Applying Multiple Techniques of Critical Thinking in Teaching of, e.g., Economics 507, 461, 360, 361

1. Applying Multiple Techniques of Critical Thinking in Teaching of, e.g., Economics 507, 461, 360, 361 by Reza G. Hamzaee, Ph.D.Professor of Economics Department of EconomicsMissouri Western State University4525 Downs DriveSt. Joseph, MO 64507Phone: (816) 271-4262E-mail Address: hamzaee@missouriwestern.edu

2. Source: The Theseus Learning System: Software and Textbook for Critical Thinking

3. Applying Multiple Techniques of Critical Thinking in Teaching of Economics Students in this class are required to apply critical thinking consistently to their best abilities. �A� grades will be earned by those who have demonstrated their deep learning of the expected material along with the expected application of critical thinking all along the semester, mainly assessed in class discussions, assignments, term papers, and tests.

4. Introduction: The Role of Critical Thinking (A) Research as a prominent way of original examination: The role of critical thinking here is very obvious. A scientific approach leads one to go through the following step-wise questions: What is the problem that would deserve a critical analysis? What are the initial symptoms acknowledging the problem? What assumptions are made in the analysis? What fundamental questions are ideally to be answered? What hypotheses are to be made? What theoretical framework (or system) must be adopted? What data, data sources, and data transformation are needed? What statistical analyses are appropriate for a reliable and valid conclusive exploration and testing of the formulated hypotheses? What societal development and major changes are being influenced by the outcomes of such research?

5. 2. How to Assess Critical Thinking? Breadth of Critical-Thinking Knowledge Depth of Critical-Thinking Knowledge Application of Critical-Thinking Knowledge

6. Breadth A. Breadth of Critical-Thinking Knowledge: There will be an introductory reading required for the first test on just breadth of critical thinking in Economics, which will be mixed with Economics topics and issues. All will be provided and lectured by the instructor (as an example, see Barro, 1997). On the first test, there will be 25 out of a 100 total possible score allocated to your understanding of critical thinking method and examples, as related to Economics.

7. Breadth Assessment: In assessment of the breadth of your knowledge, the following primary aspects of critical thinking and criteria will be used: Thinking about thinking most explicitly Thinking throughout the content of any matter/issue/course A scientific approach to analyzing various issues Thinking of content in a way of identifying a �thesis�, an �antithesis�, and one�s own �synthesis� along with those of the others, as available An alternative thinking different than what is available in order to explore any possible undiscovered explanations Model making for skilled thinking (Paul & Elder, 2006, Idea #26, p. 39): What is/are the problem(s) motivating this analysis? What is the main purpose of this analysis? What good questions should be asked and responded? Who resource base, data, and evidence would facilitate an ideal answer to each question? What limitations exist with one�s thinking and conclusions? What else should be incorporated in better thinking of the matter? What is the context within which the selected authors are discussing their issues?

8. Depth B. Depth of Critical-Thinking Knowledge: After the first test, there will be some extra readings on deep understanding of critical thinking in Economics along with some appropriate examples. In this segment of the semester, we will focus on one or two most important aspect(s) of critical thinking as applied to Economics courses. On the second test, there will be up to 25 out of a 100 total possible score allocated to the depth of your understanding of one or two critical thinking method(s) and examples.

9. Depth Assessment: In assessment of the depth of your knowledge, the following primary aspects and criteria will be used: Thinking about thinking most explicitly (demonstrate how) Thinking throughout the content of any matter/issue/course A scientific approach to analyzing various issues Thinking of content in a way of identifying a �thesis�, an �antithesis�, and one�s own �synthesis� along with those of the others, as available An alternative thinking different than what is available in order to explore any possible undiscovered explanation Model making for skilled thinking (Paul & Elder, 2006, Idea #26, p. 39): What is/are the problem(s) motivating this analysis? What is the main purpose of this analysis? What good questions should be asked and answered? Which resource base, data, and evidence would facilitate an ideal answer to each question? What limitations exist with one�s thinking and conclusions? What else should be incorporated in better thinking of the matter? What is the context within which the selected authors are discussing their issues?

10. Application C. Application of Critical-Thinking Knowledge: After the second test, we will learn how to apply critical thinking most comfortably in every issue that is lectured and discussed in the class. As in all of my classes, there will be class discussions, and you may participate in collective discussions by answering my analytical lecture questions for bonus points in the class (see my grading policy). Additionally, on the third test, there will be up to 25 out of a 100 total possible points allocated to the application of your understanding of one or two critical-thinking method(s) and examples.

11. Application Assessment: Routinely ask questions ((Paul & Elder, 2006, Idea # 25, pp. 37-38) while focusing on the following points (in class discussions and on the test): Purpose (of the chapter, function of a system) Questions (key questions emerging) Information (what information, what sources, and credibility of information) Inference (logical conclusions based on the aforementioned information) Assumptions (the type and the acceptability of the adopted assumptions) Concepts (key concepts and how to elaborate them) Implications (given the credibility of the issues and conclusions, what are the corresponding implications for one�s real life issues) Point of view (The authors� point of view is one not the only one necessarily) Avoidance of Risk (how could these ideas be possibly wrong?) What societal change implications would be applied? What major problems would be eliminated or alleviated?

12. 3. Grading Policy Your grades will be determined competitively (i.e. will be curved) based on 3 tests, the final exam, a team-term project, and your class participation in the following manner: Test (I): 100 points Test (II): 100 points Test (III): 100 points Comprehensive Final Exam (applying critical thinking) 150 points 6 to 8-piece Homework applying critical thinking (50 points) Never-Absent Credit (bonus): 3 points Never-Late Credit (bonus): 2 points Correct or analytical answers to instructor's credit-designatedlecture questions: up to 10 points (Max) Class (Effective) Attendance (with no more than 4 class cuts) 10 points Total possible for the course (e.g., ECO 507. 360, 461): 525 points

13. 4. Motivational Policy:  If you make 90 (no curving on this) or higher on each single one of the three tests, and 40.50 on homework, and miss no classes at all, you will not have to take the final exam; your grade for the course will be an "A" since the date of the third test is just a few days before the final exam, and that I won't cover any new material for the final exam. We will simply review everything at the last designated class time.

14. 5.An Example of Critical Thinking in Macroeconomics (ECO 360) � An Engaged Lecture Example (Paul & Elder, 2006, Idea # 8, p.12) Case 1 (of many): �Government budget deficits are harmful to the health of a national economy.� There are many published empirical and theoretical research works in this context. Government budget deficits, financed by borrowing from the public through selling government bonds and securities would cause an upward movement in interest rates or price of credit (due to an increase in government demand for credit). This will, in turn, discourage business investors and consumers from borrowing as much as before, which would lead to a sluggish investment and production activities, and if not treated fairly, would bring about a recession. If the central bank (The Federal Reserve System, well known as the Fed), being in charge of monetary policy, decides to stop interest rates from hiking, the supply of money must be increased to alleviate the shortage of money and credit. While bringing the interest rates down, that action can easily lead to higher inflation, which is another serious problem for economic stability. Therefore, one can confidently assume, based on a very plausible theoretical framework, that government budget deficits are harmful to the economy: They would cause recession and/or recession. An example of this prominent component of critical thinking is my URSI projects, sponsored by MWSU for a selected group of students, who are rather adequately equipped with the required level of knowledge of several courses.

15. (B) Teaching and learning how to use the existing pieces of reputable published work in order for students to better understand the aforementioned economic notion: Engaged lecture (Paul & Elder, 2006, Idea # 8, p.12) is adopted in all classes taught by this instructor. (B) Teaching and learning how to use the existing pieces of reputable published work in order for students to better understand the aforementioned economic notion: Engaged lecture (Paul & Elder, 2006, Idea # 8, p.12) is adopted in all classes taught by this instructor. Students are asked to respond to the following questions: How many of you believe that if it was not for budget deficits, most of us would never own a decent car, a home, or even a marketable education? (Many hands are raised.) How many families do you know, who have made good and comfortable lives through credit and borrowing, and that they have ultimately managed to be debt free or left with just a very lean and manageable debt? (Many hands are raised.) If budget deficits are also healthy to many families and individuals, why should they be harmful to the national economy? (Now there is competition to talk!) Then the following key elements of better understanding of the issue are highlighted and discussed most clearly:

17. Final Exam The comprehensive final exam will be made on three parts of the course materials in the following credit order: 40 credit points allocated to part one (covered for the first test) 40 credit points allocated to part two (materials assigned after test one and up to the 2nd test) 70 credit points reserved for part three, i.e. the entire materials taught after the 2nd test through the last day of classes.

18. Grading Guide (Adopted from: Foundation for Critical Thinking Press, 2007)First Part: First Part of the Test. Analysis of Reasoning (each item 0-10 points) Total Points Possible: 800 � 2 points � unacceptable analysis (unskilled)3 � 4 points � low level analysis (minimally skilled)5 � 6 points � mixed level analysis (beginning skills)7 � 8 points � commendable analysis (skilled)9 � 10 points � excellent analysis (highly skilled)

19. Second Part Second part of the Test. Evaluation of Reasoning (grade holistically) Total Possible Points: 200 � 4 points � unacceptable evaluation (unskilled)6 � 8 points � low level evaluation (minimally skilled)10 � 12 points � mixed level evaluation (beginning skills)14 � 16 points � commendable evaluation (skilled)17 � 20 points � excellent evaluation performance (highly skilled)

20. To earn an �A� grade, one must demonstrate the following (Grading the ICAT Test, 2007): Excellence in thinking and performance A clear development of a range of knowledge acquired through the exercise of thinking skills and abilities A clear, precise, well-reasoned, and insightful writing and communication Good command of basic terms and distinctions at a high level which implies insight into basic concepts and principles Internalization of the basic intellectual standards appropriate to the assessment of his/her own work in a subject and demonstrates insight into self-evaluation Frequently raising important questions and issues, analyzing key questions and problems clearly and precisely Recognizing key questionable assumptions, clarifying key concepts effectively Using language in keeping with educated usage Frequently identifying relevant competing points of view A commitment to reason carefully from clearly stated premises in the subject, as well as marked sensitivity to important implications and consequences Excellent reasoning and problem-solving within a field.

21. Students� Guide on an Assigned Reading Material and Grading Criteria (Adopted from Grading the ICAT Test, 2007)  Directions: After you have carefully read the assigned reading, complete the following sentences with whatever elaboration you think necessary to make your meaning clear. Do not write on the test. Use separate sheets of paper so that you have room for elaboration.

23. Critical Thinking in the Students� Assessment of the Course Instruction & Design  In the end of the semester, students will be expected to confidentially evaluate the instruction, the course, and the course design. This could be done either separately from a standard student evaluation or in place of it, depending on the institution�s policy. An example of such evaluation instrument is attached in Appendix 2 as a reference. *Its adoption must be preauthorized by the Foundation for Critical Thinking Press, 2007.

24. Appendix 1References

26. Appendix 2COURSE EVALUATION FORM*:  Student Perceptions of Critical Thinking in Instruction *Source: Foundation for Critical Thinking Press, 2007 *This evaluation can be administered only with the permission of the Foundation for Critical Thinking CCT@criticalthinking.org INSTRUCTOR________________ Course Number and Title______________________ ____ Instructions: Do not put your name on this sheet. Circle appropriate number for each item.