PRINCIPALS’ EXECUTIVE PRINCIPALS’ EXECUTIVE PROGRAM PROGRAM

2006 STATEWIDE LEADERSHIP 2006 STATEWIDE LEADERSHIP CONFERENCE: CONFERENCE:

Critical Thinking and Decision Critical Thinking and Decision MakingMaking

November 7, 2006November 7, 2006Dr. Steve AtkinsDr. Steve Atkins

What is critical thinking?What is critical thinking?1.1. Write down your definition of critical Write down your definition of critical

thinking: thinking: Critical Thinking is. . . .Critical Thinking is. . . .2.2. Share your definition at your table.Share your definition at your table.3.3. Share definitions with the whole Share definitions with the whole

group.group.

Individual Reading & Small Individual Reading & Small Group DiscussionGroup Discussion

1.1. Silently read pp. xiii-xvi Silently read pp. xiii-xvi (“Introduction”) in the textbook (“Introduction”) in the textbook (stop at Exercise 1.1).(stop at Exercise 1.1).

2.2. Complete Exercise 1.1: “Beginning Complete Exercise 1.1: “Beginning to Think about Your Thinking”to Think about Your Thinking”

3.3. Share your responses at your table.Share your responses at your table.

Individual Reading & Small Individual Reading & Small Group DiscussionGroup Discussion

Silently read pp. xvi-xx (stop at Exercise Silently read pp. xvi-xx (stop at Exercise 1.3).1.3).

Complete Ex. 1.3: “Beginning to Consider Complete Ex. 1.3: “Beginning to Consider Problems in Thinking,” but with a different Problems in Thinking,” but with a different focus: Make a list of 5 significant problems focus: Make a list of 5 significant problems in in educationeducation. Then, see if you can identify . Then, see if you can identify the problems the problems in thinkingin thinking that led to those that led to those educational problems. educational problems.

Share at your tables.Share at your tables.

Reading and Individual Reading and Individual ExerciseExercise

Silently read pp. xx-xxi (stop at 1.4).Silently read pp. xx-xxi (stop at 1.4). Complete Ex. 1.4: “Beginning to Complete Ex. 1.4: “Beginning to

Think about Your Thinking”Think about Your Thinking”

Reading & DiscussionReading & Discussion Silently read xxii-xxv (stop at 1.6).Silently read xxii-xxv (stop at 1.6). Complete Ex. 1.7 on p. xxvi: Complete Ex. 1.7 on p. xxvi:

“Articulate Your Understanding of “Articulate Your Understanding of Critical Thinking”Critical Thinking”

Share at your tables.Share at your tables. Compare to your earlier definition of Compare to your earlier definition of

critical thinking. critical thinking.

Recap: Why Concern Ourselves Recap: Why Concern Ourselves with Thinking?with Thinking?

We are what we think; we live in our minds.We are what we think; we live in our minds. Our thinking can either trap us or free us.Our thinking can either trap us or free us. Whenever we are dealing with human life, Whenever we are dealing with human life,

we are almost always dealing with thinking.we are almost always dealing with thinking. Thinking is the way the mind makes sense of Thinking is the way the mind makes sense of

the world—there is no way to understand the world—there is no way to understand anything except through thinking.anything except through thinking.

Thinking is essential to teaching & learning: Thinking is essential to teaching & learning: All course content is thinking and is learned All course content is thinking and is learned by thinking.by thinking.

All jobs require thought.All jobs require thought.

Thinking Tells Us:Thinking Tells Us: What there isWhat there is What is happeningWhat is happening What our problems What our problems

areare What our options What our options

areare What threatens usWhat threatens us What is importantWhat is important

What is unimportantWhat is unimportant Who our friends areWho our friends are Who our enemies areWho our enemies are Who we areWho we are Everything we know, Everything we know,

believe, want, fear, believe, want, fear, and hope forand hope for

We Can Think Critically We Can Think Critically About:About:

Teaching & learningTeaching & learning Job/careerJob/career EmotionsEmotions HabitsHabits Communication: listening, Communication: listening,

reading, speaking, writingreading, speaking, writing ParentingParenting MarriageMarriage ScienceScience TechnologyTechnology

RelationshipsRelationships HealthHealth ReligionReligion Problem solvingProblem solving PoliticsPolitics MoneyMoney EthicsEthics Media/newsMedia/news LiteratureLiterature Etc.Etc.

The Benefits of Critical The Benefits of Critical ThinkingThinking

Academic BenefitsAcademic Benefits Professional BenefitsProfessional Benefits Civic BenefitsCivic Benefits Personal BenefitsPersonal Benefits See See Surry Community College website for website for

more explanations of each.more explanations of each. Go to Surry’s home page: Go to Surry’s home page: www.surry.edu

and click on “About Surry,” then on and click on “About Surry,” then on “Critical Thinking.”“Critical Thinking.”

A Definition:A Definition:““Critical thinking is the art of thinking Critical thinking is the art of thinking about thinking in an intellectually about thinking in an intellectually disciplined manner. Critical thinkers disciplined manner. Critical thinkers are explicitly focused on thinking, in are explicitly focused on thinking, in three inter-related phases. They three inter-related phases. They analyzeanalyze thinking. They thinking. They assessassess thinking. thinking. And they And they improveimprove thinking (as a thinking (as a result).”result).”

--Richard Paul, “The Nature and Functions of Critical and --Richard Paul, “The Nature and Functions of Critical and Creative Thinking”Creative Thinking”

Richard Paul’s Model:Richard Paul’s Model:Three Main ComponentsThree Main Components

The Elements of Thought (The Elements of Thought (analyzeanalyze)) The Intellectual Standards (The Intellectual Standards (assessassess)) The Intellectual Traits (The Intellectual Traits (improveimprove))

See p. 21 in your small mini-guide:See p. 21 in your small mini-guide: “Critical “Critical thinkers routinely apply the intellectual thinkers routinely apply the intellectual standards to the elements of reasoning in standards to the elements of reasoning in order to develop intellectual traits.”order to develop intellectual traits.”

The Elements of The Elements of Thought/ReasoningThought/Reasoning

PurposePurpose Question at IssueQuestion at Issue InformationInformation Interpretation & Inference Interpretation & Inference

(Conclusions)(Conclusions) ConceptsConcepts

(See Exhibit 2.2 on p. 14 in (See Exhibit 2.2 on p. 14 in your textbook.)your textbook.)

AssumptionsAssumptions Implications & Implications &

ConsequencesConsequences Points of ViewPoints of View (Gerald Nosich adds (Gerald Nosich adds

two helpful concepts: two helpful concepts: alternatives and alternatives and context—see next context—see next slide.)slide.)

Alternatives and ContextAlternatives and Context AlternativesAlternatives: “Encompass the different : “Encompass the different

choices that could be made during reasoning: choices that could be made during reasoning: alternative purposes, other points of view, alternative purposes, other points of view, etc.” Think of alternatives for each of the etc.” Think of alternatives for each of the elements when reasoning through a problem elements when reasoning through a problem or issue.or issue.

ContextContext: “The background to the reasoning : “The background to the reasoning rather than . . . literally an element in it.” Our rather than . . . literally an element in it.” Our reasoning always takes place in a context. reasoning always takes place in a context.

--Gerald Nosich, --Gerald Nosich, Learning to Think Things ThroughLearning to Think Things Through, p. 47, p. 47

Individual Activity: Thinking Individual Activity: Thinking through Your Job Using the through Your Job Using the

ElementsElementsAnswer these questions in writing. See pp. 5-8 in the Answer these questions in writing. See pp. 5-8 in the mini-guide for more on the elements.mini-guide for more on the elements.

1.1. What is the What is the purposepurpose of your job? of your job?2.2. What is the What is the main issue or questionmain issue or question related to your related to your

job?job?3.3. What What informationinformation do you use to fulfill your job duties? do you use to fulfill your job duties?4.4. What What inferences/conclusionsinferences/conclusions do you make on the job? do you make on the job?5.5. What are the What are the key conceptskey concepts related to your job? related to your job?6.6. What are the What are the assumptionsassumptions you make in your job? you make in your job?7.7. What are the What are the implications/consequencesimplications/consequences of your of your

decisions on the job?decisions on the job?8.8. What is your What is your point of viewpoint of view? ?

When You Finish. . .When You Finish. . . Go back through your answers to the Go back through your answers to the

previous writing activity and consider previous writing activity and consider alternativesalternatives for each response that for each response that you may not have thought of. you may not have thought of.

Write an explanation or description Write an explanation or description of the of the contextcontext: What is the context in : What is the context in which this reasoning is being done?which this reasoning is being done?

