Fostering Critical Thinking
Transcript of Fostering Critical Thinking
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M a r y A l i c e W y a t t , M . E d .P a t r i c i a O M a l l e y , P h . D .
Instructional Approaches andStrategies to Foster Critical Thinking
Maryland Assessment Group ConferenceOcean City, MD
November 17, 2011
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Instructional Approaches and Strategies to
Foster Critical Thinking
The Common Core State Standards will require more criticalthinking from students. This session will provide concreteteaching strategies to help students acquire a deeperunderstanding of the content and the skills they need to applytheir knowledge. Tools for analyzing instructional practices anddeveloping lessons will be provided.
Outline:
Overview of critical thinking Definition
Characteristics of a critical thinker
Connection to Maryland Common Core State CurriculumFour approaches to foster critical thinking
Tools to evaluate current instructional
practices and design lessons
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What is cr i t ical thinking?
Part One
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What is Critical Thinking?
CreativityMetacognition
analyticaldisciplinedthinking
EVALUATION
Executive functioning
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What is Critical Thinking?
Critical thinking is the intellectually
disciplined process of actively andskillfully conceptualizing, applying,
analyzing, synthesizing, and/or
evaluating information gatheredfrom, or generated by, observation,
experience, reflection, reasoning, or
communication, as a guide to beliefand action.
(National Center for Excellence in Critical Thinking Instruction, 1991)
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Characteristics of a Critical Thinker
Critical thinkers....
Understand the logical connections between ideas
Identify, construct and evaluate arguments
Detect inconsistencies and common mistakes in reasoning Solve problems systematically
Identify the relevance and importance of ideas
Reflect on the justification of one's own beliefs and values
Others?
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Are You a Critical Thinker?Each of these sets of arrows represents a word.
What are the words?
See
New
Sense
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Critical Thinking: Who Needs It?
College:
Science - analyzing results of experiments in light of existing theories
Math - selecting appropriate problem-solving strategy for word problems
Humanities - putting literature and art into historical context
Health Fields - evaluating patients and making decisions in clinical settings
Communications - debate; persuasive writing
Criminal justice- reacting correctly to simulations
Political science/Sociology - analyzing others points of view
Employers:
Can you analyze situations? Can you solve problems?Can you communicate your position logically?
Can you make good decisions? Can you be resourceful?
Everyday Life:
How should I prepare for a hurricane? Should I evacuate?
What is the safest way to travel? What is the slant of a news story?
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Critical Thinking Lapses
...Can be found every day
...Can involve any person
at any level in society
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Surface vs. Deep Level Processing
SurfaceThe tacit acceptance ofinformation that leads to thesuperficial retention ofmaterial
Emphasis is external, fromdemands of assessment
Relies on passive learning Search for facts Memorization and rote
learning Focus is on unrelated parts
of the task Views content as material
to be learned for the test
DeepThe critical analysis ofinformation that leads toproblem solving in new,unfamiliar contexts
Emphasis is internal Involves active learning Search for meaning
Relates new and priorknowledge
Critiques arguments andexamines rationale Generalizes material Links content to real life
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Instructional Strategies that PromoteSurface and Deep Learning
Surface Provide study guides Rely on true/false and multiple
choice tests Use lecture as primary teaching
style Teach to the test Have low expectations Relate content to external
reward Assign a heavy workload
Deep Include open-ended assignments Provide alternative assessments State high expectations Make content relevant
Have clear explanations to relatecontent to prior knowledge
Provide reasonable workload Employ active learning strategies Use new media and technology
in a realistic context
Incorporate high interest topicsand materials
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Development of Expertise
Acclimation Competency Proficient/Expert
Knowledge
Interest
StrategicProcessing
Display limited andfragmentedknowledge
Tend to rely onsituational interest tomaintain focus
Tend to rely on surfaceprocessing strategies
More able todiscern betweenrelevant andirrelevant
information
Individual interest incontent may beginto develop
Will use a mix oflearning strategies
Have broad,deep, integratedknowledge
Display highindividual interest
Effectively andefficiently selectand use strategiesaligned with goalsand task demands
(Alexander, 2003)
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Connection to theMaryland Common Core State Curriculum
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Connection to theMaryland Common Core State Curriculum
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Strategies to Foster Cri t ical Thinking
Part Two
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Four Approaches forFostering Critical Thinking
1. Utilize higher order
thinking questions
during instruction
and assessment.
