1 Laying the Ground Work for Critical ThinkingIUPUI Fort Wayne Developed by Professor Terry Doyle Ferris State University

2 Question1. What critical thinking skills do we teach because we can’t teach them all? 1. What critical thinking skills are most used in the work/professional areas that your students are being educated for.

3 Question 2. What thinking skills can students learn on their own? 1. What critical thinking skills are learned from just being in college and having access to the world wide web of knowledge?

4 Question 3. What is the best use of our time? What teaching actions-- activities, assignments and assessments best facilitate students’ learning critical thinking skills?

5 Myths and Errors about LearningPart One Myths and Errors about Learning

6 You Are not a Right or Left Brain ThinkerThe human brain works as a complex design of integrated systems not through specialized and competing right and left brain functions. (Tokuhama-Espinosa, Mind Brain and Education Science, 2011

7 The Human Brain Complex mental tasks and behaviors and even simple task result from a complex coordination of activity in multiple brain regions including both the right and left hemispheres. (Rekart, 2013)

8 Example of Hemisphere ActivityBoth hemispheres are activated when sensory images that have a name and can be easily called to mind( familiar people). (Kelley et al 1998)

9 Guiding Students about Learning Styles.”there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice... Limited education resources would better be devoted to adopting other educational practices that have a strong evidence base." (Pashler et al, 2009:105)

10 Guiding Students Learning StylesIn a 2012 synthesis by John Hattie, of years of educational research on what enhances student learning he suggest-- “One of the more fruitless pursuits is labeling students with learning styles.”

11 Guiding Students about Learning StylesWe are all visual and auditory learners—evolution made certain of it. Advocating a tactile/ kinestic style of learning is a mistake. The direct connectivity found in the visual and auditory centers of the brain are not found in the tactile modality. (Goswami, 2006)

12 Guiding Students about Learning StylesNeither the somatosensory cortices (which process touch) nor the cerebellum (motor learning) would produce the kind of long term memories desired in school. (Rekart, 2013)

13 Multitasking and Learning92% of college students multitask while in class. Undergraduate college students reported using their devices for non-class purposes an average of 11 times during class each day. (McCoy, Journal of Media Education) 777 people on six campus across USA

14 Multitasking and LearningText messaging, specifically, dominated as the students’ top activity with 86 percent of students admitting to texting throughout class times. (McCoy, 2013)

15 Multitasking and Learning2011 study explored the perception on how often a person thinks they are multitasking in a 30 minute period while reading— Subjects guessed 15 Actual 123 times (Brasel and Gips, 2011)

16 Multitasking and LearningMultitasking decreases mental resources needed for new learning and study. (Just, Carpenter Keller, Emery, Zajac and Thulborm 2001), The amount of brain activation in the areas needed for new learning is much less then when a single task is being learned. ( Newman Kellert and Just 2007)

17 Multitasking and LearningMultitasking recruits brain regions for habit making not for higher learning. (Foerde, knowlton Poldrask, 2006

18 Multitasking and LearningHeavy multitasking shortens attention spans. It modifies cognitive and neurological behaviors. (Ophir, Nass and Wagner, 2009)

19 Multitasking and LearningIt gives value to all stimuli so distractibility increases. (Ophir, Nass and Wagner 2009)

20 Part Two Research on Critical ThinkingStudents' ability and willingness to think critically are most likely to develop when knowledge acquisition and thinking about content are intertwined rather than sequential. Richard Paul

21 Research on Cognitive ReadinessThe prefrontal cortex—the CEO of the brain takes a long time to fully mature—often not until age 25. (Goldberg, The Executive Brain:Frontal Lobes and Civilized Mind, 2001)

22 Research on Cognitive ReadinessThe ability of undergraduates to do high levels of critical thinking is not supported by research findings.

23 Research on Cognitive ReadinessIn one of the most important studies done on the level of cognitive development that occur during college found Half of sophomores and close to eighty percent of juniors and seniors were transitional knower's. Only the second stage of cognitive development. (Baxter Magolda,Knowing and Reasoning in College: Gender-Related Patterns in Students’ Intellectual Development,1992)

24 Part Three Making Thinking Visible

25 Making Thinking VisibleOur findings argue that everyday thinking may suffer more from just plain missing the opportunities to think than from poor thinking skills. (Perkins, Tishman, Ritchhart, Donis, & Andrade, 2000; Perkins & Tishman, 2001).

