Make it Visible! A Framework to Infuse Critical Thinking Across the Curriculum .

1. Make it Visible! A Framework to Infuse Critical Thinking Across the Curriculum. Creating Discipline Specific Course Learning Outcomes (CLOs)

2. What is Critical Thinking? “Critical Thinking is thinking about thinking when I am thinking with the purpose of improving my thinking…” (Richard. Paul, 1985)) • What does it mean to be an educated person? Introduction and Overview Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

3. How can I teach Critical Thinking when I have content to cover in my discipline? • What are the most fundamental concepts in my courses? Why are these concepts significant? • How can we place fundamental concepts in at the heart of our teaching so that students construct these concepts in their thinking and use them in their lives? Key Questions Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

4. Critical Thinking is second order which assesses and corrects first order thinking Second Order Thinking Analyses, evaluates, & reconstructs, Spontaneous Thinking First Order Thinking Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

5. Critical thinking provides the tools students need to think through content. • Critical thinking is a system of thinking that opens up all other systems of thinking. Why Critical Thinking? Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

6. Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

7. To Analyze Thinking We Must Identify and Question its Elemental Structures Open Link Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

8. Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

9. Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

10. Ideal Thinker Stages of Critical Thinking Development Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

11. Believe me, I would very much like to foster critical thinking, but I have too much content to cover! Content vs. Critical Thinking View: Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

12. An Alternative View! Focus on the concept of “educated,” from which all other concepts in education emerge. • Content • = • Thinking Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

13. Sociological thinker Mathematical thinker The Educated Person Philosophical thinker Historical thinker Ethical thinker Educated Person Scientific thinker Aesthetic thinker Political thinker ???? Economic thinker ??? Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

14. It is important to realize that the only way students, at any level, can learn content is to think it through. It is thinking that gives life to content. It is through thinking that we understand content, that we give meaning to content, that we question content, that we bring content into our thinking in order to use it. Understanding the Relationship Between Content and Thinking Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

15. Are higher order constructions • They define the foundations of substantive knowledge • Each and every field of study is based on primary concepts. • Every student must therefore construct the primary concepts of any subject we are asking them to think within. Fundamental & Primary Concepts (F&PCs): Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

16. What does it mean to be a college-educated person? • In other words: What characterizes a DSU educated person in terms of what that person knows, does, and thinks in the field of _______? • What processes in the classroom can facilitate this learning? Making Learning Visible While Implementing Fundamental & Primary concepts of the Discipline in Course Learning Outcomes. Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

17. Make a list of primary concepts in your discipline you think are important for students to learn. • Try to think of all the foundational concepts you need to focus on. • Then, make a list of all of the concepts that you can think of that you teach within one class. • Share your list with a partner, explaining why each concept is important for students to learn. Key Concepts Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

18. Now following the SEEI pattern (next slide), write your understanding of one or more of the primary concepts on your list. Write Your Understanding of a Primary Concept Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

19. State: give a brief explanation. • Elaborate: expand on your explanation. • Exemplify: give a concrete example. • Illustrate: use a metaphor, analogy, picture to help people understand your idea. CLARITY: SEEI The Idea Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

20. Now take one concept you have written about and teach it to a partner. • Then the partner will state, elaborate, and exemplify his or her understanding of the concept Teaching Your Idea to Another Person Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

21. Create a concept map which outlines the foundational concepts within a subject. • Place the foundational concept at the center, and move out to secondary concepts. • Give the basic meaning of each concept. Another approach is to Use Concept Maps Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

22. Levels of Interaction & Analysis Global Socio-cultural context: Diplomacy, cultural understandings. Group, community, inst., Context: Public discourse, conversations. Interpersonal Context: Dialogue, Conversations. Individual, Intrapersonal context Reflection and Introspection1 Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

23. What does it mean to be a college-educated person? • In other words: What characterizes a DSU-educated person in terms of what that person knows, does, and thinks in the field of _______? • What processes in the classroom can facilitate this learning? Making Learning Visible While Implementing Fundamental & Primary concepts of the Discipline in Course Learning Outcomes. Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

24. Understand every concept within a discipline as related and interconnected Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

25. Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

26. They can follow the SEEI pattern: • They State F&PCs of the discipline, give a brief explanation. • Elaborate, expanding on their explanation. • Exemplify with concrete examples. • Illustrate, using a metaphor, analogy, a picture to help others understand the ideas. Students demonstrate learning When they Duplicate the SEEI Pattern Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking