promoting critical thinking

1. Promoting Critical Thinking Rick D. RuddAssociate ProfessorAgricultural Education and Communication University of Florida

2. Why Critical Thinking?

3. Mental Structures of College Students Success = Grades The prevailing model is remember and repeat �TELL ME WHAT YOU WANT ME TO KNOW!� Will this �structure� build expert thinkers?

4. College teaching We tend to teach the way we were taught (Dunn & Dunn)� Reliance on didactic teaching Cover the material Much knowledge to share Are preparing an educated graduate or an instructed graduate?

5. The Critical / Creative Thinking Bridge

6. Critical thinking is� Asking thoughtful questions (knowledge) Answering questions with good reasoning (skills) Believing the results of your own good reasoning and acting accordingly (dispositions)

7. Critical thinking breakdown� Not asking questions Asking questions, attempt to reason through the questions but making mistakes in reasoning Asking questions, reason through questions, but failing believe and/or act on your reasoning

8. Macro-components of critical thinking

9. The power of knowledge We must have knowledge in an area to think critically about the area. Although critical thinking skills are transferable, we learn them best within a context. There is no substitute for information, facts, assumptions, and data in critical thinking

10. Critical thinking dispositions Engagement Looking for opportunities to use reasoning Anticipating situations that require reasoning Confident in reasoning ability Innovativeness Intellectually curious Wants to know the truth Cognitive maturity Aware that real problems are complex Open to other points of view Aware of biases and predispositions

11. Critical Thinking skills and sub-skills Interpretation � categorization, decoding, clarifying meaning

12. Socratic Discussion

13. Critical Thinking skills and sub-skills Analysis � examining ideas, identifying arguments, analyzing arguments and assumptions

15. Critical Thinking skills and sub-skills Evaluation � assessing claims, assessing arguments

16. Universal Intellectual Standards Clear: If a statement is unclear we cannot evaluate its fit with the other standards. Accurate: Accuracy = Would reasonable people agree? Is it true? Precise: Is there enough detail to completely understand the statement. Relevant: Is the information connected to the question at hand?

17. Universal Intellectual Standards Depth: Does the statement, fact, etc. address the complexity of the issue? Breadth: Are there other points of view or other ways to consider this question? Are you considering the key factors? Logic: Does it make sense? Can you make that conclusion based on the information and evidence?

18. Critical thinking skills and sub-skills Inference � querying claims, conjecturing alternatives, drawing conclusions

19. Article Critiques Students are limited to one typed page Provide citation Brief description of the article What are the fundamental and powerful concepts gleaned from the article (one or two)? How does this information relate to previous information / concepts / theories? How will the student use this information as a professional in the field of study?

20. Critical Thinking skills and sub-skills Explanation � stating results, justifying procedures, presenting arguments

21. Critical Thinking skills and sub-skills Self-regulation � self examination, self correction

22. Designing your course to develop student critical thinking skills

23. Course Design What are the fundamental and powerful concepts in your course? Is your instructional time used to teach these concepts? Why do we tend to get away from the fundamental concepts and teach more �stuff?�

24. Interpretation categorization, decoding, clarifying meaning

25. Concept Matrix Students record the key concepts for each data source presented (2-4). Students distill the key concepts from the information presented (content analysis). Students prepare a five page paper designed to apply the key concepts learned in a case or real-world setting. Oral final examination based on student interpretation of the course concepts . The concept matrix is a great tool for comprehensive examinations!

26. Socratic Discussion

27. Analysis examining ideas, identifying arguments, analyzing arguments and assumptions

29. Assumption into question ASSUMPTION: Faculty in the College of Agricultural Consumer and Environmental Sciences earn higher salaries than faculty in similar disciplines. Do you think this is true / false / other ? How important is this assumption to YOU (1-5) Why is it important to you? Write two - three questions that you can generate from this assumption. Which questions are realistic to answer? Develop and implement a plan to answer the vital questions

30. Evaluation assessing claims, assessing arguments

31. Universal Intellectual Standards Clear: If a statement is unclear we cannot evaluate its fit with the other standards. Accurate: Accuracy = Would reasonable people agree? Is it true? Precise: Is there enough detail to completely understand the statement. Relevant: Is the information connected to the question at hand?

32. Universal Intellectual Standards Depth: Does the statement, fact, etc. address the complexity of the issue? Breadth: Are there other points of view or other ways to consider this question? Are you considering the key factors? Logic: Does it make sense? Can you make that conclusion based on the information and evidence?

33. Inference querying claims, conjecturing alternatives, drawing conclusions

34. Reaching a decision Clarify the decision to be made. Identify criteria to be used in making the decision. Gather the evidence and information I need to make a good decision. Ask, �What does the evidence and information mean in light of the criteria?� Make a decision based on criteria, evidence, and information.

35. Article Critiques Students are limited to one typed page Provide citation Brief description of the article What are the fundamental and powerful concepts gleaned from the article (one or two)? How does this information relate to previous information / concepts / theories? How will the student use this information as a professional in the field of study?

36. Explanation stating results, justifying procedures, presenting arguments

37. Simple argument State your position Defend your position 3-5 points Support points with information and evidence Support points with valid assumptions Re-state your position

38. Other techniques for explanation Debates Oral presentations on a specific topic Take the other point of view and defend Classroom discussions Teaching in the round

39. Self-regulation self examination, self correction

40. Questions for self regulation What is my belief? Why do I believe this to be true? What evidence of information do I have? Can I justify my belief with evidence and information? If yes, continue to hold this belief. If no, question my belief and search for more information. I may need to change what I believe�

41. Journaling Students keep track of their learning Ask questions to prompt thinking about course content

42. Pitfalls� Teaching for critical thinking takes more time to prepare Teaching for critical thinking will reduce the amount of �material� covered Teaching for critical thinking is not popular with students in the beginning BUT�

43. Resources http://criticalthinking.ifas.ufl.edu http://biotechcriticalthinking.ifas.ufl.edu