26 Making Thinking VisibleUse the language of thinking (Tishman & Perkins, 1997). Integrate terms like hypothesis, reason, evidence, possibility, imagination, perspective, assumption, bias. Routine use of such words in a natural intuitive way helps students catch on to the nuances of thinking. premise, conclusions, inductive, deductive, assumptions

27 Making Thinking VisibleBe a model of thoughtfulness for one's students. Be a teachers who does not expect instant answers, who display their own honest uncertainties, who take a moment to think about "What if" or "What if not" or "How else could this be done?" or "What's the other side of the case?“

28 Getting Started with Critical ThinkingOne thinking routine that is useful in many settings involves two key questions: What's going on here? What do you see that makes you say so? (Tishman, 2002) What’s going on here?

29 Getting Started with Critical ThinkingThis pair of questions asks students in informal language for interpretations and supporting reasons. Responses can be labeled as hypotheses and support for their hypotheses as reasons.

30 Getting Started with Critical ThinkingDiscussions can also address the difference between facts, opinions and informed opinions.

31 Getting Started with Critical ThinkingThe circle of viewpoints. Students are asked to pick a point of view and speak from it (which does not, of course, mean that they agree with it).

32 Create a Culture of Critical ThinkingDiscuss with students directly the value of attitudes of curiosity, inquiry, and playing with ideas – important thinking dispositions.

33 Create a Thinking ClassroomAre students offering creative ideas? Are students explaining things to one another? Are students debating interpretations?" Is there a brainstorm about alternative plans on the wall? Is there a pro/con list on the blackboard? Is everyone using the language of thinking?

34 Part Four Critical Thinking is Hard

35 Critical Thinking is HardA majority of people cannot, even when prompted, reliably exhibit basic skills of general reasoning and argumentation. (Deanna Kuhn, The Skills of Argumentation)

36 Critical Thinking is HardEvolution did not waste time making things better than they needed to be—we needed to be just smart enough to survive. (Tim van Gelder, in Teaching Critical Thinking, College teaching , 2005)

37 Critical Thinking is HardHumans are pattern seeking story telling animals—we like things to make sense but most of time that means familiar patterns and narratives (Michael Shermer, 2002)

38 Critical Thinking is HardWe have a “make sense epistemology” The test of truth is that it makes intuitive sense or sounds right— no need to look closer (Perkins, Allen and Hafner, 1983, 1986)

39 Critical Thinking is HardCritical thinking involves skillfully exercising various lower-level cognitive capacities in integrated wholes. (Tim van Gelder, in Teaching Critical Thinking, College teaching , 2005)

40 Critical Thinking is HardThink about it like learning to become fluent in a foreign language. It takes great deal of time and effort to speak, write, listening and think in another language

41 Part Five Critical Think Assignments

42 Planning a Course that Integrates Critical ThinkingWhat are my learning outcomes? What critical thinking skills and processes do I want my students to learn in this course?

43 Planning a Course that Integrates Critical ThinkingAt what level(s) of critical thinking do I want my students to operate at in this course?

44 For Example Surface LevelWhat is the cause of AIDS? Surface level answer. AIDS may be caused by sexual contact or blood exchanges.

45 For Example Deeper LevelAIDS is caused by a retrovirus that multiplies in the human immune system's CD4+ T cells and kills vast numbers of the cells it infects. The result is disease symptoms etc. (E Health MD, 2011)

46 Planning a Course that Integrates Critical ThinkingWhat content will I embed the critical thinking skills in that I want my students to master? Will the course be ---Problem based? Readings based? Issue based?

47 Planning a Course that Integrates Critical ThinkingWhat questions, issues or problems will be central to the course?

48 Planning a Course that Integrates Critical ThinkingWill students be asked to develop their own problems, issues etc.? Example I want to find a safer place for ATM’s to be located in poorer neighborhoods.

49 Planning a Course that Integrates Critical ThinkingWhat concepts will be fundamental to the course?

50 Planning a Course that Integrates Critical ThinkingWhat information resources will students need to access? Professional Journals Data Bases Websites Humans/Interviews

51 Planning a Course that Integrates Critical ThinkingWill there be a particular point of view or frame of reference students will be asked to reason within or from? Example Family Member Patient Administrator Insurance Company Doctor/Nurse

52 Planning a Course that Integrates Critical ThinkingTeachers and Students need to be on the same page. Agree on the same vocabulary /terminology.

53 Basic Components of a Good AssignmentCritical thinking assignments should thoroughly articulate these basic components: 1. Clear and precise explanation of the task, including the purpose of the assignment.

54 Basic Components of a Good AssignmentA list of the cognitive skills required to complete the assignment. You will be expected to analyze data…

55 Basic Components of a Good AssignmentPrecise description of the grading criteria (including relevant intellectual standards). Is there a Rubric?

56 Basic Components of a Good AssignmentFor example, on the assignment handout, faculty should explicitly identify the cognitive skills necessary for completing the assignment, allowing students to see the particular mental moves required for the task.

57 Cognitive Skills that Underlie Critical Thinking1. Demonstrate a clear understanding of the assignment’s purpose 2. Clearly define the issue or problem 3.Accurately identify the core issues 4. Appreciate depth and breadth of the problem 5. Demonstrate fair-mindedness toward the problem 6. Identify and evaluate relevant significant points of view

58 Cognitive Skills that Underlie Critical Thinking7. Examine relevant points of view fairly, empathetically 8. Gather sufficient, credible, relevant information: observations, statements, logic, data, facts, 9. Questions, graphs, themes, assertions, descriptions, etc. 10.Include information that opposes as well as supports the argued position 11.Distinguish between information and inferences drawn from that information 12.Identify and accurately explain/use relevant key concepts 13.Acurately identify assumptions (things taken for granted)

59 Cognitive Skills that Underlie Critical Thinking14. Make assumptions that are consistent, reasonable, and valid 15. Follow where evidence and reason lead in order to obtain defensible, thoughtful, logical conclusions or solutions 16.Make deep rather than superficial inferences 17.Make inferences that are consistent with each other 18.Identify the most significant implications and consequences of the reasoning (whether positive and/or negative) 19. Distinguish probable from improbable implications

60 Basic Components of a Good AssignmentFaculty can also incorporate the relevant and significant intellectual standards in their grading criteria. The intellectual standards give faculty and students a precise, consistent way of describing and assessing good thinking in any discipline.

61 Critical Thinking and AssignmentsStep One The students must actively do the critical thinking themselves or they will not get better. The key word here is actively.

62 Critical Thinking and AssignmentsStep Two Students must be fully engaged. Include practice exercises that can improve performance.

63 Examples Teaching the difference between fact, opinion and informed opinion. OR Teaching students to recognize assumptions, underlying values or bias.

64 Critical Thinking and AssignmentsMake assignments progressively more challenging as the semester goes along. Give guidance and feedback on performance.

65 Critical Thinking and AssignmentsTeach transference of skills and processes—don’t assume the students can make these on their own.

66 Critical Thinking and AssignmentsAsk students to explain and analyze their thinking as they work on problems, issues or what ever they have been assigned to do. This metacognitive process is vital to improve thinking.

67 Questions for a Critical Reading AssignmentThe main purpose of this article is? The key question that is being addressed is? The most important information in the article is ? (Richard Paul, Critical Thinking: Basic Theory and Instructional Structures)

68 Questions for a Critical Reading AssignmentThe main conclusion is? The key concepts we need to understand are?

69 Questions for a Critical Reading AssignmentThe main assumption(s) underlying the author’s thinking are? If people take the author’s line of reasoning seriously, the implications are? (Richard Paul, Critical Thinking: Basic Theory and Instructional Structures)

70 Questions for a Critical Reading AssignmentIf people fail to take this line of reasoning the implications are? The main points of view presented in this article are?

71 Critical Thinking and AssignmentsHave students identify and analyze the information they use, the inferences they drew, the assumptions they made, the key questions they asked, in a problem they were asked to solve.

