fostering critical thinking

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M a r y A l i c e W y a t t , M . E d .P a t r i c i a O M a l l e y , P h . D .

Instructional Approaches andStrategies to Foster Critical Thinking

Maryland Assessment Group ConferenceOcean City, MD

November 17, 2011


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Instructional Approaches and Strategies to

Foster Critical Thinking

The Common Core State Standards will require more criticalthinking from students. This session will provide concreteteaching strategies to help students acquire a deeperunderstanding of the content and the skills they need to applytheir knowledge. Tools for analyzing instructional practices anddeveloping lessons will be provided.

Outline:

Overview of critical thinking Definition

Characteristics of a critical thinker

Connection to Maryland Common Core State CurriculumFour approaches to foster critical thinking

Tools to evaluate current instructional

practices and design lessons


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What is cr i t ical thinking?

Part One


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What is Critical Thinking?

CreativityMetacognition

analyticaldisciplinedthinking

EVALUATION

Executive functioning


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What is Critical Thinking?

Critical thinking is the intellectually

disciplined process of actively andskillfully conceptualizing, applying,

analyzing, synthesizing, and/or

evaluating information gatheredfrom, or generated by, observation,

experience, reflection, reasoning, or

communication, as a guide to beliefand action.

(National Center for Excellence in Critical Thinking Instruction, 1991)


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Characteristics of a Critical Thinker

Critical thinkers....

Understand the logical connections between ideas

Identify, construct and evaluate arguments

Detect inconsistencies and common mistakes in reasoning Solve problems systematically

Identify the relevance and importance of ideas

Reflect on the justification of one's own beliefs and values

Others?


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Are You a Critical Thinker?Each of these sets of arrows represents a word.

What are the words?

See

New

Sense


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Critical Thinking: Who Needs It?

College:

Science - analyzing results of experiments in light of existing theories

Math - selecting appropriate problem-solving strategy for word problems

Humanities - putting literature and art into historical context

Health Fields - evaluating patients and making decisions in clinical settings

Communications - debate; persuasive writing

Criminal justice- reacting correctly to simulations

Political science/Sociology - analyzing others points of view

Employers:

Can you analyze situations? Can you solve problems?Can you communicate your position logically?

Can you make good decisions? Can you be resourceful?

Everyday Life:

How should I prepare for a hurricane? Should I evacuate?

What is the safest way to travel? What is the slant of a news story?


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Critical Thinking Lapses

...Can be found every day

...Can involve any person

at any level in society


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Surface vs. Deep Level Processing

SurfaceThe tacit acceptance ofinformation that leads to thesuperficial retention ofmaterial

Emphasis is external, fromdemands of assessment

Relies on passive learning Search for facts Memorization and rote

learning Focus is on unrelated parts

of the task Views content as material

to be learned for the test

DeepThe critical analysis ofinformation that leads toproblem solving in new,unfamiliar contexts

Emphasis is internal Involves active learning Search for meaning

Relates new and priorknowledge

Critiques arguments andexamines rationale Generalizes material Links content to real life


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Instructional Strategies that PromoteSurface and Deep Learning

Surface Provide study guides Rely on true/false and multiple

choice tests Use lecture as primary teaching

style Teach to the test Have low expectations Relate content to external

reward Assign a heavy workload

Deep Include open-ended assignments Provide alternative assessments State high expectations Make content relevant

Have clear explanations to relatecontent to prior knowledge

Provide reasonable workload Employ active learning strategies Use new media and technology

in a realistic context

Incorporate high interest topicsand materials


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Development of Expertise

Acclimation Competency Proficient/Expert

Knowledge

Interest

StrategicProcessing

Display limited andfragmentedknowledge

Tend to rely onsituational interest tomaintain focus

Tend to rely on surfaceprocessing strategies

More able todiscern betweenrelevant andirrelevant

information

Individual interest incontent may beginto develop

Will use a mix oflearning strategies

Have broad,deep, integratedknowledge

Display highindividual interest

Effectively andefficiently selectand use strategiesaligned with goalsand task demands

(Alexander, 2003)


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Connection to theMaryland Common Core State Curriculum


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Connection to theMaryland Common Core State Curriculum


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Strategies to Foster Cri t ical Thinking

Part Two


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Four Approaches forFostering Critical Thinking

1. Utilize higher order

thinking questions

during instruction

and assessment.

2. Teach the process.

3. Adapt tasks and

assessments.

4. Incorporate games

into lessons.


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Approach 1:Use Higher Order Thinking Questions

Teachers who are good questioners motivate their students,stimulate high level thinking, encourage creativity, and enhanceself concept in their students and themselves.

(Johnson, 1990)

Instruction that promotes critical thinking uses questioningtechniques that require students to analyze, synthesize, andevaluate information to solve problems and make decisions rather

than merely to repeat information. (Hemming, 2000)


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Approach 1:Use Questions

Blooms Taxonomy

Categorizes the types of thinkingstudents do into six cognitivedomains.

