Critical Thinking in English Language Arts Methods Classes

1. Critical Thinking in English Language Arts Methods Classes QEP Cadre VIUniversity of the Cumberlands Melanie Jessee Cardell, Ph. D. Coordinator of the Reading & Writing ProgramProfessor University of the Cumberlands Education Department

2. University of the Cumberland’s Quality Enhancement Plan, 2003-2013 • Critical thinking was targeted because it is consistent with our mission statement’s commitment to encourage students to think critically and creatively • First Cadre was in 2005-2006 • This presentation represents five years of program review and enhancement

3. Quality Enhancement Plan (QEP) This semester, ENOL 532 will be a QEP (Quality Enhancement Plan) class and will specifically measure and analyze critical thinking, critical reading and critical reading and critical writing. Within University of the Cumberlands, QEP is part of the criteria for accreditation by the Southern Association of Colleges and Schools; the University chose to focus upon critical thinking. As stated in the 2010 Cadre Handbook, “Critical thinking was targeted because it is consistent with our mission statement’s commitment to encourage students to think critically and creatively; it is intricately connected with well-developed communication skills that will serve students personally, academically, and professionally; and it will enhance student’s ability to participate as citizens, workers, and family members in our rapidly changing world.” The University has identified three essential elements that serve as the foundation for critical thinking: clarity, discernment, and integration. The following definitions are based upon information in the handbook and the critical thinking rubric by which students will be assessed, dealing with reading comprehension, written communication, and information literacy. Clarity – Critical thinking includes the ability to identify information specifically and accurately. Critical thinkers learn to recognize the major points of whatever they read or hear. When writing about what they have read or heard, students formulate clear, concise, and logical arguments. To fully understand a work, students recognize the need for secondary sources. A key question for clarity is, “Do I understand the basic information supplied by the author?” Discernment – Critical thinking includes the ability to analyze information with insight and judgment. This type of analysis requires that students recognize the adequacy and credibility of primary and secondary sources, demonstrate cogent planning and organization in the writing process, and use appropriate sources. A key question for discernment is, “How can I express my interpretation in a coherent manner and choose secondary sources to enhance my own analysis?” Integration – Critical thinking includes the ability to evaluate and synthesize information efficiently and effectively. That means students must be able to extrapolate credible information to use in a different setting, to present fairly another’s point of view based upon the facts and analysis of the secondary source, and to have a purpose for integrating the researched information. A key question regarding integration is, “How can I incorporate appropriate secondary sources in an effective and reasonable way into my own critical analysis?”

4. University of the CumberlandsReflective Constructors of Quality Learning Experiences Through Critical Thinking ENOL 532 Materials & Methods for Teaching English Language Arts Course Syllabus Fall 2011, Session 1 Tuesday, 8:00-9:30 pm

5. Methodology Research Design • The purpose of this study as defined by the QEP/CATC was to explore students’ progress and “changes in students’ critical thinking skills as measured …. (through) embedded and formative assessments” (QEP Cadre Information Booklet, 2011).

6. Methodology Research Design • As expected by the cadre parameters, this study utilized pre- and post- assignments to measure critical thinking in the areas of reading, writing and information literacy. • These assignments were evaluated with the common rubrics devised by the cadre.

7. Methodology Research Design • Two science essays published in Time magazine were used as content for the students to write an analysis of the logic of the author. • To allow for both pre and post writing assignments and to control for any difficult between the two essays , the class was divided into two groups, and each group was assigned one essay. At the end of the term, the essays will be switched between the two groups. Therefore, each group will respond to each essay .

8. Methodology Research Design • To control for researcher bias, the initial essays were scored the first week of class before personalities and names were well known. • The second essay will have the student’s number on it rather than a name, for anonymity to control for bias toward or against an individual student.