In Groups: Discussing the In Groups: Discussing the Elements of ThoughtElements of Thought

1.1. Share your responses to the Share your responses to the previous questions. previous questions.

2.2. Discuss:Discuss: How has this exercise helped you think How has this exercise helped you think

through your job?through your job? What insights and/or questions about What insights and/or questions about

the the elementselements have emerged from this have emerged from this activity?activity?

Application: Elements of Application: Elements of ThoughtThought

Create a list and title it “Applications”—Create a list and title it “Applications”—we’ll add to it throughout the workshop, so we’ll add to it throughout the workshop, so leave several pages open for it.leave several pages open for it.

Take 5-10 minutes to write down Take 5-10 minutes to write down three three concrete examplesconcrete examples of ways you can use of ways you can use these elements to help you think through these elements to help you think through your job and/or ways your students, your job and/or ways your students, faculty, staff, and administration can use faculty, staff, and administration can use these elements to improve job these elements to improve job performance.performance.

Be prepared to share one example.Be prepared to share one example.

The Intellectual StandardsThe Intellectual Standards ClarityClarity AccuracyAccuracy PrecisionPrecision RelevanceRelevance DepthDepth

(See p. 54 in the (See p. 54 in the textbook.)textbook.)

BreadthBreadth LogicLogic SignificanceSignificance FairnessFairness Nosich adds Nosich adds

Sufficiency (see Sufficiency (see next slide).next slide).

Another Standard: Another Standard: SufficiencySufficiency

Adequate, thorough, comprehensive, completeAdequate, thorough, comprehensive, complete Has this been reasoned out sufficiently? Has this been reasoned out sufficiently? Has enough evidence been given? Has enough of Has enough evidence been given? Has enough of

the purpose been accomplished? the purpose been accomplished? Is it enough?Is it enough? ““Your thinking about a question or an issue is Your thinking about a question or an issue is

sufficient when you’ve reasoned it out thoroughly sufficient when you’ve reasoned it out thoroughly enough for the purpose at hand, when it is enough for the purpose at hand, when it is adequate for what is needed, when you’ve taken adequate for what is needed, when you’ve taken account of all the necessary factors.”account of all the necessary factors.”

--Gerald Nosich, --Gerald Nosich, Learning to Think Things ThroughLearning to Think Things Through, p. 146, p. 146

Groups: Discussing the StandardsGroups: Discussing the StandardsUsing pp. 10-11 in the mini-guideUsing pp. 10-11 in the mini-guide, repeat this , repeat this process for each standard; rotate roles. Cover as process for each standard; rotate roles. Cover as many standards as you can. For additional info on many standards as you can. For additional info on the standards, see textbook, pp. 44-53.the standards, see textbook, pp. 44-53.

1.1. One person should One person should read aloudread aloud the description of the description of the intellectual standard the intellectual standard

2.2. The person to the right should The person to the right should paraphraseparaphrase what what was just read. was just read. (Move around the group clockwise.)(Move around the group clockwise.)

3.3. The next person should The next person should elaborateelaborate on the definition on the definition of the standard (“in other words. . .”) and should of the standard (“in other words. . .”) and should give an examplegive an example or illustration of the standard. or illustration of the standard.

4.4. The next person should explain how he/she can The next person should explain how he/she can applyapply this standard to his/her job. this standard to his/her job.

Application: Intellectual Application: Intellectual StandardsStandards

Add to your “Applications” list:Add to your “Applications” list: Take a few minutes to read pp. 62-63 in the Take a few minutes to read pp. 62-63 in the

textbook.textbook. Read the “Critical Questions” listed throughout Read the “Critical Questions” listed throughout

pp. 64-71 (pp. 64-71 (third columnthird column).). Take 5-10 minutes to write down Take 5-10 minutes to write down three concrete three concrete

examplesexamples of ways you can use these standards of ways you can use these standards to help you perform your job (and your students, to help you perform your job (and your students, faculty, administration, staff, perform their jobs).faculty, administration, staff, perform their jobs).

Be prepared to share one example.Be prepared to share one example.

ReviewReviewWithout looking at notes or books, Without looking at notes or books, let’s state the three main let’s state the three main components of Richard Paul’s components of Richard Paul’s critical thinking model.critical thinking model.

