Strategies for building critical thinking skills in the classroom

Rick Rudd Professor and Department Head Agricultural and Extension Education Virginia Tech

Teaching for critical thinking

Know your content. Know what constitutes critical thinking. Rethink your content as a MODE of thinking .
Thinking biologically. Thinking economically. Thinking like an animal geneticist.

Design teaching as experiences based in

questioning, problem solving, and thinking.

Learn content. Build critical thinking skills. Enhance critical thinking disposit

THE most important thing

YOU must decide what is most important in

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.

You must overtly teach the critical thinking skills.

Your Syllabus
Course description Course philosophy Course objectives Assignments Evaluation

Why Critical Thinking

It is human irrationality, not a lack of knowledge that threatens human potential (Nickerson cited in Kurfiss, 1986).

Why Critical Thinking?

Everyone agrees that students learn in college, but whether they learn to think is more controversial. McKeachie cited in Joscelyn, 1988

Mental Structures of College Students

Students have learned to be successful. Success = Grades. The prevailing model is remember and repeat. TELL ME WHAT YOU WANT ME TO

KNOW!

Perrys theory of intellectual and ethical development (1968)

Dualism
The world is dichotomous right and wrong, good

and bad Learning is an exchange of knowledge

Quantitative facts

Authoritative experts

The professor knows the right answer and is

obligated to share it with the students The right answer exists for everything! Disequilibrium is introduced when experts disagree.

Perrys theory of intellectual and ethical development (1968)

Multiplicity
Honoring diverse views when the right answer is

unknown. All opinions are equally valid. Peers are a source of knowledge. Everyone is entitled to their opinion.

Perrys theory of intellectual and ethical development (1968)

Relativism
Opinions vary in value. Some opinions have little value. Opinions need to be supported with evidence. Reasonable people can disagree.

Knowledge is viewed qualitatively and contextually.

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

Breaking down the definition.

Learning yields a change in behavior or the

capacity to behave differently. This change in behavior (or capacity to behave) endures over time. Learning occurs through practice and or experience.

What is critical thinking?

What is critical thinking?

The use of cognitive skills or strategies that increase the probability of a desired outcome. Halpern, 1996

What is critical thinking?

The formation of logical inferences. Stahl and Stahl (1991) Deciding what action to take or what to believe through reasonable reflective thinking. Ennis (1991)

What is critical thinking?

Reasoned, purposive, and reflective thinking used to make decisions, solve problems, and master concepts.
Rudd, 2002

Conclusions / Implications / Consequences Points of View Concepts / Theories

Information / Facts / Data

Assumptions

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.

Factors influencing critical thinking outcomes

Three kinds of questions

Questions with one right answer

Questions with no right answer

Questions with better and worse answers

Critical thinking outcomes

Rudd & Irani, 2004 Individual factors High High Stimulus Problem Decision
Critical Critical Thinking Knowledge Thinking + + Disposition Skill Quality Critical Thinking Outcome

High

High

No

Critical Thinking Outcome

Others
Low Low External factors Low Low
Quality Critical Thinking Outcome

The power of knowledge

Knowledge in a discipline is necessary to

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.

Critical thinking dispositions

Critical thinking dispositions

Rudd, Irani, & Ricketts, 2002; Facione, 1990

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.

Evaluating Critical Thinking Disposition

Florida EMI
Developed by a team of researchers at UF. Revised and modified by the Critical Thinking

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!

Scoring the EMI

All questions scored in the affirmative (high score

= more disposed to the disposition) Maturity = 40 max Engagement = 55 max Innovativeness = 30 max High disposition 80% or above Low disposition 50% or below

Critical thinking skills

Critical thinking skills Facione, 1990

Interpretation

Analysis
Evaluation Inference Explanation Self-regulation

Example course
Biotechcriticalthinking.ifas.ifl.edu

Critical Thinking skills and sub-skills

Interpretation Categorization Clarifying meaning Decoding significance

Interpretation
What is this?

Where does this

information Fit? How does this relate to what I already know? Why is this important?

Interpretation examples
Leaf key for plant ID

Nutrient deficiency symptom chart

Animal disease chart Periodic table Food pyramid Nutrition labels What do you use? Use interpretation as a basic building block in

your course!!

Critical Thinking skills and sub-skills

Analysis Examining ideas Analyzing arguments Analyzing assumptions

Analysis questions
What is the point?

What is the issue, position, recommended

action? What are the assumptions? What evidence or information supports the main point? Is the argument logical?

Read, Analyze, Report

Give the students a reading that takes a position on

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

Critical Thinking skills and sub-skills

Evaluation Assessing claims Assessing arguments Assigning value

Assigning value using Universal Intellectual Standards Paul, 1995

Clear: If unclear we cannot evaluate. Accurate: Would reasonable people agree? Is

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?

Apply the intellectual standards

Everyone knows that farmers pollute the water with nitrates in their fertilizer! Farmers use tons of fertilizer every year to grow their crops. Much of this fertilizer runs off of the surface or leaches through to ground water eventually polluting our river. The nitrates in the water are not safe to drink and cause serious health problems. Farmers also exploit animals on their factory farms just to make a profit. Since the farmers put the nitrates in the river they should pay to remove them. We should tax farmers to pay for nitrate clean-up!

Evaluation examples
Evaluating recommendations

Evaluating cases
Evaluating management practice Evaluating lab practice Your examples? Integrate into your course

Critical thinking skills and sub-skills

Inference Finding alternatives Drawing conclusions Making recommendations

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

Critical Thinking skills and sub-skills

Explanation Stating results Justifying procedures Presenting arguments

Techniques for explanation

Debates

Oral presentations
Defend the opposition Classroom discussions Teaching in the round Your techniques?

Critical Thinking skills and sub-skills

Self-regulation Self examination Self correction

Questions for self regulation

What is my belief? Why do I believe this to be true? What evidence of information do I have? Can I justify my belief with evidence and

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?

Origin or Source How did I arrive at this point of view?

Point of view

Implications and Consequences What follows from my point of View?

Support. Reasons, Evidence, and Assumptions What reasons or evidence support my point of view?

Self regulation examples

Class self regulation assessment handout Your examples?

Designing teaching to enhance critical thinking

Teaching for critical thinking

Know your content Know what constitutes critical thinking Rethink your content as a MODE of thinking
Thinking biologically Thinking economically Thinking like an animal geneticist

Design teaching as experiences based in

questioning, problem solving, experience, and thinking

Learn content Build critical thinking skills Enhance critical thinking disposition

THE most important thing

YOU must decide what is most important in 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

You must overtly teach the critical thinking skills

Creating a thinking environment

Hold them responsible for the thinking they do Model the thinking you expect Engage students in the thinking you want

Creating a thinking environmen t

Fundamental and Powerful Concepts

Select a course that you teach. Identify three - four fundamental and powerful

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 that is taught with a purpose

Content that builds on prior learning Content that is based on sound criteria Content that engages students in thought Content that raises questions leading to new

content

Your course make-over

Goal is to create opportunities to teach for critical

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

By week 13 of the semester, students will be able

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

Course make-over ideas

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. 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!

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