Critical thinking pres nebraska 2009

Rick RuddProfessor and Department Head

Agricultural and Extension EducationVirginia Tech

Strategies for building critical thinking skills in the classroom

Teaching for critical thinkingKnow your content.Know what constitutes critical thinking.Rethink your content as a MODE of thinking .

Thinking biologically.Thinking economically.Thinking like an animal geneticist.

Design teaching as experiences based in questioning, problem solving, and thinking.Learn content.Build critical thinking skills.Enhance critical thinking disposit

THE most important thing…YOU must decide what is most important in

YOUR course.Teaching for critical thinking will take more time

to prepare.Less time is available to spoon-feed facts to the

students.You must hold students accountable for their

learning.Reading outside of class.Homework.Honing thinking skills.

You must overtly teach the critical thinking skills.

Your Syllabus

Course descriptionCourse philosophyCourse objectivesAssignmentsEvaluation

Why Critical Thinking“It is human irrationality, not a lack of knowledge that threatens human potential” (Nickerson cited in Kurfiss, 1986).

Why Critical Thinking?

“Everyone agrees that students learn in college, but whether they learn to think is more controversial.”

McKeachie cited in Joscelyn, 1988

Mental Structures of College Students

Students have learned to be successful.Success = Grades.The prevailing model is remember and

repeat.“TELL ME WHAT YOU WANT ME TO

KNOW!”

Perry’s theory of intellectual and ethical development (1968)Dualism

The world is dichotomous… right and wrong, good and bad

Learning is an exchange of knowledgeQuantitative – facts Authoritative – experts

The professor knows the right answer and is obligated to share it with the students…

The right answer exists for everything!Disequilibrium is introduced when experts

disagree.

Perry’s theory of intellectual and ethical development (1968)Multiplicity

Honoring diverse views when the right answer is unknown.

All opinions are equally valid.Peers are a source of knowledge.“Everyone is entitled to their opinion.”

Perry’s theory of intellectual and ethical development (1968)Relativism

Opinions vary in value.Some opinions have little value.Opinions need to be supported with evidence.

Reasonable people can disagree.Knowledge is viewed qualitatively and

contextually.

What is learning?

Learning is…

an enduring change in behavior.Schunk, 2006

Learning is…the process by which an organism changes

its behavior as a result of experience.

Gage & Berliner, 1988

the process whereby knowledge is created through the transformation of experience.

Kolb, 1984

Learning is…an enduring change in behavior, or the

capacity to behave in a given fashion, which results from practice or other forms of experience.

Schuell, 1986

Breaking down the definition.Learning yields a change in behavior or the

capacity to behave differently.This change in behavior (or capacity to

behave) endures over time.Learning occurs through practice and or

experience.

What is critical thinking?


“The use of cognitive skills or strategies that increase the probability of a desired outcome.”

Halpern, 1996


The formation of logical inferences.Stahl and Stahl (1991)

Deciding what action to take or what to believe through reasonable reflective thinking.

Ennis (1991)


Reasoned, purposive, and reflective thinking used to make decisions, solve problems, and master concepts.

Rudd, 2002

Information / Facts / Data

DataInterpretation

Concepts /Theories

Points of View

Assumptions

Conclusions / Implications /Consequences

Paul, 1995

Good Reasoning...Identify a central problem or question associated

with a course you teach that students must reason their way through.

A question or problem that brings to bear the insights of the course or an area that requires synthesis.

Discuss the question / problem with the person next to you.

Answer the question as a student in the course.Write an answer to your question / problem (1-2

paragraphs). that shows GOOD reasoning.Write another answer that shows POOR reasoning.

Factors influencing critical thinking outcomes

Three kinds of questionsQuestions with one right answerQuestions with no right answerQuestions with better and worse answers

Critical thinking outcomesRudd & Irani, 2004

Stimulus

Problem

Decision

Others…

CriticalThinking

DispositionKnowledge

CriticalThinking

Skill+ +

HighQualityCriticalThinkingOutcome

LowQualityCritical ThinkingOutcome

No CriticalThinkingOutcome

High High High

Low Low Low

Individual factors

External factors

The power of knowledgeKnowledge in a discipline is necessary to think

critically about the discipline.Although critical thinking skills are transferable

they are strengthened when applied within a context along with acquiring new knowledge.