Review – A Little Closed-Book Review – A Little Closed-Book Quiz:Quiz:

Write down the elements of thought. Write down the elements of thought. Add definitions or explanations if you Add definitions or explanations if you can.can.

Write down the standards that we use Write down the standards that we use to evaluate thinking. Add definitions to evaluate thinking. Add definitions or explanations if you can.or explanations if you can.

Share/compare your answers with Share/compare your answers with those at your table—how did you do?those at your table—how did you do?

The Intellectual TraitsThe Intellectual Traits Intellectual HumilityIntellectual Humility Intellectual CourageIntellectual Courage Intellectual EmpathyIntellectual Empathy Intellectual AutonomyIntellectual Autonomy

(See Exhibits 8.1 and (See Exhibits 8.1 and 8.2 on p. 190 in your 8.2 on p. 190 in your

textbook.)textbook.)

Intellectual Intellectual IntegrityIntegrity

Intellectual Intellectual PerseverancePerseverance

Confidence in Confidence in ReasonReason

FairmindednessFairmindedness

Small Groups: Learning about Small Groups: Learning about an Intellectual Trait to Teach It an Intellectual Trait to Teach It

to Your Peersto Your PeersEach group will be assigned one trait. Read the description Each group will be assigned one trait. Read the description

aloud (see pp. 16-17 in mini-guide) and then discuss it:aloud (see pp. 16-17 in mini-guide) and then discuss it:

Paraphrase the description.Paraphrase the description. Elaborate on that description (“In other words. . .”).Elaborate on that description (“In other words. . .”). Give an example of the trait (“For example. . .”).Give an example of the trait (“For example. . .”). Talk about how this trait is important for thinking Talk about how this trait is important for thinking

critically in your job.critically in your job. See pp. 194-208 in the textbook for more info. See pp. 194-208 in the textbook for more info. Be prepared to teach your trait to the rest of the group.Be prepared to teach your trait to the rest of the group.

Application: Intellectual Application: Intellectual TraitsTraits

Add to your “Applications” list:Add to your “Applications” list: Take 5-10 minutes to write down Take 5-10 minutes to write down three three

concrete examplesconcrete examples of ways you can use of ways you can use these traits to help you perform your job these traits to help you perform your job (and, as always, think about your staff, (and, as always, think about your staff, faculty, and students).faculty, and students).

Be prepared to share one example.Be prepared to share one example.

The “Best Thinkers”The “Best Thinkers”1.1. Note how the elements, standards, and Note how the elements, standards, and

traits are brought together to traits are brought together to conceptualize the best kind of thinking.conceptualize the best kind of thinking.

2.2. Review the handout taken from “Hiring Review the handout taken from “Hiring for Smarts,” by Justin Menkes, from the for Smarts,” by Justin Menkes, from the Harvard Business ReviewHarvard Business Review: : Do you see the Do you see the components of the Foundation’s model? components of the Foundation’s model? Where?Where?

3.3. Be prepared to share your findings.Be prepared to share your findings.

CT Abilities: Activity #1CT Abilities: Activity #11.1. Select one ability at random.Select one ability at random.2.2. Ponder it in relation to your Ponder it in relation to your

professional life. (If it clearly does not professional life. (If it clearly does not apply, choose another.)apply, choose another.)

3.3. Write down two examples of how that Write down two examples of how that ability is needed by someone who ability is needed by someone who does the work you do.does the work you do.

4.4. Share your examples and discuss at Share your examples and discuss at your table.your table.

CT Abilities: Activity #2CT Abilities: Activity #21.1. Choose some aspect of your professional life Choose some aspect of your professional life

as an administrator, as an administrator, one that you feel is one that you feel is problematicproblematic..

2.2. Choose three abilities that you think would Choose three abilities that you think would help in dealing with that aspect more critically.help in dealing with that aspect more critically.

3.3. Focus on one. What can you do, within that Focus on one. What can you do, within that aspect of your professional life, to promote aspect of your professional life, to promote development of that ability?development of that ability?

4.4. Share your responses and discuss at your Share your responses and discuss at your table.table.

Content “vs.” ThinkingContent “vs.” Thinking The Role of Critical Thinking in Students' Acquisiti

on of Foundational and Factual Knowledge by Steve Atkins by Steve Atkins

The Problem with Bloom’s TaxonomyThe Problem with Bloom’s Taxonomy KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

Applying Critical Thinking to Applying Critical Thinking to School Leadership through School Leadership through

Case StudiesCase Studies

See the handout for an explanation of See the handout for an explanation of this activity. this activity.

