Helping College Students Develop Critical Thinking Skills

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Helping College Students Develop Critical
Thinking Skills

• Angela Provitera McGlynn

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Biography

• Professor Emeritus of Psychology, MCCC
• Author of several books and numerous articles
  regular contributor to The Hispanic Outlook in
  Higher Education
• Latest books see slide towards end of
  presentation
• National Consultant on Teaching and Learning
  Issues Trainer for Transformation Associates,
  LLC
• Web site www.mccc.edu/amcglynn/index.html
• E-mail address amcglynn5_at_verizon.net

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Objectives

• Participants will learn
• What critical thinking, also known as deep
  thinking, entails
• How to develop discussion questions that promote
  critical thinking
• How to use specific teaching strategies that
  promote critical thinking

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Question

• What is the one thing you hope to learn from
  todays webinar?

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What is Critical Thinking?

• Critical thinking describes the process we use
  to uncover and check our assumptions.
• Stephen Brookfield, (2006, Developing Critical
  Thinkers, p. 11)

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What is Critical Thinking?

• Critical thinking is, in short, self-directed,
  self-disciplined, self-monitored, and
  self-corrective thinking. It requires rigorous
  standards of excellence and mindful command of
  their use. It entails effective communication
  and problem solving abilities and a commitment to
  overcome our native egocentrism and
  sociocentrism.
• Paul and Elder, (2006, p.4)

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What is Critical Thinking?

• Critical thinking is the art of analyzing and
  evaluating thinking with a view to improving it
• (Paul and Elder, 2006, p.4)

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What is Critical Thinking?

• The critical thinker
• Raises vital questions and problems, formulating
  them clearly and precisely
• Gathers and assesses relevant information, using
  abstract ideas to interpret it effectively
• Comes to well-reasoned conclusions and solutions,
  testing them against relevant criteria and
  standards

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What is Critical Thinking?

• The critical thinker
• Thinks open-mindedly within alternative systems
  of thought, recognizing and assessing, as need
  be, their assumptions, implications, and
  practical consequences, and
• Communicates effectively with others in figuring
  out solutions to complex problems

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What is Critical Thinking?

• There are four common threads that appear in most
  descriptions of critical thinking
• Reasoned Thinking
• Problem Solving
• Fair-minded Evaluation
• Informed Judgments
• Nancy Halstead and Janice Tomson, (ETS Project,
  June 2006)

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What is Critical Thinking?

• It is deeper than memorization and recall of
  factual information. When students think
  critically, they think deeply they not only know
  the facts, but they take the additional step of
  going beyond the facts to do something with them.
  
• Critical thinking involves reflecting on the
  information received, moving away from surface
  memorization and toward deeper levels of
  learning.
• (Joe Cuseo, Questions that Promote Deeper
  Thinking, Oncoursenewsetter)

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What is Critical Thinking?

• It Involves a shift away from viewing learning as
  the reception of information from teacher or text
  (in pre-packaged form) to viewing learning as an
  elaboration and transformation of received
  information into a different form by the learner.
  
• (Joe Cuseo, Questions that Promote Deeper
  Thinking, Oncoursenewsetter)

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What is Critical Thinking?

• This broad definition of critical thinking does
  not equate critical thinking with the cognitive
  process of evaluation or critique instead, it
  incorporates evaluation as one specific form or
  type of critical thinking. This is an important
  distinction, not only for the purpose of
  definitional clarity, but also for the practical
  purpose of combating the prevalent student
  misconception that critical thinking means being
  being critical.
• (Joe Cuseo, Questions that Promote Deeper
  Thinking, Oncoursenewsetter)

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Developing Discussion Questions to Promote
Critical Thinking

• a) What are the implications of ___?
• (b) Why is ___ important?
• (c) What is another way to look at ___? 
• Questions that ask students to reflect on their
  own thinking processes and to identify what
  particular form of critical thinking they are
  using metacognition
• (Joe Cuseo, Questions that Promote Deeper
  Thinking, Oncoursenewsetter)