72 Critical Thinking and AssignmentsAsk students to write out the logic behind their work, we will be able to assess their thinking in addition to the product of that thinking. Why did you do what you did?

73 Critical Thinking and AssignmentsAsk students to keep a list of mistakes they make. Have students explain why they made the mistakes, how they found each one, and how they corrected them. This will allow us to assess their thinking process.

74 Critical Thinking and AssignmentsAsk students to determine the problem or create the scenario. In other words, ask students to create the problem as well as devise possible solutions to it.

75 Critical Thinking and AssignmentsHaving students create their own database and queries which would require them to really think through the entire process. They would have to determine the kinds of data they need, find that data, and create the categories required.

76 Critical Thinking and AssignmentsAsk students to think through some additional questions that would help to assess the quality of their thinking. 1. How could you modify to make it... ? 2.Describe some other possible applications of the program or technique. 3. Compare and contrast this technique to other techniques.

77 Rubric for Critical Thinking4= Exemplary thinking is skilled, marked by excellence in clarity, accuracy, precision, relevance, depth, breadth, logicality, and fairness 3 = Satisfactory thinking is competent, effective, accurate and clear, but lacks the exemplary depth, precision, and insight of a 4 2 = Unsatisfactory thinking is inconsistent, ineffective; shows a lack of consistent competence: is often unclear, imprecise, inaccurate, and superficial 1 = Below Satisfactory thinking is unskilled and insufficient, marked by imprecision, lack of clarity, superficiality, illogicality, inaccuracy, and unfairness

78 Assignment Critical Thinking ExerciseStep 1 What do we mean when we say a web site is creditable? What makes a web site creditable? Write a paragraph in your own words to answer these two questions. Using your favorite search engine, find information about how to determine the credibility of web sites. Two good sources are: 1 . Stanford Guidelines for Web Credibility at and 2. Evaluating Web Pages: Techniques to Apply and Questions to Ask Did your research support your original thoughts on web site credibility?

79 Assignment CIS 110 Critical Thinking ExerciseStep 2 Using the Internet, find three examples of articles, documentaries, or news stories that deal with the verifying of facts and data on the Internet. Analyze your findings. Write a summary of each article or media piece. For each article, be sure you: • have a clear understanding of the issue. • identify and evaluate relevant major points of view. • accurately interpret statements, logic, data, facts, etc. • acknowledge the depth and breadth of the issue by recognizing related theories, principles, or representations. • accurately identify assumptions, make valid assumptions. • follow where evidence and reason lead in order to obtain defensible, judicious, logical conclusions. Each summary should be ½ to 1 page in length and include a works cited entry.

80 Assignment Critical Thinking ExerciseCompose a 1 ½ to 2 page paper that answers the question “What factors influence how Internet users analyze and evaluate the information they find online?” For example, do older people with less Internet experience tend to be more naïve about Internet information than younger people who have been raised on the Internet? Why or why not? Does educational level play a role? What other factors may be relevant?

81 The Elements of Thought Implications & ConsequencesPoints of View frame of reference, perspective, orientation Purpose of the Thinking, goal, objective Assumptions presupposition, taking for granted Question at Issue problem, issue Concepts theories, definitions, axioms, laws, principles, models Implications & Consequences Information data, facts, observations, experiences Interpretation and Inference conclusions, solutions Printed with permission of Richard Paul and Linda Elder, Foundation of Critical Thinking, from The Miniature Guide to Critical Thinking, Concepts & Tools

82 Clarity Accuracy Precision Universal Intellectual StandardsElaborate further? Give an example? Illustrate what you mean? Clarity Check on that? Is that true? Verify or test that? Accuracy Precision Be more specific? Give more details? Be more exact? Printed with permission of Richard Paul and Linda Elder, Foundation of Critical Thinking, from The Miniature Guide to Critical Thinking, Concepts & Tools

83 Relevance Depth BreadthRelate to the problem? Bear on the question? Help with the issue? Depth Factors that make this a difficult problem? Complexities of the question? Difficulties we need to deal with? Breadth Look at this from another perspective? Consider another point of view? Look at this in other ways?

