LEARNING TO THINK CRITICALLY: TEACH THEM HOW TO FISH…
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LEARNING TO THINK CRITICALLY: TEACH THEM HOW TO FISH…
Christopher R. Groscurth, Ph.D.Center for Research on Learning and Teaching (CRLT)www.drgroscurth.com
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LEARNING TO THINK CRITICALLY: TEACH THEM HOW TO FISH…
Christopher R. Groscurth, Ph.D.Center for Research on Learning and Teaching (CRLT)www.drgroscurth.com
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…and they’ll never go hungry
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Agenda
What? Why? How?
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WHAT?
CT INTERVIEW1. What is critical
thinking?2. What do you do when
you think critically in your discipline?
3. What standards do you use to evaluate someone’s critical thinking?
INSTRUCTIONS:
1.Write2.Ask-Listen (questioner)3.SWITCH4.Share (responder)
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The case for critical thinking
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Based on the interview & video…
What questions about teaching critical thinking do you hope to have answered today?
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Why?
Analyzing Defining Inferring Synthesizing Listening Reasoning QUESTIONING
Evaluating information
Intellectual curiosity Tolerance for
ambiguity Evaluating our habits
of thought LIFE-LONG LEARNING
Skills Outcomes
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How?: Barriers (students)
Poor reading skills Poor listening skills Bias Binary reasoning Prejudice Fear of change Selective perception/attention Sociocentrism Relativism
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How?: Barriers (instructors)
Unclear goals Misalignment Assessment criteria Time/Class size Content coverage “Teaching without learning is just talking”
–Pat Cross
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HOW?: A developmental approach
Source: King, P.M. (2009). Developmental aspects of learning. Teagle-CRLT Science of Learning Colloquium. Ann Arbor, MI.
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Novice vs. Expert Thinking
How do you model expert thinking or make it visible to students during lecture to help novices develop critical thinking skills?
What opportunities do students have to practice expert thinking (in & out of class)?
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Principles for fostering CT
Cultivate students’ disposition to think critically
Identify essential knowledge and skills and design instructional goals around these
Model CT skills (e.g., close reading) for students
Provide frequent opportunities for practice
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Principles for fostering CT
Offer formative and summative feedback Use active methods to achieve learning
goals Focus on the structure & content of
problems to promote transferability Allow students to engage in metacognition
How did you approach the problem? How could you have approached it differently? What would the costs/benefits of an alternative
course of action have been?
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Assessing CT
Assessment is ongoing Formative (improvement) Summative (judgment)
CATs (see handout) Which technique(s) could be used to assess
CT in your classroom?
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To help students learn how to think critically, instructors must… think developmentally
about learning model expert thinking talk about thinking align goals for student
learning with assessment and teaching practices