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Developing Discussion Questions to Promote
Critical Thinking

• After students have communicated their ideas,
  either orally via group discussions or in writing
  via minute papers, I periodically ask them to
  reflect on what type of critical thinking my
  question was designed to promote and whether they
  think they demonstrated that critical thinking in
  their response. I typically ask them to record
  their personal reflections in writing, either
  working individually or in pairs in the latter
  case, their task is to listen and record the
  reflections shared by their partner.
• (Joe Cuseo, Questions that Promote Deeper
  Thinking, Oncoursenewsetter)

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Developing Discussion Questions to Promote
Critical Thinking

• One distinguishing characteristic of
  high-achieving college students is that they tend
  to reflect on their thought processes during
  learning and are aware of the cognitive
  strategies they use (Weinstein Underwood,
  1985).
• (Joe Cuseo, Questions that Promote Deeper
  Thinking, Oncoursenewsetter)

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Metacognition Thinking about Thinking
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Developing Discussion Questions to Promote
Critical Thinking

• Additional research indicates that students can
  learn to engage in such meta-cognition
  (thinking about thinking) if they are regularly
  asked self-assessment questions, which require
  reflection on their own thought processes. When
  students learn to routinely ask themselves these
  questions, the depth and quality of their
  thinking are enhanced (Resnick, 1986)
• (Joe Cuseo, Questions that Promote
  Deeper Thinking, Oncoursenewsetter)

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Developing Discussion Questions to Promote
Critical Thinking

• Higher-level thinking questions
• Open-ended questions aimed at provoking divergent
  thinking
• Go beyond knowledge-level recall
• Should promote evaluation and synthesis of facts
  and concepts
• Should start or end with words or phrases such as
  explain, compare, why
• (Walker, S.E. Active Learning Promotes Critical
  Thinking)

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Activity

• Please develop one higher-level thinking
  question in your discipline
• Please share with a partner

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Developing Discussion Questions to Promote
Critical Thinking

• Socratic questioning
• Focuses on clarification
• Probes or explores the meaning, justification, or
  logical strength of a claim or position
• How is X similar or different from Y?
• Debate format gets students to see multiple sides
  of an issue
• (Walker, S.E. Active Learning Promotes Critical
  Thinking)

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Teaching Strategies that Promote Critical Thinking

• Ask students to summarize in writing and orally
  what the teacher or another student has said
• Ask students to elaborate on what has been said
  either by giving examples and using their own
  words
• Ask students to make connections between related
  concepts
• PROMOTING ACTIVE LEARNING (How to Improve
  Student Learning A Miniature Guide for those who
  teach) by Dr. Richard Paul and Dr. Linda Elder

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Teaching Strategies that Promote Critical Thinking

• Ask students to state the most important concept
  of the class thus far (Angelo and Cross,1993)
• Ask students to state the most confusing point of
  the class thus far (Angelo and Cross, 1993)
• Ask students to discuss any of the above with a
  partner for 30 seconds, and then ask them to
  participate in a class discussion

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Teaching Strategies that Promote Critical
Thinking

• Ask students to deliberate on real-life
  situations such as mock jury trials
• Ask students to write and/or present persuasive
  arguments that are data and evidence based
• Get students to debate content-related material
• (Halstead and Tomson, 2006)

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Teaching Strategies that Promote Critical Thinking

• Get students to keep journals on their reactions
  and evaluations of what they read for class
• Create problem-solving exercises and get students
  to work collaboratively
• Give students essays to write that ask them to
  interpret, synthesize, analyze, and evaluate
  material
• (Halstead and Tomson, 2006)

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Teaching Strategies that Promote Critical Thinking

• JiTT Just-in-Time Teaching
• developed at Indiana University-Purdue University
  Indianapolis (IUPUI) and the U.S. Air Force
  Academy in 1996 and has since spread rapidly
  across disciplines, various types of
  institutions, and course levels

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Teaching Strategies that Promote Critical Thinking

• According to Gregor Novak, Professor Emeritus at
  IUPUI, who spearheaded the development of JiTT
  and is now co-director of the JiTTDL (digital
  library) project, the heart of the JiTT approach
  is the feedback loop formed by the students
  preparation outside of class that affects what
  happens during the subsequent in-class session.

