Cats not dogs a different metaphor for achieving critical thinking
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Cats, Not Dogs: A Different Metaphor for Achieving Critical Thinking. Alan Kalish & Kathryn M. Plank Faculty & TA Development The Ohio State University. “You have learned enough to see that cats are much like you and me.” -T.S. Eliot. I. The Metaphor.

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Cats, Not Dogs: A Different Metaphor for Achieving Critical Thinking

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Cats, Not Dogs:A Different Metaphor for Achieving Critical Thinking

Alan Kalish & Kathryn M. Plank

Faculty & TA Development

The Ohio State University


You have learned enough to see that cats are much like you and me.

-T.S. Eliot

I. The Metaphor


You have learned enough to see that cats are much like you and me.

-T.S. Eliot


Students are more like cats than like dogs.


1. Their response to reward may be predictable,


but is often eccentric.


2. They have an idiosyncratic interest in topics and activities.


2. They have an idiosyncratic interest in topics and activities.


2. They have an idiosyncratic interest in topics and activities.


2. They have an idiosyncratic interest in topics and activities.


3. They are only occasionally fond of pack activities.


3. They are only occasionally fond of pack activities.


3. They are only occasionally fond of pack activities.


4. Many have an optimistic sense of their own abilities.


5. They are comfortable with the status quo


5. They are comfortable with the status quo


5. They are comfortable with the status quo


and thus resist change


6. The desire to please you is usually not sufficient motivation.


6. The desire to please you is usually not sufficient motivation.


6. The desire to please you is usually not sufficient motivation.

Feline Haiku #1

Your mouth is moving

Up and down, emitting noise.

Ive lost interest


7. Theyre more motivated for self-generated topics.


7. Theyre more motivated for self-generated topics.


(They like to think it was their own idea.)


8. It can be difficult to read their reactions and understanding.


8. It can be difficult to read their reactions and understanding.


(Although not all of the time.)


(Although not all of the time.)


9. Whereas dogs acknowledge your authority,


cats have serious doubts that you know best.


10. They can be distracted by their social commitments .


10. They can be distracted by their social commitments .


10. They can be distracted by their social commitments.But they are NOT pack members.


11. They nap at random intervals.


11. They nap at random intervals.


11. They nap at random intervals.


11. They nap at random intervals.


11. They nap at random intervals.


11. They nap at random intervals.

And in odd spots.


11. They nap at random intervals.


II. Motivation

If a dog jumps into your lap it is because he is fond of you; but if a cat does the same thing it is because your lap is warmer.

-Alfred North Whitehead


Let cats be cats.


Let cats be cats.


Motivation toward a goal is influenced by the learners goal orientation. The value of the goal is affected by


Perceived needs


Intrinsic qualities of goal.


Utility of goal.


Control and choice.


Influence of other.


Motivation toward a goal is influenced by the learners goal orientation.The value of the goal is affected by Perceived needs Intrinsic qualities of goal Utility of goal Control and choice Influence of otherSvinicki, Learning and Motivation in the Postsecondary Classroom


The learners expectation that the goal can be achieve is affected by


Difficulty of goal


Prior experience with goal


Match with learner skills


Encouragement/example of others


Self-efficacy with respect to this goal


Attributions about success and failure


Beliefs/attitudes about learning


The learners expectation that the goal can be achieve is affected by Difficulty of goal Prior experience with goal Match with learner skills Encouragement/example of others Self-efficacy with respect to this goal Attributions about success and failure Beliefs/attitudes about learningSvinicki, Learning and Motivation in the Postsecondary Classroom


III. Critical Thinking Goals

Cats are a mysterious kind of folk. There is more passing in their minds than we are aware of.

-Sir Walter Scott


Cats are a mysterious kind of folk. There is more passing in their minds than we are aware of.

-Sir Walter Scott


Critical thinking is not just mimicry.


Defining Critical Thinking

  • What do you mean by critical thinking in your discipline?

  • Which aspects of critical thinking are discipline-specific? Shared?


IV. Strategies for Achieving Critical Thinking


By and large, people who enjoy teaching animals to roll over will find themselves happier with a dog.

-Barbara Holland


Strategies for EnhancingFeline Intelligence*

* Felinestein: Pampering the genius in your cat (Delzio & Ribarch)


1. Social Play


1. Social Play


1. Social Play


1. Social Play

Engaging with others in collaborative activities

  • Group projects

  • Shared responsibility


2. Object Play


2. Object Play


2. Object Play

Feline Haiku #2

Toy mice, dancing yarn,

Meowing sounds. Im convinced

Youre an idiot.


2. Object Play

Engaging with material through problem-solving activities

  • Labs

  • Field experiences


3. Prey Facsimiles


3. Prey Facsimiles


3. Prey Facsimiles


3. Prey Facsimiles


3. Prey Facsimiles

  • Simulations

  • Role play

  • Case studies


4. Opportunities for learning when youre not there


4. Opportunities for learning when youre not there


4. Opportunities for learning when youre not there

Feline Haiku # 3

Seeking solitude,

I am locked in the closet.

For once I need you.


4. Opportunities for learning when youre not there

Structured out-of-class activities

  • Gibbs redefinition of course time

  • Walvoord & Johnsons first exposure


Strategies for EnhancingFeline Intelligence*

  • Social Play

  • Object Play

  • Prey facsimiles

  • Creating opportunities for learning when youre not there

    * Felinestein: Pampering the genius in your cat (Delzio & Ribarch)


V. CATs for Cats:Feedback and Assessment

We know [cats] think, but only through indirect evidence.

-Bruce Fogel, DVM


V. CATs for Cats:Feedback and Assessment

We know [cats] think, but only through indirect evidence.

-Bruce Fogel, DVM


Classroom Assessment Techniques

Misconception/Preconception Check

This CAT is designed to uncover specific instances of incorrect or incomplete knowledge, attitudes, or values that represent likely barriers to new learning.


Classroom Assessment Techniques

Problem Recognition Tasks

Problem Recognition Tasks present students with a few examples of common problem types. The students task is to recognize and identify the particular type of problem each example represents.


Classroom Assessment Techniques

Application Cards

After students have heard or read about an important principle, generalization, or procedure, the instructor hands out an index card and asks them to write down at least one possible, real-world application for what they have just learned.


More Ideas AboutFeedback and Assessment

How do you assess students critical thinking?

How do you know it when you see it?


How do they know?


References

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass.

Delzio, S., & Ribarich, C. (1999). Felinestein: Pampering the genius in your cat. New York: HarperCollins.

Fisher, B., & Delzio, S. (1997). Caninestein: Unleashing the genius in your dog. New York: HarperCollins.

Fogle, B. (1992). The cats mind: Understanding your cats behavior. New York: Macmillan.


References

Gibbs, G. (1999). Planning your students learning activities. Ch. 3, McKeachies teaching tips: Strategies, research, and theory for college and university teachers. McKeachie, W. J. Boston: Houghton Mifflin.

Lynch, C. L., & Wolcott, S. K. (2001). Helping your students develop critical thinking skills. IDEA Paper #37.

Orsi, R. (1998). Critical thinking: Whats it to ya? Topics of Conversation, 1.2.


References

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.

Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker.

Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey Bass.


Acknowledgements

Special thanks to our research assistants:

OdinTie-DyeElvira

GigiLicoriceSabrina

ZiggyBaileyToby

TexNosegayPunchy

RabbitChickenloafGracie

BenChessiePia

Evinrude Murphy Henry

PussStephenJason

And tohttp://today.iwon.com/pet.html & http://stuffonmycat.com


And finally


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