Please fill out the True-False worksheet while waiting for session to start!. “Will this Thinking be on the Test? Using Critical Thinking to Engage Students in Thinking Deeply in Your Discipline”. Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD
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Please fill out the True-False worksheet while waiting for session to start!
“Will this Thinking be on the Test? Using Critical Thinking to Engage Students in Thinking Deeply in Your Discipline”
Dine and Discover Series
Delphi Center for Teaching and learning
Patricia Payette, PhD
Executive Director, i2a
Associate Director, Delphi Center
Think of a specific course that you teach, or a specific learning context in which you teach and/or mentor students to think critically.
Describe in a short list the changes in students’ mindset (or “mental models”) you want to see in them at the end of your time with them in the classroom, lab, etc. (e.g. ask relevant questions).
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Let’s share our “focused listing” regarding the changes in students’ thinking, or thinking abilities, we want to see our students achieve.
Question: How could you use “Focused Listing” to engage students?
(Scriven and Paul, 2003)
Faculty Speak Video:
The Miniature Guide to Critical Thinking, 2008, page 2
“In other words…”
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S: State it
“If you can accurately S,E,E, then I a concept or principle in a course, it means you almost certainly have a good grasp of it, that you understand it to a much greater degree than if you are merely able to state it.”
Nosich, G. “Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum.” (2009). p. 35.
Dr. Lynn Boyd
College of Business
Question: When could you use the SEE-I to prompt your students’ critical thinking about a concept, idea, or topic in your course?
Page 4 of your worksheet packet
Bottom Line: What you are aiming for is to make those f&p concepts part of the way students think.
Try writing one or more f&p concepts from your field/discipline that are essential to a course you are teaching.
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Remember that f&p concepts are used in your thinking about every important question or problem in the course…..
…yet they also allow you to begin to think through questions that lie beyond the scope of the course…
Question: how can you illuminate and revisit the f&p in your assignments and course activities?
“Deep learning is learning that
takes root in our apparatus of
understanding, in the
embedded meanings that
define us and that we use to
define the world”
Tagg, J. (2003). The learning paradigm college. Boston, MA: Anker.
Teaching Toolbox: Promoting Deep Learning
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English: In what ways and why did England change in the transition from medieval to early modern, and what was the role of texts in that change?
Criminal Justice: How does reading, understanding, and critiquing scholarly research publications in the field of criminal justice system develop a consumerism for criminal justice research?
Almost all decisions that corporations make have to be made under conditions of uncertainty.
Central Course Questions and F&P Concepts
F&P Concept from Biology:
An individual human's survival depends on homeostasis: the maintenance of
relatively constant internal body conditions
which are favorable for survival and function of many specialized celltypes.
Central Course Questions:
How do the forms of human body structures support their function?
How do the form and function of human body structures contribute to
the maintenance of homeostasis?
How can we monitor the function of such structures in order to
1) understand their response to challenges
and 2) determine whether they are working well enough to maintain homeostasis?
Try writing the central course question of one of your courses. Write four versions of it.
Consider: Which one seems to capture the most central question of your course?
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Question: How can you use your central course question to foster and illuminate the critical thinking you want your students to practice?
Try this at home:
Writing an answer to that question in a few paragraphs and consider how your course currently responds and reflects your answer.
Make explicit the thinking you want.
Hold students responsible for the thinking they do.
Engage students in the thinking you want.
Let’s generate 10 ideas, insights, strategies or new concepts you are taking away from today’s session.
Page 8 of your worksheet