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JiTT Just-in-Time Teaching

• JiTT incorporates web-based materials with
  classroom instruction to maximize the in-class
  and outside-of-class learning environments
• JiTT engages students in the course material by
  posting weekly questions for students that
  require outside of class reading and responses.

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JiTT Just-in-Time Teaching

• The instructor gathers the responses prior to the
  class lecture/discussion period Just-in-time to
  use them to clarify any misconceptions about
  course content and then guides students through
  follow-up in-class activities
• What happens in class is determined by an
  analysis of students prior responses

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JiTT Just-in-Time Teaching

• JiTT enhances student involvement because
  students come to class having recently completed
  their web assignment therefore, they come ready
  to participate. Students typically also feel
  empowered since they know that what will happen
  in class depends in part on what they and their
  classmates have formulated.

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JiTT Fosters Class Discussions
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JiTT Just-in-Time Teaching

• Highly flexible, JiTT can be adapted to different
  disciplines, different courses and levels,
  varying class schedules, and different instructor
  preferences. The basic component is always the
  feedback loop between what students do during
  class and what they do prior to and after class.

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Adding Tools to Your Trade/Art

• What can you do that you havent tried before to
  help your students develop critical thinking
  skills?

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Appendix

• Blooms Taxonomy and Revision

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Blooms Taxonomy Bloom, B.S. (1956)

• In 1956, Benjamin Bloom headed a group of
  educational psychologists who developed a
  classification of levels of intellectual behavior
  important in learning.
• During the 1990's a new group of cognitive
  psychologists, lead by Lorin Anderson (a former
  student of Bloom's), updated the taxonomy
  reflecting relevance to 21st century work
• (Pohl, M. Website
• http//www.odu.edu/educ/roverbau/Bloom/blooms_taxo
  nomyhtm)

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Blooms Taxonomy Bloom, B.S. (1956)

• Blooms Taxonomy used the categories knowledge,
  comprehension, application, analysis, synthesis,
  and evaluation. Anderson and her colleagues
  changed the nouns to verbs and altered the
  highest levels of thinking remembering,
  understanding, applying, analyzing, evaluating,
  and creating
• (Pohl, M. Website
• http//www.odu.edu/educ/roverbau/Bloom/blooms_taxo
  nomyhtm)

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Blooms Taxonomy Revised Version (Anderson,
L.W. et al., 2000)

• Remembering can the student recall or remember
  the information?
• Understanding can the student explain ideas or
  concepts?
• Applying can the student use the information in
  a new way?
• Analysing can the student distinguish between
  the different parts?
• Evaluating can the student justify a stand or
  decision?
• Creating can the student create new product or
  point of view?

• define, duplicate, list, memorize, recall,
  repeat, state
• classify, describe, discuss, explain, identify,
  locate, recognize, report, select, translate,
  paraphrase
• choose, demonstrate, dramatize, employ,
  illustrate, interpret, operate, schedule, sketch,
  solve, use, write
• appraise, compare, contrast, criticize,
  differentiate, examine, experiment, question,
  test
• appraise, argue, defend, judge, support, evaluate
• assemble, construct create, design, develop,
  formulate, write

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Blooms Taxonomy Questions Bloom, B.S. (1956)

• Knowledge
• Who, what, when, where, how ...?
• Describe
• Comprehension
• Retell...
• Application
• How is...an example of...?
• How is...related to...?
• Why is...significant?

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Blooms Taxonomy Questions Bloom, B.S. (1956)

• Analysis
• What are the parts or features of...?
• Classify...according to...
• Outline/diagram...
• How does...compare/contrast with...?
• What evidence can you list for...?

