CRITICAL THINKING TOOLS Ginny Price, MS, CVT, VTS (Behavior) School of Veterinary Technology- St...
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Transcript of CRITICAL THINKING TOOLS Ginny Price, MS, CVT, VTS (Behavior) School of Veterinary Technology- St...
CRITICAL THINKING TOOLS
Ginny Price, MS, CVT, VTS (Behavior)
School of Veterinary Technology- St Petersburg College
CONFERENCE
GUIDES!
STRATEGIES
Writing courses for student learning• http://
www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
• Using active learning & critical thinking assignments to engage students’ minds
Creating learning communities• Using faculty, community members & students as
resources; collaborating
STUDENT EXPECTATIONS
This course is not like other courses…
In this course we will be thinking like a behaviorist...• We will be using behaviorist language & concepts
In this course we will have assignments to help you
think deeply about this subject.
We will learn how to apply new concepts and practices
My expectations are…
YOUR COURSES
What will students think like in your course?
TOOLS
The wheel: 8 elements of reasoning
SEEI
Socratic questioning
Purpose
Questions at issue
Information
Inferences
THE WHEEL
Concepts
Assumptions
Consequences
Points of view
APPLICATION
SEEI
State (your main problem)
Elaborate (on your main point)
Example (give an example)
Illustrate (give an analogy/metaphor)
APPLICATION
SOCRATIC QUESTIONING
Instead of telling…ask…• Can you elaborate, give an example?• How could we verify that?• Could you be more specific?• How does your answer relate to the problem?• What are some of the complexities of this issue?• Do we need another perspective?• How does this fit together?• Which of these facts are most important?• How am I bias on this issue?
APPLICATION
MOTIVATION!
GRADE PROFILES
Use descriptions of grades in syllabus• Sets expectations• Use as a guide for determining grades• Example:
• The essence of B-level work is that it demonstrates more strengths than weaknesses and is more consistent in high level performance than C-level work. It nevertheless has some distinctive weaknesses, though no major ones.
GRADE DEFENSE
Students submit a proposal at the end of the
grading period supporting a specific grade profile
using your comments on assignments, projects &
exams as support.
QUESTIONS?