KICKING AND SCREAMING: Activating Critical Thinking

Presenters:• Heidi Helgren, J.D.

DELTA COLLEGEAssociate Professor of Management and Coordinator of the Legal Support Professional Program(989) 686-9464heidihelgren@delta.edu

• Bruce Kemmer, CMADELTA COLLEGE

Associate Professor of Management in the Business & Information Technology Division(989) 686-9537brkemmer@delta.edu

MARTIN LUTHER KING, JR.:

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.”

http://www.brainyquote.com/quotes/quotes/m/martinluth402936.html#M1spSJFlv5DUQJ3x.99

Critical Thinking: What is it?• “Critical thinking is the intellectually disciplined process of actively and

skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.” A statement by Michael Scriven & Richard Paul, presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987 Criticalthinking.org Copyright ©2013 Foundation for Critical Thinking

Critical Thinking: Can’t We All Do It?

Left in it’s basic form:• Biased• Distorted• Prejudiced• Uninformed• Costly• Half-assed/Partial

A Critical Thinker However can:• raise vital questions and problems, formulating them clearly and precisely; • gather and assess relevant information, using abstract ideas to interpret it effectively

comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

• think open mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and

• communicate effectively with others in figuring out solutions to complex problems.

(Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008) Criticalthinking.org Copyright ©2013 Foundation for Critical Thinking

Bloom’s Taxonomy

• Named after Benjamin Bloom• Bloom was the Chair of a committee that worked

during the mid 1950s.• The committee devised the taxonomy, which is a set

of learning objectives that should be used by educators.

REMEMBERING: Recalling Information - Recognizing, listing, describing, retrieving, naming, finding

Process Verbs:

Choose, cite, define, describe, group, know, label, list, listen, locate

Match, memorize, name, quote, recall, recite, record, repeat, select, underline.

Assessments: Definition, fact, label, list, quiz, reproduction

Test, workbook, worksheet

Question Stems:

What happened after? How many? What is?

Who . . . . .? Can you name . . . . ? Which is true or false?

UNDERSTANDING: Explaining ideas or concepts – Interpreting, summarizing, paraphrasing, explaining

Process Verbs:Ask, calculate, convert, describe, discuss, explain, give examples, identify, locate

Observe, recognize, report, research, retell, review, summarize, tell

Assessments:Debate, definition, dramatization, example, explanation, label, list

Outline, quiz, recitation, reproduction, story problems, summary, test

Question Stems:Can you write in your own words? Can you explain? What could happen next?

Who do you think . . . .? What was the main idea . . . .?

APPLYING: Using information in another familiar situation - Implementing, carrying out, using, executing

Process Verbs:Adapt, apply, calculate, change, compute, demonstrate, dramatize, experiment,

List, make, manipulate, practice, produce, sequence, show, solve, teach, use.

Assessments:Demonstration, diagram, experiment, illustration, journal, lesson, map,

Model, performance, poster, prediction, presentation, report, simulation.

Question Stems:Can you group? What factors would you change? Do you know of another instance where?

What questions would you ask of . . .? From the information given can you develop a set of instructions about . . . .?

Process Verbs:Calculate, categorize, classify, compare, contrast, diagram, differentiate, discover, distinguish, examine, experiment

Group, interpret, investigate, order, organize, question, relate, research, sequence, solve, survey.

Assessments:Chart, checklist, database, diagram, graph, illustration, investigation, list,

Outline, plan, questionnaire, report, spreadsheet, summary.

Question Stems:Which events could not have happened? How is . . . Similar to . . . ? What are some other outcomes?

Why did . . . . Occur? What was the problem with . . . . ?

ANALYZING: Breaking information into parts to explore understandings and relationships - Comparing, organizing, deconstructing, interrogating, finding

EVALUATING: Justifying a decision or course of action - Checking, hypothesizing, critiquing, experimenting, judging.

Process Verbs:Argue, assess, choose, compare, conclude, criticize, debate, defend, decide,

Determine, justify, prioritize, rate, recommend, support, tell why, value.

Assessments:Conclusion, debate, editorial, investigation, judgment, opinion,

Recommendation, report, survey, verdict.

Question Stems:Is there a better solution to . . . . ? What do you think about . . . . ? Do you think . . . is a good thing or a bad thing? How would you feel if . . . ?

How effect are . . . . . ? What are the pros and cons . . . . ?

CREATING: Generating new ideas, products, or ways of viewing things - Designing, constructing, planning, producing, inventing

Process Verbs:Act, arrange, assemble, combine, compose, construct, create, design, develop, devise, formulate

Generate, improve, infer, invent, imagine, plan, predict, prepare, revise, show, write.

Assessments:Advertisement, poem, blueprint, cartoon, collage, film, formula, invention, new game,

Newspaper, painting, plan, play song, story, video.

Question Stems:Can you design a . . .to. . . .? Can you see a possible solution . . . .? How would you devise your own way to . . . .?

What would happen if . . . .? How many ways can you . . . .? Can you create new and unusual uses for . . . .?

Case Study Method:• As occupational faculty – we are here to prepare students for the work

force.• A Case Study is: A detailed analysis of a person, group, organization,

policy, event, time period, project, or other system.• The Case Study Method develops skills in the students that they will use

later on in the work force.• Case studies help students use their critical thinking skills to consider the

environment, changes, and the impact their decisions will make on coworkers and the organization.

Jerrard, Marjorie A. "Assessing student learning and skills using the case study method." Journal of New Business Ideas and Trends 3.1 (2005): 27+. Gale Power Search. Web. 11 Nov. 2013.

Case Study Approach

• For Introduction to Business Students: - Introduce them to an approach to case studies: - Read the case - Answer the following: - What is the situation and how does it relate to the organization? Critical, minor etc. - Who has the responsibility? ( Key decision maker if applicable) - Review any charts or exhibits provided - Review the questions for the case if provided.

- Provide them with the case the preceding class period for their reading/review - Break them into small groups for discussion - Discuss as a class, they should be doing 75-85% of the talking - Have them write summaries of what they learned from the discussion.

How Does Cengage Help:

• Cengage Provides the Following for Instructors: - Video cases at the end of each chapter - Non video cases at the end of each chapter - Developing Critical-Thinking Skills exercises at end of each chapter - Online resources through Cengage Learning - Business Insights Global Database from Gale. (Contact your library for details on their subscriptions with your state consortium)

How do you create your own case studies?

• Challenge the students to design a case study.• Modify a recent case/event in the news that relates

to your coursework material.• Access the online instructor’s materials from

Cengage Brain.• Manipulate a case from other editions or other

chapters in your textbooks.

Still Not Satisfied:

• What makes a good story?– Relatable Problem– Significant relationships

• Remember stories from your childhood?– Aesop’s Fables, the Bible, FairyTales– Famines = Lack of Resources– Witches/Evil Stepmothers = Partners, Neighbors, Bosses

When to use Case Studies:• Model the thinking you expect from students right in class in

the first couple of weeks.• Allow group time to encourage active learning and critical

thinking.• Integrate small case studies into quizzes or longer case studies

into exams.• Teaching online?? Case studies in an early assignment help you

spot students who may not be taking the exams on their own.

ANY QUESTIONS??THANK YOU FOR ATTENDING OUR PRESENTATION!!