. What do you see in common with the two?
3. How does this fit with your ideas about what students need to be able to do in college and in the world beyond?
20
Critical Thinking Framework Adopted for i2a
Richard Paul-Linda Elder Framework
Agreed upon by all reviewers (virtually perfect inter-rater reliability)
Most comprehensive (many ‘models’ merely narratives)
Discipline- neutral terminology
Provides a common language/terminology for discussing, modeling and measuring critical thinking that can be readily applied to all disciplines
Has a wealth of discipline specific resource materials
http://www.criticalthinking.org 21
Paul-Elder Critical Thinking Framework
Intellectual Standards
Elements of Reasoning
Intellectual Traits
Must be appliedto
to develop
AccuracyClarityRelevanceLogicalSufficiency
PrecisionDepthSignificanceFairnessBreadth
Which leads to deeper
PurposeQuestionPoint of viewInformation
InferencesConceptsImplicationsAssumptions
HumilityAutonomyFair-mindednessCourage
PerseveranceEmpathyIntegrityConfidence in reasoning
22
Faculty Perspective
“I think that for decades I have given my students many opportunities to engage in critical thinking, and I have modeled critical thinking in class discussions. But I don’t think I can claim ever to have taught critical thinking in a systematic way. The model gives me a way to share a critical thinking vocabulary with students and to chart their progress. I know and can tell my students exactly what I am looking for.”Spring 2008 Pilot Program Participant, Department of English
23
CoB Faculty Perspective
“My experience with the FLC has been both affirmative and transformative: it has provided context and clarity to some of the methods I was already using, but also expanded my horizons and deepened my understanding of how students learn.”
24
Imad Elhaj, Ph.D., Finance Department, College of Business
Upcoming Events: Mark your calendars
Critical Thinking Workshops by
Dr. Stephen Brookfield Thursday, February 4, 2010
Shumaker Research Building 139
Celebration of Teaching and
Learning, “Engaging Teaching,
Engaging Learning” Keynotes: Dr. Stephen Brookfield
Dr. Robert Gonyea
Friday, February 5, 2010
Shelby Campus
Community Engagement Showcase
co-sponsored by Ideas to ActionMonday, April 12, 2010
Red Barn
i2a Institute on Critical Thinking Keynotes: Dr. Gerald Nosich
Dr. Susan Wolcott
May 24-27, 2010
25
What’s Next?
• Complete Worksheet I
• Read:oMiniature Guideo Chapter 3 in the Nosich book
• For more information, visit http://louisville.edu/ideastoaction
26