analyze, synthesize, and criticize, oh my!: check out our critical thinking toolkit! caroline...
TRANSCRIPT
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Analyze, Synthesize, and Criticize, oh my!: Check out our critical thinking toolkit!
Caroline SolomonProfessor, DSTM
Assessment Day WorkshopAugust 18, 2015
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Before continue…a brief history……where did I learn this stuff I’m going to talk about today?
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• University of Maryland got NSF funding to set up a Science Learning Center called SESYNC (Social-Environmental Synthesis Center)
• I got involved with their socio-environmental synthesis (SES) teaching study and co-taught two SES courses with Dr. Khadijat Rashid
• Recently, I attended a workshop at SESYNC in June along with Dr. Cara Gormally
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Gallaudet University Student Learning Outcome 2: Critical Thinking
Students will summarize, synthesize, and critically analyze ideas from multiple
sources in order to draw well-supported conclusions and solve problems.
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How do you get students here? And how do you
assess that????
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Let’s see what we already have in our toolkit to assess critical thinking from our own
faculty and staff.
Please share your own experiences.
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Let’s begin with a case studyOverexploitation of Parrots in the Neotropics
• There are many excellent resources to find case studies to encourage discussion that involves analysis, critical thinking and synthesis.
• National Center for Case Study Teaching in Science : http://sciencecases.lib.buffalo.edu/cs/
• International Journal of Teaching and Case Studies (http://www.inderscience.com/jhome.php?jcode=IJTCS)
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Ove
rexp
loita
tion
of P
arro
ts in
the
Neo
trop
ics
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Group assignments: 20 minutes
All of the groups will create concept/system maps based on the case study
Group 1: Draw the map by hand
Group 2: Use Mental Modeler(program available via web)
Group 3: Use EcoModeler(program available via web)
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Examples of my own students concept/system maps
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Examples of my own students concept/system maps
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Examples of my own students concept/system maps
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Group assignments: 20 minutes
All groups will now discuss HOW to assess the maps for analysis, critical thinking and
synthesis skills by looking at another group’s map
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How other people have started to think about assessing concept maps: Structure of observed
Learning Outcomes (SOLO) Taxonomy
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Unstructural Unistructural Mulitstructural
Relational Extended abstractFrom: http://www.learningandteaching.info/learning/solo.htm
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Stewart, 2012
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Stewart, 2012
SOLO Taxonomy Level Descriptions of Student ResponseSOLO
coding score
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Kinchin et al. 2000
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Kinchin et al. 2000
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Kinchin et al. 2000
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SBF vs. PMC-E2
• SBF = Structure-Behavior-Function– based on the idea that students will place structures
on the concept/system map first
• PMC-E2 = Phenomenon-Mechanism-Components-Evidence-Explanation– based on the idea that students should be
encouraged to begin with the phenomenon and that the E2 provides a way for self-direct learning and express their ideas
Jordan et al. 2014
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Individual or members of the same program/department assignments: 20
minutes
Now search for a case study that you would use in one of your courses (or one that you
already use) and draw your own ‘expert’ map
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Individual or members of the same program/department assignments: 10
minutes
Now use your ‘expert’ map as a guide to determine what you feel are the important elements of critical thinking that you would like your students to achieve (which would
eventually be listed in an assessment rubric)
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Different tools to use
(1) One-Sentence Summary(2) Word Journal(3) Approximate Analogies(4) Concept Maps (discussed today)(5) Invented Dialogues(6) Annotated Portfolios
From Angelo, TA, Cross KP. (1993) Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition. Jossey-Bass Publishers. San Francisco, CA.
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Extra slides
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