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Blooms Taxonomy Questions Bloom, B.S. (1956)

• Synthesis
• What would you predict/infer from...?
• What ideas can you add to...?
• How would you create/design a new...?
• What might happen if you combined...?
• What solutions would you suggest for...?

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Blooms Taxonomy Questions Bloom, B.S. (1956)

• Evaluation
• Do you agree...?
• What do you think about...?
• What is the most important...?
• Place the following in order of priority...
• How would you decide about...?
• What criteria would you use to assess...?

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Angelas most recent books by Atwood Publishing,
888 242-7101, www.atwoodpublishing.com
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References

• Anderson, L.W., Krathwohl, D.R., Airasian, P.W.,
  Cruikshank, K.A. (2000). A Taxonomy of
  Learning, Teaching, and Assessing A Revision of
  Blooms Taxonomy of Educational Objectives, Allyn
  Bacon, 2nd. Edition.
• Angelo,T.A. and Cross, K.P. (1993). Classroom
  Assessment Techniques A Handbook for College
  Teachers, Second Ed., San Francisco Jossey-Bass

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References

• Astin, A.W. (1993) What Matters in College? Four
  Critical Years Revisited. San Francisco
  Jossey-Bass
• Bonwell C.C. and Eison, J.A. (1991). Active
  Learning Creating Excitement in the Classroom.
  ASHE-ERIC Higher Education Report No. 1.
  Washington DC George Washington Univesity School
  of Education and Human Development

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References

• Bloom, B.S. (1956). Taxonomy of Educational
  Objectives, Handbook 1The Cognitive Domain, NY
  David McKay Co., Inc.
• The Case for Learner-Centered Education, ON
  Course Newsletter, http//oncourseworkshop.com

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References

• Brookfield, S. (2006). Developing Critical
  Thinkers, from Workshop Materials, PowerPoints,
  Book Extracts, www.StephenBrookfield.com.
• Brufee, K.A. (1993). Collaborative learning
  Higher education, interdependence, and the
  Authority of Knowledge, Baltimore Johns Hopkins
  University Press

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References

• Cuseo, J. (1996). Cooperative Learning Pedagogy
  for Addressing Contemporary Challenges and
  Critical Issues in Higher Education. Stillwater,
  OK New Forums Press.
• Cuseo, J. Oncoursenewsletter, http//www.oncourse
  workshop.com/Learning030.htm
• Halstead, N. and Tomson, J. Unpublished,
  Critical Thinking, ETS Project June 2006.

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References

• Novak, Patterson, Gavin, Christians
  Just-In-Time Teaching Blending Active Learning
  with Web Technology,(1999), Benjamin Cummings
  Publishers
• Paul, R. and Elder, L. ((2006). The Miniature
  Guide to Critical Thinking Concepts and Tools,
  The Foundation for CriticalThinking,
  www.criticalthinking.org.

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References

• Paul, R., and Elder, D. (2002). How to Improve
  Student Learning A Miniature Guide for those who
  teach 30 Practical Ideas. The Foundation for
  Critical Thinking, www.criticalthinking.org.
• Pohl, M. Website re Blooms Taxonomy,
  http//www.odu.edu/educ/roverbau/Bloom/blooms_taxo
  nomy.htm).

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References

• Resnick, L. B. (1986). Education and learning to
  think. Special Report. Pittsburgh University of
  Pittsburgh, Commission on Behavioral and Social
  Sciences and Education.
• Walker, S. E., Active Learning Strategies to
  Promote Critical Thinking, 2003 JulSep, Journal
  of Athletic Training. 38(3) 263267.

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References

• Weinstein, C. E., Underwood, V. L. (1985).
  Learning strategies The how of learning. In J.
  W. Segal, S. F. Chapman, R. Glaser (Eds.),
  Thinking and learning skills (pp. 241-258).
  Hillsdale, NJ Lawrence Erlbaum.