Critical thinking dispositions are developed over time and change slowly. They can be influenced within a context while acquiring new knowledge.

There is no substitute for knowledge in critical thinking.

Critical thinking dispositions

Critical thinking dispositionsRudd, Irani, & Ricketts, 2002; Facione, 1990

EngagementSeek and anticipate opportunities to use

reasoning.Confident in reasoning ability.

InnovativenessIntellectually curious.Want to know the truth.

Cognitive maturityOpen to other points of view.Aware of biases and predispositions.

Evaluating Critical Thinking DispositionFlorida EMI

Developed by a team of researchers at UF.Revised and modified by the Critical Thinking

Consortium. (University of Florida, Virginia Tech, University of Georgia, Ohio State, Louisiana State University, Cornell, Texas A&M).

Free (CT Consortium asks that you share raw data to continue improving the instrument).

Enhancing DispositionGive students opportunity to ask and

answer questions.Present real problems and allow time to

solve.Expose students to varying opinions and

resources.Demonstrate the quest for truth – even

when it is not what you want to hear…Encourage multiple solutions, not one

right answer.

Enhancing DispositionConsider personal and industry biases

when learning.Frame problems and learning so that

reasoning is cued.Recognize student displays of positive

disposition and reasoning.Model good critical thinking disposition!

Scoring the EMIAll questions scored in the affirmative (high

score = more disposed to the disposition)Maturity = 40 maxEngagement = 55 maxInnovativeness = 30 max“High” disposition 80% or above“Low” disposition 50% or below

Critical thinking skills

Critical thinking skills Facione, 1990InterpretationAnalysis EvaluationInferenceExplanation Self-regulation

Example courseBiotechcriticalthinking.ifas.ifl.

edu

Critical Thinking skills and sub-skills

InterpretationCategorizationClarifying meaningDecoding

significance

InterpretationWhat is this?Where does this

information “Fit?”How does this

relate to what I already know?

Why is this important?

Interpretation examplesLeaf key for plant IDNutrient deficiency symptom chartAnimal disease chartPeriodic tableFood pyramid Nutrition labels

What do you use?Use interpretation as a basic building block

in your course!!


Analysis – Examining ideasAnalyzing argumentsAnalyzing assumptions

Analysis questionsWhat is the point?What is the issue, position, recommended

action…?What are the assumptions?What evidence or information supports the

main point?Is the argument logical?

Read, Analyze, ReportGive the students a reading that takes a

position on an issue.Ask the following questions to help students

analyze.What does the author believe and/or value?What does the author want us to do or

believe?What evidence does the author use to make

his point?Is the evidence credible?

Students can provide a written, oral, poster, or other format to report results.

Analysis examplesCase studiesEconomic simulationsDecision models

Your examples

Integrate into your course


Evaluation – Assessing claimsAssessing argumentsAssigning value

Assigning value using Universal Intellectual Standards Paul, 1995

Clear: If unclear we cannot evaluate. Accurate: Would reasonable people agree? Is

it true?Precise: Is there enough detail to completely

understand. Relevant: Is the information connected to the

question at hand?Depth: Do the information, facts, and data

address the complexity of the issue? Breadth: Are there other points of view or

other ways to consider this question? Logic: Does it make sense? Can you make that

conclusion based on the information and evidence?

Apply the intellectual standards…“Everyone knows that farmers pollute the water

with nitrates in their fertilizer! Farmers use tons of fertilizer every year to grow their crops. Much of this fertilizer runs off of the surface or leaches through to ground water eventually polluting our river. The nitrates in the water are not safe to drink and cause serious health problems. Farmers also exploit animals on their factory farms just to make a profit. Since the farmers put the nitrates in the river they should pay to remove them. We should tax farmers to pay for nitrate clean-up!”

Evaluation examplesEvaluating recommendationsEvaluating casesEvaluating management practiceEvaluating lab practice

Your examples?

Integrate into your course

Critical thinking skills and sub-skills

Inference – Finding

alternativesDrawing

conclusionsMaking

recommendations

InferenceRecognizing that problems have a range of

solutions and that decisions fall along a range from better to worse.

