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

High

High

Stimulus
Problem
Decision

Critical
Critical
Thinking
Knowledge
Thinking
+
+
Disposition
Skill

Quality
Critical
Thinking
Outcome

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

Interpretation
Analysis
Evaluation
Inference
Explanation
Self-regulation

Facione, 1990

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
recommendation
s

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
What
What
What

are the potential problems?

solution do you recommend?
will be the consequences?
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 and

dispositions.

Creating a thinking
environment

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
Content that
Content that
Content that
Content that
new content

is taught with a purpose

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

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.
Develop / modify a specific lesson to teach for critical
thinking.

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!

2007 The Board of Regents of the University of Nebraska. All

rights reserved.