Knowledge and comprehensionquestions and thinking are themost basic types.

Evaluation and synthesis are themost complex types of thinkingand questioning.

Costas Levels of Questioning

Categorizes the type of thinkingand questioning into threelevels.

Level 1 (the lowest level) requiresone to gather information.

Level 2 (the middle level)requires one to process theinformation.

Level 3 (the highest level)requires one to apply theinformation.


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Approach 1:Using Blooms Questions

For example....

Evaluating requires in-depth reflection, criticism

and assessment.

Sample questions include:

Which would be better...?

How could you prove...?

How would you prioritize...?

Do you agree with the outcome...?

What is most important...?

What are the consequences if...?

How effective are...?

What are the pros and cons of...?

What information would you use to

support your view?

What are the limitations of...?

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Higher Order Thinking Skills


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Approach 1:Using Costas Questions

What is.? When did.?

Which one? How would you show?

Who was? What facts?

What did _________ say when....?

What is the definition of? How many..?

How is ___ similar /related to ___?

What might we infer from.?

How would you categorize/classify.?

What is the function of.?

What conclusions can you draw?

Why do you think?

How would you summarize?

What judgment could be made about..?

What would you predict if..?

How would you prioritize..?

Why was ____ better than ____?

How could you prove or disprove____?

What evidence supports ____?


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Approach 2:Teach the Process

Using a Story: Snow White and the Seven Dwarfs

Knowledge/Remembering: List the names of the Seven Dwarfs.

Comprehension/Understanding: Why did the Queen dislike Snow White?

Application/Applying: What elements of Snow White and the Seven

Dwarfs do you see in other fairy tales?

Analysis/Analyzing: What is the theme of the story? How do you know?

Evaluation/Evaluating: Do you think the Queen was

an evil character? Explain why or why not.

Synthesis/Creating: What other options would you

offer the Queen?


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Now You Try....Cinderella

Level 1Gathering Information

Level 2Processing Information

Level 3Applying Information

What are the names ofthe three stepsisters?

Compare and contrastCinderella to one ofher stepsisters.

Justify the reasons whyCinderellas stepsistersare so undesirable tothe prince.

Using Costas Level of Questioning,write Level 1, 2, and 3 questions that correspond to Cinderella.


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Its not the words in the questionbut the required process or skill....

What differences exist between Snow White and Cinderella?

Comprehension/Level 1 (interpreting facts)

How would you categorize the

similarities between Snow White

and Cinderella?

Analysis/Level 2 (seeing patterns)

Compare the plots of Snow White andCinderella. Which had the better plot?

Evaluation/Level 3 (justifying a view)


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Questions to Avoid

Type Description Examples

Closedquestions

Requires a very short,

factual answer; usually

one or two words.

Can you tell us the name of . . .?

Do you remember . . .?

Can you state the formula for . . . ?

Verification

questions

The answers to which are

already known

What is the name of . . .?

How many times did you . . .?

Rhetoricalquestions

The answer is given

within the question or just

statements phrased in

question form.

Who is buried in Grants tomb?

How long did the Seven Year War last?

Isnt Shakespeare the best writer?

Defensivequestions

Promote reactions like

justification, resistance,

and self-protection.

Why didnt you finish your work?

Why would you do that?

Are you not following directions?

Agreementquestions

The intent is to invite

others to agree with an

opinion or answer.

Lets do it this way, okay?

We really should get started now,

shouldnt we?

Who can name the three basic parts of

a plant? Root, stems, and leaves, right?


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Approach 2:Teach the Process

Steps to Problem Solving

Foundation: Knowledge and SkillsRepeat or paraphrase information

Goal to get correct answer

Step 1: Identify the Problem,Relevant Information, andUncertainties

Step 2: Frame the Problem.Explore Interpretations andConnections

Step 3: Resolve the Problem.Prioritize Alternatives &Communicate Conclusions

Step 4: Re-Address the Problem.Integrate, Monitor, and RefineStrategies

(Lynch, Wolcott, & Huber, 2001)www.wolcottlynch.com

Low

Complex


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Approach 3:Adapt Tasks and Assessments

Modify true/false items so that students have to explain how

to make false items correct.

Create multiple-choice items that require critical thinking.

For example, a question that asks students to identify theexample that best applies a specific concept requires more

critical thinking and analysis than a question that asks

students to identify the correct term for a given definition.

Frequently use constructed response items

(e.g., short answer, fill in the blank, essay).

Have students assess each others work.


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Concrete-Representational-Abstract Instructional Approach

Concrete StageThe doing stage. Uses concrete objects to model problems orconcepts (e.g., red and yellow chips, cubes, base-ten blocks,pattern blocks, fraction bars, and geometric figures).