2. Teach the process.
3. Adapt tasks and
assessments.
4. Incorporate games
into lessons.
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Approach 1:Use Higher Order Thinking Questions
Teachers who are good questioners motivate their students,stimulate high level thinking, encourage creativity, and enhanceself concept in their students and themselves.
(Johnson, 1990)
Instruction that promotes critical thinking uses questioningtechniques that require students to analyze, synthesize, andevaluate information to solve problems and make decisions rather
than merely to repeat information. (Hemming, 2000)
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Approach 1:Use Questions
Blooms Taxonomy
Categorizes the types of thinkingstudents do into six cognitivedomains.
Knowledge and comprehensionquestions and thinking are themost basic types.
Evaluation and synthesis are themost complex types of thinkingand questioning.
Costas Levels of Questioning
Categorizes the type of thinkingand questioning into threelevels.
Level 1 (the lowest level) requiresone to gather information.
Level 2 (the middle level)requires one to process theinformation.
Level 3 (the highest level)requires one to apply theinformation.
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Approach 1:Using Blooms Questions
For example....
Evaluating requires in-depth reflection, criticism
and assessment.
Sample questions include:
Which would be better...?
How could you prove...?
How would you prioritize...?
Do you agree with the outcome...?
What is most important...?
What are the consequences if...?
How effective are...?
What are the pros and cons of...?
What information would you use to
support your view?
What are the limitations of...?
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Higher Order Thinking Skills
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Approach 1:Using Costas Questions
What is.? When did.?
Which one? How would you show?
Who was? What facts?
What did _________ say when....?
What is the definition of? How many..?
How is ___ similar /related to ___?
What might we infer from.?
How would you categorize/classify.?
What is the function of.?
What conclusions can you draw?
Why do you think?
How would you summarize?
What judgment could be made about..?
What would you predict if..?
How would you prioritize..?
Why was ____ better than ____?
How could you prove or disprove____?
What evidence supports ____?
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Approach 2:Teach the Process
Using a Story: Snow White and the Seven Dwarfs
Knowledge/Remembering: List the names of the Seven Dwarfs.
Comprehension/Understanding: Why did the Queen dislike Snow White?
Application/Applying: What elements of Snow White and the Seven
Dwarfs do you see in other fairy tales?
Analysis/Analyzing: What is the theme of the story? How do you know?
Evaluation/Evaluating: Do you think the Queen was
an evil character? Explain why or why not.
Synthesis/Creating: What other options would you
offer the Queen?
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Now You Try....Cinderella
Level 1Gathering Information
Level 2Processing Information
Level 3Applying Information
What are the names ofthe three stepsisters?
Compare and contrastCinderella to one ofher stepsisters.
Justify the reasons whyCinderellas stepsistersare so undesirable tothe prince.
Using Costas Level of Questioning,write Level 1, 2, and 3 questions that correspond to Cinderella.
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Its not the words in the questionbut the required process or skill....
What differences exist between Snow White and Cinderella?
Comprehension/Level 1 (interpreting facts)
How would you categorize the
similarities between Snow White
and Cinderella?
Analysis/Level 2 (seeing patterns)
Compare the plots of Snow White andCinderella. Which had the better plot?
Evaluation/Level 3 (justifying a view)
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Questions to Avoid
Type Description Examples
Closedquestions
Requires a very short,
factual answer; usually
one or two words.
Can you tell us the name of . . .?
Do you remember . . .?
Can you state the formula for . . . ?
Verification
questions
The answers to which are
already known
What is the name of . . .?
How many times did you . . .?
Rhetoricalquestions
The answer is given
within the question or just
statements phrased in
question form.
Who is buried in Grants tomb?
How long did the Seven Year War last?
Isnt Shakespeare the best writer?
Defensivequestions
Promote reactions like
justification, resistance,
and self-protection.
Why didnt you finish your work?
Why would you do that?
Are you not following directions?
Agreementquestions
The intent is to invite
others to agree with an
opinion or answer.
Lets do it this way, okay?
We really should get started now,
shouldnt we?
Who can name the three basic parts of
a plant? Root, stems, and leaves, right?