84 Logic Significance FairnessDoes this make sense together? Does your first paragraph fit with your last? Does what you say follow from the evidence? Most important problem to consider? Central idea to focus on? Which facts are most important? Significance Fairness Any vested interest in this issue? Taking into account the thinking of others? Examine my thinking for prejudice?

85 THE STANDARDS THE ELEMENTS INTELLECTUAL TRAITSclarity accuracy relevance Logicalness breadth precision significance completeness fairness depth must be applied to THE ELEMENTS purposes questions points of view information inferences concepts implications assumptions as we learn to develop INTELLECTUAL TRAITS intellectual humility intellectual autonomy intellectual integrity intellectual courage intellectual perseverance confidence in reason intellectual empathy fair-mindedness

86 Elements of Critical ThoughtTolerance for Ambiguity Very difficult for younger students Requires flexibility in life views Developmental growth in managing the uncertain

87 Open-Minded SkepticismOvercoming personal bias and prejudice. This means suspending belief—put aside preconceived ideas especially about our cherished beliefs.

88 Creative Problem SolvingLook at it from multiple perspectives What we fail to see can have implications for planning to prevent problems and for solving problems that occur. Example: Hurricane Katrina There was a failure to see that the first responders would not respond.

89 Attentive, Mindful and CuriousIntellectual curiosity Pay attention to our thoughts and feelings Respect diversity Accepting all possibilities when looking for solutions

90 Collaboration An approach grounded in shared conversation and community. Dynamic objectivism—recognizes the difference between our selves and others as opportunities for deeper exploration. Consideration as to how the other person/country might react.

91 Barriers to Critical ThoughtResistance- Immaturity—I’m not wrong Avoidance-hang with like minded persons Anger-threats to silence others Cliché-Don’t force your views on me—everything is relative Denial-ignore the truth—Oil reserves in USA

92 Barriers to Critical ThoughtIgnorance-lack of content knowledge or willingness to learn new knowledge Conformity-I won’t be accepted if I disagree Struggling to Act-Paralysis by analysis Distractions-rather than think we stay distracted Absolutism- authority has the answer we are not to question

93 Barriers to Critical ThoughtEgocentrism-little regard for other’s views Ethnocentrism-uncritical and unjustified belief in the superiority of one’s group Anthropocentrism-Humans are king-resources are there for our use Rationalization- rush to judgment, ignoring competing claims Unexamined Bias, Prejudice

94 Barriers Broken Down The use of cognitive dissonance and social dissonance to confront barriers. Introduce new ideas that directly conflict with person’s world view.

95 Bibliography Barratt, J. (2009, August 10). A Plea for More Critical Thinking in Design, Please . Retrieved September 5, 2009, from Fast Company: Boss, Judith. THINK Critical Thinking and Logic Skills for Everyday Life, McGraw Hill, New York, NY Grotzer, T. A. (1996). Teaching Thinking Skills: Does It Add Up for Math and Science Learning? Retrieved September 7, 2009, from Project Zero Harvard Graduate School of Education: Kennedy, M. L., & Jones, R. (2009, 6 15). Critical Thinking. Retrieved September 6, 2009, from Special Libraries Association: Lee, B. (2007, March 30). Become a Critical Thinker. Retrieved September 6, 2009, from Genius Types: OXford University Press USA. (2009, July 13). Questions That Critical Thinking Will Help You Answer. Retrieved September 6, 2009, from OUPblog: Paul, R. (1992, April). Critical Thinking: Basic Questions & Answers. Retrieved September 4, 2009, from Foundation for Critical Thinking: ReCAPP. (2009, September). Skills for Educators: Use of Critical Thinking Skills to Analyze Health Disparities. Retrieved September 7, 2009, from Resource Center for Adolescent Pregnancy Prevention: Robbins, S. (2005, 5 30). The Path to Critical Thinking. Retrieved September 7, 2009, from Harvard Business School Working Knowledge for Business Leaders: Surrey Community College. (2005). Why Critical Thinking? Retrieved September 7, 2009, from Surry Community College: Critical Thinking: Basic Theory and Instructional Structures. Foundation for Critical Thinking, 1999