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Rick Rudd Professor and Department Head Agricultural and Extension Education Virginia Tech
YOUR course. Teaching for critical thinking will take more time to prepare. Less time is available to spoon-feed facts to the students. You must hold students accountable for their learning.
Reading outside of class.
Homework. Honing thinking skills.
Your Syllabus
Course description Course philosophy Course objectives Assignments Evaluation
KNOW!
Authoritative experts
obligated to share it with the students The right answer exists for everything! Disequilibrium is introduced when experts disagree.
unknown. All opinions are equally valid. Peers are a source of knowledge. Everyone is entitled to their opinion.
What is learning?
Learning is
an enduring change in behavior.
Schunk, 2006
Learning is
the process by which an organism changes its behavior as a result of experience. Gage & Berliner, 1988 the process whereby knowledge is created through the transformation of experience. Kolb, 1984
Learning is
an enduring change in behavior, or the capacity to behave in a given fashion, which results from practice or other forms of experience.
Schuell, 1986
capacity to behave differently. This change in behavior (or capacity to behave) endures over time. Learning occurs through practice and or experience.
Data Interpretation
Paul, 1995
Good Reasoning...
Identify a central problem or question associated
with a course you teach that students must reason their way through. A question or problem that brings to bear the insights of the course or an area that requires synthesis. Discuss the question / problem with the person next to you. Answer the question as a student in the course.
Write an answer to your question / problem (1-2
paragraphs). that shows GOOD reasoning. Write another answer that shows POOR reasoning.
High
High
No
Others
Low Low External factors Low Low
Quality Critical Thinking Outcome
think critically about the discipline. Although critical thinking skills are transferable they are strengthened when applied within a context along with acquiring new knowledge. Critical thinking dispositions are developed over time and change slowly. They can be influenced within a context while acquiring new knowledge. There is no substitute for knowledge in critical thinking.
Engagement Seek and anticipate opportunities to use reasoning. Confident in reasoning ability. Innovativeness Intellectually curious. Want to know the truth. Cognitive maturity Open to other points of view. Aware of biases and predispositions.
Consortium. (University of Florida, Virginia Tech, University of Georgia, Ohio State, Louisiana State University, Cornell, Texas A&M). Free (CT Consortium asks that you share raw data to continue improving the instrument).
Enhancing Disposition
Give students opportunity to ask and answer
questions. Present real problems and allow time to solve. Expose students to varying opinions and resources. Demonstrate the quest for truth even when it is not what you want to hear Encourage multiple solutions, not one right answer.
Enhancing Disposition
Consider personal and industry biases when
learning. Frame problems and learning so that reasoning is cued. Recognize student displays of positive disposition and reasoning. Model good critical thinking disposition!
= more disposed to the disposition) Maturity = 40 max Engagement = 55 max Innovativeness = 30 max High disposition 80% or above Low disposition 50% or below
Analysis
Evaluation Inference Explanation Self-regulation
Example course
Biotechcriticalthinking.ifas.ifl.edu
Interpretation
What is this?
information Fit? How does this relate to what I already know? Why is this important?
Interpretation examples
Leaf key for plant ID
your course!!
Analysis questions
What is the point?
action? What are the assumptions? What evidence or information supports the main point? Is the argument logical?
an issue. Ask the following questions to help students analyze. What does the author believe and/or value? What does the author want us to do or believe? What evidence does the author use to make his point? Is the evidence credible? Students can provide a written, oral, poster, or other format to report results.
Analysis examples
Case studies
Economic simulations
Decision models Your examples Integrate into your course
it true? Precise: Is there enough detail to completely understand. Relevant: Is the information connected to the question at hand? Depth: Do the information, facts, and data address the complexity of the issue? Breadth: Are there other points of view or other ways to consider this question? Logic: Does it make sense? Can you make that conclusion based on the information and evidence?
Evaluation examples
Evaluating recommendations
Evaluating cases
Evaluating management practice Evaluating lab practice Your examples? Integrate into your course
Inference
Recognizing that problems have a range of
solutions and that decisions fall along a range from better to worse. Formulate multiple alternatives that flow from the evidence. Project a range of potential consequences for alternatives. Questions
What are the potential problems? What solution do you recommend? What will be the consequences? What is the best / worst case scenario?
Inference examples
Recommending plans of practice Diagnosis and recommended treatment Planning in many forms Your examples? Integrating in your course
Oral presentations
Defend the opposition Classroom discussions Teaching in the round Your techniques?
information?
If yes, continue to hold this belief. If no, question my belief and search for more
information.
I may need to change what I believe
Conflicting views How does my thinking differ from other points of view?
Point of view
Support. Reasons, Evidence, and Assumptions What reasons or evidence support my point of view?
course. Teaching for critical thinking will take more time to prepare. Less time is available to spoon-feed facts to the students. You must hold students accountable for their learning.
Reading outside of class.
Homework Honing thinking skills
concepts that are the underpinnings of the course. Do these match what is emphasized in your course syllabus? How can I teach my course to foster a deep understanding of these concepts?
Living content
Content that is driven by questions or problems
content
thinking in your course. Please select at least TWO of the following to accomplish in the next 45 minutes.
Revise your course description to communicate
how critical thinking will be integrated in your course. Rewrite course objectives to reflect teaching for critical thinking. Create / modify assignments to teach for critical thinking. Develop critical thinking evaluation tools for your course.
Course philosophy
Welcome to ______! I am pleased to have you as a student this semester and look forward to helping you develop as a __________ through the learning new knowledge and skills you will be exposed to in this course. I want to take this opportunity to share my teaching philosophy with you in hopes that you will be more successful in my course by knowing what is important to me. Class begins at the end of the assignment for the day. I will not play mother robin or waste your time repeating what you read and learn in your outside study time. We will learn critical thinking skills in the context of ______. My goal is to help you think like a _____. CT skills, assignments, participation, questions, class protocol
Course Objectives
Specific Measurable Attainable Relevant Timely
make recommendations to address nutrient deficiencies in lactating sows using the critical thinking skills of interpretation, analysis, evaluation, and inference. By week 15 of the semester, students will be able explain their thinking process used to arrive at recommendations to address nutrient deficiencies in lactating sows
how critical thinking will be integrated in your course. Rewrite course objectives to reflect teaching for critical thinking. Create / modify assignments to teach for critical thinking. Develop critical thinking evaluation tools for your course. Develop / modify a specific lesson to teach for critical thinking.
Resources
Criticalthinking.ifas.ufl.edu
Biotechcriticalthinking.ifas.ifl.edu
http://agbiotech.ifas.ufl.edu/
Thank You!
2007 The Board of Regents of the University of Nebraska. All rights reserved.