Application: A Plan for Application: A Plan for ImprovementImprovement

Add to your “Applications” list:Add to your “Applications” list: To your applications list, add the To your applications list, add the three three

concrete strategies for improving your concrete strategies for improving your thinking abilities.thinking abilities.

Warning: Intellectual Work Warning: Intellectual Work RequiredRequired

We must do the intellectual work to We must do the intellectual work to take take command of the foundational structurescommand of the foundational structures that that underlie the very idea of critical thinking.underlie the very idea of critical thinking.

We must do the intellectual work to We must do the intellectual work to apply apply those foundational structuresthose foundational structures (to our lives (to our lives and to academic or professional content).and to academic or professional content).

--From Richard Paul’s keynote address, 26--From Richard Paul’s keynote address, 26th th International International Conference on Critical Thinking, 2006.Conference on Critical Thinking, 2006.

A Few Things Worth A Few Things Worth Mentioning:Mentioning:

This introduction to critical thinking is This introduction to critical thinking is meant to be just that—an meant to be just that—an introductionintroduction to, an overview of, a substantive and to, an overview of, a substantive and complex model of critical thinking.complex model of critical thinking.

Time and repeated work with the modelTime and repeated work with the model—understanding it and applying it—are —understanding it and applying it—are essential for it to take root.essential for it to take root.

It It willwill be worth the time and effort to be worth the time and effort to learn and use this model.learn and use this model.

Small Group DiscussionSmall Group Discussion When you were in school, did your When you were in school, did your

teachers encourage you to think critically? teachers encourage you to think critically? Explain, using specific examples.Explain, using specific examples.

Describe the methods (classroom Describe the methods (classroom activities, assignments, assessments) used activities, assignments, assessments) used by those teachers who by those teachers who diddid and who and who did notdid not encourage you to think critically.encourage you to think critically.

Be ready to share some insights with the Be ready to share some insights with the whole group.whole group.

Small Group DiscussionSmall Group Discussion Given the previous discussion, what Given the previous discussion, what

conclusions can you draw about the kind conclusions can you draw about the kind of teaching methods your teachers should of teaching methods your teachers should and should not use in order to teach for and should not use in order to teach for critical thinking? critical thinking?

What are the implications for your What are the implications for your leadership?leadership?

Be prepared to share specific conclusions Be prepared to share specific conclusions and implications with the whole group.and implications with the whole group.

Implementing a Critical Implementing a Critical ThinkingThinkingInitiativeInitiative

Critical Thinking at Surry Community Critical Thinking at Surry Community College College

Why Critical Thinking? The BenefitsWhy Critical Thinking? The Benefits The Importance of Using a Shared Model of The Importance of Using a Shared Model of

Critical ThinkingCritical Thinking Critical Thinking RubricCritical Thinking Rubric Quality Critical Thinking AssignmentsQuality Critical Thinking Assignments Critical Thinking Teaching StrategiesCritical Thinking Teaching Strategies Articles by Faculty and AdministrationArticles by Faculty and Administration Critical Thinking Resources and LinksCritical Thinking Resources and Links

The Best Advice We’ve The Best Advice We’ve Heard:Heard:

Place the Place the foundations of critical foundations of critical thinkingthinking at the heart of your professional at the heart of your professional development, resulting in. . . development, resulting in. . . A A deepening understandingdeepening understanding of the importance of the importance

of foundational concepts and principlesof foundational concepts and principles A A systematic applicationsystematic application of foundational of foundational

concepts to classroom instruction, to student concepts to classroom instruction, to student assessment, to academic subjects, to lifeassessment, to academic subjects, to life

--From Richard Paul’s keynote address, 26--From Richard Paul’s keynote address, 26th th International International Conference on Critical Thinking, 2006.Conference on Critical Thinking, 2006.

Your Best Online Resource:Your Best Online Resource: The Critical Thinking CommunityThe Critical Thinking Community

Long-term Professional Development with Long-term Professional Development with the Foundationthe Foundation

Professional Development Model for K-12Professional Development Model for K-12 Articles - The Critical Thinking CommunityArticles - The Critical Thinking Community Thinker's Guide Series - The Critical Thinker's Guide Series - The Critical

Thinking CommunityThinking Community

Go forth and think critically!Go forth and think critically!