The Art and Science of Critical thinking

1. The Art and Science of Critical thinking Prepared and Presented for Mid-Continent University by Cheryl Torok Fleming, Ph.D. Summer, 2013

2. Workshop Objectives • Develop ideas for modeling, incorporating, and assessing critical thinking in the classroom. • Leave the workshop with at least one idea you plan to use immediately.

3. Agenda • Introductions • Devotion and Prayer • Defining Critical Thinking • Classroom Applications of Critical Thinking • Closing

4. Discussion Questions • What is critical thinking? • List some impediments to engaging in critical thinking. Why do they exist? • How do we know critical thinking when we see it? What qualities characterize it?

5. Discussion Questions • What concerns do we have about our students and their thinking skills? • Why do we want to improve critical thinking skills in our students? • What outcomes do we want or expect?

6. Report Out

7. Definitions of Critical Thinking “Carefully exploring the thinking process to clarify our understanding and make more intelligent decisions.” (Chaffee, 2009, p. 2)

8. Definitions of Critical Thinking “Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do.” (Ennis, cited in Fisher, 2006, p. 4)

9. Definitions of Critical Thinking “Critical thinking consists of an awareness of a set of interrelated critical questions, plus the ability and willingness to ask and answer them at appropriate times.” (Browne & Keelye, 2007, p. 3)

10. Definitions of Critical Thinking “Critical thinking is a collection of skills we use every day that are necessary for our full intellectual and personal development.” (Boss, 2010, p. 4)

11. Learn the Tools the Best Thinkers Use • The best thinkers know that learning is both an emotional and an intellectual task. • The best thinkers view education as a lifelong process.

12. Student Techniques for Improving Learning • Become an active learner. • Consider academic disciplines to be ways of thinking. • Ask questions. • Seek connections. • Think of your professor as a coach. • Consider class time as “practice time.”

13. Student Techniques for Improving Learning • Relate subject matter to life. • Determine which learning skills to develop. • Practice explaining ideas to others. • Identify fundamental ideas of a course. • Use and apply the intellectual standards.

14. Small Group—Discussion Exercises • What did you learn about critical thinking? • What specific tools or techniques do you plan to use to encourage critical thinking?

15. A Word from our Sponsor. . . “And the things that you have heard from me among many witnesses, commit these to faithful people who will be able to teach others also.”—2 Timothy 2:2 (NKJV)

16. References Boss, J. (2010). Think: Critical thinking and logic skills for everyday life. New York: McGraw Hill. Brown, J, & Isaacs, D. (2008). The world café: Sharing our futures through conversations that matter. San Francisco: Berrett-Koehler. www.theworldcafe.com Browne, M. & Keeley, S. (2007). Asking the right questions: A guide to critical thinking, 8th ed. Upper Saddle River, NJ: Pearson Prentice Hall.

17. References Chaffee, J. (2009). Thinking critically 9th ed. Boston: Houghton Mifflin. Fisher, A. (2006). Critical thinking: An introduction. Cambridge, UK: Cambridge University. Mumaw, S., & Oldfield, W. (2006). Caffeine for the creative mind: 250 exercises to wake up your brain. Cincinnati, OH: HOW Books. Paul, R, & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Upper Saddle River, NJ: Pearson Prentice Hall. www.criticalthinking.org