9. Methodology Research Design • Discussion of critical thinking will be part of online chats during the term as applied to the major assignment of constructing a 10-day unit. • Units are analyzed for Bloom’s, for Gardner’s Multiple Intelligences, and other structures that require complex cognitive processing

10. Methodology Sample • Materials & Methods in the English Language Arts class, ENOL 532, is a required course for several degrees at University of the Cumberlands and an elective for the Reading & Writing Program Masters’ degree. Fall I 2011 Section • 27 students: 2 males and 25 females • 20 are in the Masters of Arts in Teaching program, an initial certification program • 7 are in the Masters of Arts in Education program

11. Methodology • Sample • Materials & Methods in the English Language Arts class, ENOL 532, a required course for several degrees at University of the Cumberlands and an elective for the Reading & Writing Program Masters’ degree. • 27 students: 2 males and 25 females • 20 are in the Masters of Arts in Teaching program, an initial certification program • 7 are in the Masters of Arts in Education program

12. Measures • Earlier cadre members developed a rubric from an aggregation of earlier rubrics that measures critical reading, critical writing and information literacy on individual • Section I of the rubric measures clarity across the critical thinking areas of reading comprehension, writing communication and information. • Section II measures discernment across the critical thinking areas of reading comprehension, writing communication and information. • Section III measures integration across the critical thinking areas of reading comprehension, writing communication and information.

14. Lemonick Essay on Strings • “Guth came to the idea of creating new universes from his influential work on "inflationary" cosmology, which was considered dubious when he proposed it in the early 1980s but is accepted in modified form by most physicists today. The notion is that in the first fraction of a second after the Big Bang, the universe, though expanding, was still far smaller than the smallest particle now known, and made of a peculiar stuff known as "false vacuum." Among other odd attributes, a false vacuum generates negative gravity; it inflates itself rapidly and enormously -- ending up as big as a universe. Odder still, but likely nonetheless, is that everything in our cosmos could have come from a subatomic bubble of false vacuum with a mass of only 20 lbs. or so.”

15. Lemonick Essay on Wormholes • “But of all the strange ideas in physics, perhaps the strangest is the wormhole. It comes perilously close to science fiction: a wormhole is a hole in the fabric of space and time, a tunnel to a distant part of the universe. While no one has proved that wormholes exist, that does not for a moment keep the more adventurous of thinkers from trying to figure how they might behave. Last fall, for example, three researchers from Caltech floated the notion that in theory at least, wormholes could be time machines.”

16. Discussion • General Impressions • To get at their reading comprehension, writing, and information literacy, I used the science article so that they were in an unfamiliar content area. They would have to rely on their strategies and skills in these three areas in order to complete the assignment successfully.

17. Discussion • General Impressions • As I scored the pre-test, I was impressed with the quality of the writing, reading comprehension, and information literacy demonstrated. These are individuals who either want to become an English Language Arts teacher or already are teaching in this area. This fact alone would indicate an individual who is more focused on all aspects of communication, and therefore, should be able to excel in this assignment.

18. Tracking Scores The rubric scores were divided into all component parts for analysis: • Clarity • Discernment • Integration • Reading Comprehension • Written Composition • Information Literacy

19. Excel Spreadsheet for tracking Scores

20. Excel Spreadsheet for tracking Scores

21. Discussion • General Impressions • Since this is an ongoing study, culminating October 21, 2011, final results will not be available until later, but I believe the course is benefitting by a first week writing assignment that challenges the students to use their writing, reading comprehension, and information literacy . It set the stage for expectations of the course.

22. References Bowlin, G. (2009). Cadre IV Portfolio. Retrieved from http://ilearn.ucumberlands.edu/section/default.asp?id=2011%2DQEP%2D101 Lemonick, M. D. (Nov 24, 1986). “Science: A Theory with Strings Attached.” Time. Retrieved from http://www.time.com/time/magazine/article/0,9171,962896,00.html#ixzz1XD6wrBUT Lemonick, M. D. (Jan 16, 1989). “Wormholes in the Heavens.” Time. Retrieved from http://www.time.com/time/magazine/article/0,9171,956761,00.html Sharp, Jolly. (2010). Jolly Sharp Syllabus. Retrieved from http://ilearn.ucumberlands.edu/section/default.asp?id=2011%2DQEP%2D101. Weaver, S. (2011). QEP Cadre Handbook. Retrieved from http://ilearn.ucumberlands.edu/section/default.asp?id=2011%2DQEP%2D101

24. Contact Information Melanie Jessee Cardell, Ph.D. Coordinator of the Reading & Writing ProgramProfessor University of the Cumberlands Education Department melanie.cardell@ucumberlands.edu

25. Middle School Course ELMS 335 Karen Goldman, Ph.D. Cadre VI, University of the Cumberlands

26. Critical Thinking Research How was the data analyzed/interpreted? • Responses were collected over five weeks in the fall of 2011. Over these five weeks, analysis began based on two different rubrics previously developed through Cadres at the University of the Cumberlands. Items employing a Likert Scale were reported using mean scores with standard deviations. Explanation of Chart: • Series 1 result tabulated on the UC rubrics for both reading and writing combined. • Series 2 results used the likert scale from UC Berkley called, “The Essay+ Rating Scale: 1-5”. • Series 3 results were tabulated using the UC rubrics for both written and oral communication.