Formulate multiple alternatives that flow from the evidence.

Project a range of potential consequences for alternatives.

Questions…What are the potential problems?What solution do you recommend?What will be the consequences?What is the best / worst case scenario?

Inference examplesRecommending plans of practiceDiagnosis and recommended treatmentPlanning in many forms…

Your examples?

Integrating in your course


Explanation – Stating resultsJustifying proceduresPresenting

arguments

Techniques for explanationDebatesOral presentationsDefend the oppositionClassroom discussions Teaching in the round

Your techniques?


Self-regulation – Self examinationSelf correction

Questions for self regulationWhat is my belief?

Why do I believe this to be true?What evidence of information do I have?

Can I justify my belief with evidence and information?If yes, continue to hold this belief.If no, question my belief and search for more

information.I may need to change what I believe…

Point of view

Origin or Source – How did I

arrive at this pointof view?

Implications and Consequences – What follows from

my point of View?

Conflicting views – How does my thinking differ from other points of view?

Support. Reasons, Evidence, and Assumptions –What reasons or evidence support my point of view?

Self regulation examplesClass self regulation assessment handout

Your examples?

Designing teaching to enhance critical thinking

Teaching for critical thinkingKnow your contentKnow what constitutes critical thinkingRethink your content as a MODE of thinking

Thinking biologicallyThinking economicallyThinking like an animal geneticist

Design teaching as experiences based in questioning, problem solving, experience, and thinkingLearn contentBuild critical thinking skillsEnhance critical thinking disposition

THE most important thing…YOU must decide what is most important in your

course.Teaching for critical thinking will take more time to

prepare.Less time is available to spoon-feed facts to the

students.You must hold students accountable for their learning.

Reading outside of class.HomeworkHoning thinking skills

You must overtly teach the critical thinking skills and dispositions.

Creating a thinking environment

Fundamental and Powerful Concepts

Select a course that you teach.Identify three - four fundamental and

powerful concepts that are the underpinnings of the course.

Do these match what is emphasized in your course syllabus?

How can I teach my course to foster a deep understanding of these concepts?

Living contentContent that is driven by questions or

problemsContent that is taught with a purposeContent that builds on prior learningContent that is based on sound criteriaContent that engages students in thought Content that raises questions – leading to

new content

Your course make-overGoal is to create opportunities to teach for critical

thinking in your course. Please select at least TWO of the following to accomplish in the next 45 minutes. Revise your course description to communicate how

critical thinking will be integrated in your course.Rewrite course objectives to reflect teaching for critical

thinking.Create / modify assignments to teach for critical

thinking.Develop critical thinking evaluation tools for your

course.Develop / modify a specific lesson to teach for critical

thinking.

Course philosophyWelcome to ______! I am pleased to have you as a student

this semester and look forward to helping you develop as a __________ through the learning new knowledge and skills you will be exposed to in this course. I want to take this opportunity to share my teaching philosophy with you in hopes that you will be more successful in my course by knowing what is important to me.

Class begins at the end of the assignment for the day. I will not play “mother robin” or waste your time repeating what you read and learn in your outside study time.

We will learn critical thinking skills in the context of ______. My goal is to help you think like a _____.

CT skills, assignments, participation, questions, class protocol…

Course ObjectivesSpecificMeasurableAttainableRelevantTimely

By week 13 of the semester, students will be able make recommendations to address nutrient deficiencies in lactating sows using the critical thinking skills of interpretation, analysis, evaluation, and inference.

By week 15 of the semester, students will be able explain their thinking process used to arrive at recommendations to address nutrient deficiencies in lactating sows

Course make-over ideasRevise your course description to

communicate how critical thinking will be integrated in your course.

Rewrite course objectives to reflect teaching for critical thinking.

Create / modify assignments to teach for critical thinking.

Develop critical thinking evaluation tools for your course.

Develop / modify a specific lesson to teach for critical thinking.

ResourcesCriticalthinking.ifas.ufl.eduBiotechcriticalthinking.ifas.ifl.eduhttp://agbiotech.ifas.ufl.edu/

©2007 The Board of Regents of the University of Nebraska. All rights reserved.

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