Representational StageThe seeing stage. Uses representations of the objects to modelproblems to transform the concrete into a representational (semi-concrete) level, which may involve drawing pictures; using circles,dots, and tallies; or using stamps to imprint pictures for counting.

Abstract StageThe symbolic stage. Models the concept at a symbolic level,using only numbers, notations, and symbols to represent thenumber of circles or groups of circles. For example: uses operationsymbols (+,, ) to indicate addition, multiplication, or division.

From: http://www.k8accesscenter.org


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Example: Have students generate flash cards. Do notlimit cards to simple "word" and "definition" usage.

Require students to manipulate the information:

Organize the cards into categories of dates, places, importantmen or women.

Do a Card Sort where students sort the cards based on theirown system, characteristic or category and then discuss with apartner why the cards should be grouped a specific way.

Create a Concept Map with string and cards. Create a large-scale timeline and

place the cards in the correct order.

Use to help plan a writing activity.

Word Shuffle


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Provide choice activities. For example.....Think-Tac-Toe

This is an adaptation of the familiar game. Students aregiven alternatives for exploring and expressing keyideas and using key skills. It often integrates BloomsTaxonomy and students learning modalities (e.g., VAK,multiple intelligences). Regardless of the activities astudent chooses, he or she should be addressing thesame objectives as his/her classmates.

2*5*8 and Totally 10

Each is based on Bloom's taxonomy and allowsstudents to choose tasks to complete. Tasks are worth2, 5, or 8 points for the 2*5*8 option, and 2, 4, 6, or 8points for Totally 10. Tasks vary in difficulty and studentsmust choose any assignments that total ten points.


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Sample Tic Tac Toe:Three Little Pigs (Grade 2)

(Chatterjee, 2003)


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Sample 2*5*8 Menu:Gary Paulsen Novels (Grade 6)

From: http://daretodifferentiate.wikispaces.com/Choice+Boards


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Approach 4:Incorporate Games

Examples of games to play using flashcards......MemoryLying Game

Around the WorldBasketballTic Tac ToeTic Tac Toe Bean Bag TossBingo


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Approach 4:Incorporate Games

Other games ideas for review:I Have-Who HasJigsawCrossword puzzles

PowerPoint Games:

JeopardyWheel of FortuneWho Wants to be a MillionaireHollywood SquaresPasswordAre You Smarter than a 5thGrader?

See: http://jc-schools.net/tutorials/ppt-games/

http://people.uncw.edu/ertzbergerj/ppt_games.html

For fun or reward:Connect Four SudokuCheckers OthelloBattleship Logic Puzzles
http://localhost/var/www/apps/conversion/tmp/scratch_5/PowerPoint%20Gameshttp://localhost/var/www/apps/conversion/tmp/scratch_5/PowerPoint%20Games


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Tips And Tools to Enhance Instruction

Part Three


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Other Tips for FosteringCritical Thinking

Explicitly model the thinking process (e.g., think alouds)

Allow sufficient time for students to reflect.

Use brainteasers as warm up or anchor activities. http://www.brainbashers.com/

http://www.mathplayground.com/

http://www.teach-nology.com/worksheets/critical_thinking/

Use active engagement (centers, stations, cooperativelearning.

Teach for transferprovide opportunities for students tosee how a skill can apply to other situations and to the

student's own experience.
http://www.brainbashers.com/http://www.mathplayground.com/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.mathplayground.com/http://www.mathplayground.com/http://www.brainbashers.com/http://www.brainbashers.com/


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Tools for EvaluatingCurrent Practices

Use this tool to analyzethe question level youtypically use duringinstruction and assessment.


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Tools for EvaluatingCurrent Practices


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When One Teaches;Two Learn.


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References

Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. EducationalResearcher, 32, 10-14.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).A taxonomy for learning, teaching and assessing: A revision ofBloom's Taxonomy of educational objectives: Complete edition, New York : Longman.

Chatterjee, M. (2003). Methods of Instruction in Inclusive Classrooms: Fairy TalesThe Three Little Pigs for Second Grade[On-line]. Available:https://www.msu.edu/user/chatter8/gradworkpdfs/Mod%202%20Instructional%20Unit%20The%203%20Little%20Pigs.pdf

Enwistle, N. Promoting deep learning through teaching and assessment. Paper presented at AAHE conference,June 14-18, 2000.

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains.American Psychologist, 53(9),449455.

Hemming, H. E. (2000). Encouraging critical thinking: "But.. .what does that mean?"Journal of Education, 35(2),173.

Huitt, W. (1998). Critical Thinking: An Overview. Retrieved on March 30, 2005 from

http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htm

Johnson, N. L. (1990). Questioning makes the Difference. Beavercreek, OH; Pieces of Learning.

Lynch, C. L., Wolcott, S. K., & Huber, G. E. (2001). Steps for Better Thinking: A Developmental Problem SolvingProcess [On-line]. Available: http://www.WolcottLynch.com.
http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htm

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