27. Critical Thinking Research • Explanation of Chart: Oral • Series 1 shows the results of the pre-test. Students were asked to “think off the top of your head” and respond to this question, “How would you define a middle school? This questions served as a pre test seeking prior knowledge for the content of this course on middle schools. • Series 2 reflects the continued improvement of every student.

28. Critical Thinking Research • Average growth over time 1 • Pre test average 2.3 • Qualitative average 4 • Individual Growth, • 1 & 6 average Likert 4 2 & 5 average Likert 2 3 & 4 average Likert 3

29. University of the CumberlandsReflective Constructors of Quality Learning Experiences Through Critical Thinking Critical Thinking in Math Methods & Materials QEP Cadre VIUniversity of the Cumberlands Jennifer J. Woodruff, Ph. D. Assistant Professor University of the Cumberlands Education Department

30. Course Goals • View mathematics as a science and process of making sense of things • Understand what it means to do mathematics • Create lessons that demonstrate math as an active subject and requires student engagement in thinking about important math ideas • use problem-based tasks that require students to struggle with ideas using the mental tools they currently have • reflective thought about content and implementation of problem based method active minds working to make sense of a new idea

31. Methodology Research Design • As expected by the cadre parameters, this study utilized assignments to measure critical thinking in the areas of reading, writing and information literacy. • These assignments were evaluated with the common rubrics devised by the cadre.

32. Pre & Post Assessment • Teaching styles inventory was assigned prior to class information then again after studying, creating, implementing, and reflecting upon problem based lessons. • http://members.shaw.ca/mdde615/tchstyles.htm

33. Methodology Research Design Weekly Questions based upon Van de Walle’s problem based teaching method specific to matter covered each week were assigned for student reflection. Doing math, manipulatives, assessment, differentiation, integration, diversity, modifications, teacher resources

35. Methodology Research Design • Discussion of critical thinking was part of online chats and discussion boards during the term as applied to the major assignment of constructing and implementing a problem based lesson plan then reflecting upon how it impacted students differently than routine math lesson plans • Lessons were analyzed using a rubric based upon components suggested by Van de Walle that allow students to be actively engaged and able to participate at multiple entry levels.

37. Methodology Sample • Materials & Methods in Mathematics MAOL 532, is a required course for MAT degree at University of the Cumberlands and an elective for several other degree programs Summer II 2011 Section • 22 students: • 20 are in the Masters of Arts in Teaching program, an initial certification program • 2 are in the Masters of Arts in Education program

38. Discussion Overall goal of this course is a paradigm shift from presenting lessons in a teacher led direct instruction format to a student centered approach In scoring the teacher style inventories pre assessment quiz most teachers stated they are familiar with problem based teaching method and are already using this method in their classrooms.

39. Discussion • General Impressions Only three students were able to demonstrate understanding of this method when initially creating lesson plans Weekly writing scores suggest 7 students demonstrated understanding of the importance of teaching problem based learning format at week 1 and 18 students demonstrated understanding at week 7.

40. Analysis of Data • ONGOING • comparing pre and post differences on teacher styles quiz • Utilizing with fall MAOL 532 course • Implementing in EDOL 331 Reading in content areas course

41. Contact Information Jennifer W. Woodruff, Ph.D. Assistant Professor University of the Cumberlands Education Department jennifer.woodruff@ucumberlands.edu

42. Critical Thinking within Special Education Elizabeth (Betsy) Lasley, Ph.D. University of the Cumberlands

43. Critical Thinking Including Affective Domain

44. Skinner’s Teaching Machinehttp://www.youtube.com/watch?v=EXR9Ft8rzhk

45. Ken Robinson – Changing Education Paradigmhttp://www.youtube.com/watch?v=zDZFcDGpL4U

46. Learning Climate

47. Classroom Assessment & Reflections

49. Instructional Rigor & Student Engagement

50. Instructional Relevance