david sylvester and rita brown. critical thinking is the art of thinking about your thinking while...
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David Sylvesterand
Rita Brown
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Critical thinking is the art of thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible. (Paul in Craven & Hirnle (2000) p.139)
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Critical thinking is a lot like jazz. We may not be able to define it, but we can recognize it when we hear it.
John Netland in Critial Thinking at Calvin College, 2007
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◦“The Delphi Report” November 1990 Two dimensional definition Cognitive Skills Affective Disposition
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CT According to the Delphi Report
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Cognitive skills required (Core CT skills)◦Interpretation◦Analysis◦Evaluation◦Inference◦Explanation◦Self-regulation
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Approaches to life and living in general:
◦Inquisitive in a wide range of issues
◦Wish to remain well informed
◦Trust in the processes of reasoned inquiry
◦Honesty in facing one’s own biases
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Approaches to specific issues, questions or problems:
◦ Clarity in stating question or concern
◦ Orderliness in working with complexity
◦ Diligence in seeking relevant information
◦ Care in focusing attention on the concern at hand
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Model behaviors that demonstrate the desired dispositions
Insist on student behavior that reflects the dispositions sought
Engage students in repeated activities that require use of these dispositions
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Reinforce behaviors that demonstrate the appropriate dispositions
Encourage students to challenge you
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Calvin College
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Critical Thinking Task Force 2007◦ Found Delphi definition to be too narrow
◦ Felt passionate engagement was an essential piece
◦ Focused on cultural discernment and influence of worldviews as a mode of CT.
◦ Found that no definition of CT incorporated all its subtleties
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Developed a rubric to evaluate students’ stages of critical thinking in place of developing another definition
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5 CT skills
6 dimensions associated with CT
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Found that 95% of questions students answered only required recall.
Identified 6 levels of intellectual behavior (cognitive domain)
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Old
Knowledge Comprehension Application Analysis Synthesis Evaluation
New
Remembering Understanding Applying Analyzing Evaluating Creating
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Level 1 – RecallRemembering previously learned material,
recalling facts, terms, basic concepts from stated text
Name, List, Recognize, Choose, Label, Relate, Tell, Recall, Match, Define
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Level 2 – Understand Demonstrating understanding of the statedmeaning of facts and ideas
Compare, Describe, Outline, Organize, Classify, Explain, Rephrase, Show, Relate, Identify
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Level 3 – Put to UseSolving problems by applying acquiredknowledge, facts, and techniques in a
different situation
Apply, Construct, Model, Use, Practice, Dramatize, Restructure, Simulate, Translate, Experiment
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Level 4 – Break downExamining and breaking down information
intoparts
Analyze, Diagram, Classify, Contrast, Sequence, Simplify, Summarize, Relate to, Categorize, Differentiate
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Level 5 – Put togetherCompiling information in a different way bycombining elements in a new pattern
Compose, Design, Develop, Propose, Adapt, Elaborate, Formulate, Originate, Solve, Invent
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Level 6 – JudgePresenting and defending opinions by makingjudgments about information based on
criteria
Judge, Rank, Rate, Evaluate, Recommend, Defend, Justify, Prioritize, Support, Prove
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How important should covering the content be as compared to teaching or cultivating Critical Thinking?
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Use content to develop their self-awareness of their learning
Model how to learn – model your own thinking processes ◦ Show your drafts of work, notes on your own
reading ◦ Talk aloud as you problem solve
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Make content relevant◦ Show its apparent intrigue◦ Show its power to answer questions
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Students apply the content◦ Writing-to-learning activities ◦ Cooperative learning ◦ Case studies ◦ Other real-world applications/projects
Students learn from each other Climate of learning – interaction with
autonomy and responsibility
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Teacher establishes parameters and assigns students to:◦ Decide on policies about class participation ◦ Organize content ◦ Give examples ◦ Summarize discussions ◦ Solve problems ◦ Draw diagrams, charts, graphs ◦ Chose assignments
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Attempting to turn passive learners into autonomous learners is challenging
Why do they resist?◦ More work for them◦ More threatening for them – their decisions
might be wrong
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◦ May be too much for some – not capable of such self-confidence or intellectual maturity
◦ Loss of certainty as the student moves to higher stages of self-directedness and intellectual development
◦ Many lack basic skills needed for college and are often busy with work/children.
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This causes students to be dependent and passive
The more structure we give the more students want
The more responsibility we assume the less they accept
Don’t abandon rules – use them carefully
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Don’t summarize chapters for students who haven’t read them
Don’t give negative attendance points for tardies◦ Give a quiz at the beginning of the period instead
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Give frequent exams – put unread material on the test (for the unprepared students)
Be consistent with your policies and how you follow through
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Encourage students to think of themselves as learners ◦ Explain the purposes of an assignment and
what troubles some may have with it ◦ Help with time management ◦ Guide in the management of group projects
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Involve students in a discussion of creating climate that promotes learning ◦ “In the best class I ever had, the teacher…”◦ “In the best class I ever had, students…” ◦ “I learn best when…” ◦ “I feel most confident as a learner when…”
Revisit the discussion later in the semester and get feedback
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Questioning strategies◦ Ask for clarification, evidence, reasoning
More than recall◦ Ask questions with more than one correct answer
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Have students use oral and written language often and informally ◦ Have students write answers to questions, before
speaking up in class ◦ Use small-group tasks ◦ Teach students reading and note-taking
strategies
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Design tasks that require thinking about content as a primary goal ◦ Use active-learning strategies that require
students to process information, not just recall it
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Teach explicitly how to do the thinking needed for the tasks ◦ Practice is not enough◦ Model the thinking processes required◦ Give feedback
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Create a classroom atmosphere that promotes risk-taking and speculative thinking ◦ Arrange physical space to promote student-
student interaction ◦ Avoid competition ◦ Foster interaction among students
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Facione, P.A. (1990). The delphi report: Executive summary. California Academic Press
Facione, P.A. (1998). Critical thinking: What it is and why it counts. California Academic Press
Critical Thinking at Calvin College (2007)http://www.calvin.edu/admin/provost/
assessment/criticalthinking/cttf-report.pdf
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Foundation for Critical Thinking◦ http://www.criticalthinking.org/
Critical thinking: What is it and why it counts 2010 Update (permission to copy unlimited)◦ http://www.insightassessment.com/pdf_files/what
&why2007.pdf
Holistic Critical Thinking Rubric◦ http://www.insightassessment.com/hctsr.html