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Approach 2:Teach the Process
Steps to Problem Solving
Foundation: Knowledge and SkillsRepeat or paraphrase information
Goal to get correct answer
Step 1: Identify the Problem,Relevant Information, andUncertainties
Step 2: Frame the Problem.Explore Interpretations andConnections
Step 3: Resolve the Problem.Prioritize Alternatives &Communicate Conclusions
Step 4: Re-Address the Problem.Integrate, Monitor, and RefineStrategies
(Lynch, Wolcott, & Huber, 2001)www.wolcottlynch.com
Low
Complex
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Approach 3:Adapt Tasks and Assessments
Modify true/false items so that students have to explain how
to make false items correct.
Create multiple-choice items that require critical thinking.
For example, a question that asks students to identify theexample that best applies a specific concept requires more
critical thinking and analysis than a question that asks
students to identify the correct term for a given definition.
Frequently use constructed response items
(e.g., short answer, fill in the blank, essay).
Have students assess each others work.
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Approach 3:Adapt Tasks and Assessments
Concrete-Representational-Abstract Instructional Approach
Concrete StageThe doing stage. Uses concrete objects to model problems orconcepts (e.g., red and yellow chips, cubes, base-ten blocks,pattern blocks, fraction bars, and geometric figures).
Representational StageThe seeing stage. Uses representations of the objects to modelproblems to transform the concrete into a representational (semi-concrete) level, which may involve drawing pictures; using circles,dots, and tallies; or using stamps to imprint pictures for counting.
Abstract StageThe symbolic stage. Models the concept at a symbolic level,using only numbers, notations, and symbols to represent thenumber of circles or groups of circles. For example: uses operationsymbols (+,, ) to indicate addition, multiplication, or division.
From: http://www.k8accesscenter.org
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Approach 3:Adapt Tasks and Assessments
Example: Have students generate flash cards. Do notlimit cards to simple "word" and "definition" usage.
Require students to manipulate the information:
Organize the cards into categories of dates, places, importantmen or women.
Do a Card Sort where students sort the cards based on theirown system, characteristic or category and then discuss with apartner why the cards should be grouped a specific way.
Create a Concept Map with string and cards. Create a large-scale timeline and
place the cards in the correct order.
Use to help plan a writing activity.
Word Shuffle
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Approach 3:Adapt Tasks and Assessments
Provide choice activities. For example.....Think-Tac-Toe
This is an adaptation of the familiar game. Students aregiven alternatives for exploring and expressing keyideas and using key skills. It often integrates BloomsTaxonomy and students learning modalities (e.g., VAK,multiple intelligences). Regardless of the activities astudent chooses, he or she should be addressing thesame objectives as his/her classmates.
2*5*8 and Totally 10
Each is based on Bloom's taxonomy and allowsstudents to choose tasks to complete. Tasks are worth2, 5, or 8 points for the 2*5*8 option, and 2, 4, 6, or 8points for Totally 10. Tasks vary in difficulty and studentsmust choose any assignments that total ten points.
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Sample Tic Tac Toe:Three Little Pigs (Grade 2)
(Chatterjee, 2003)
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Sample 2*5*8 Menu:Gary Paulsen Novels (Grade 6)
From: http://daretodifferentiate.wikispaces.com/Choice+Boards
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Approach 4:Incorporate Games
Examples of games to play using flashcards......MemoryLying Game
Around the WorldBasketballTic Tac ToeTic Tac Toe Bean Bag TossBingo
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Approach 4:Incorporate Games
Other games ideas for review:I Have-Who HasJigsawCrossword puzzles
PowerPoint Games:
JeopardyWheel of FortuneWho Wants to be a MillionaireHollywood SquaresPasswordAre You Smarter than a 5thGrader?
See: http://jc-schools.net/tutorials/ppt-games/
http://people.uncw.edu/ertzbergerj/ppt_games.html
For fun or reward:Connect Four SudokuCheckers OthelloBattleship Logic Puzzles
http://localhost/var/www/apps/conversion/tmp/scratch_5/PowerPoint%20Gameshttp://localhost/var/www/apps/conversion/tmp/scratch_5/PowerPoint%20Games -
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Tips And Tools to Enhance Instruction
Part Three
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Other Tips for FosteringCritical Thinking
Explicitly model the thinking process (e.g., think alouds)
Allow sufficient time for students to reflect.
Use brainteasers as warm up or anchor activities. http://www.brainbashers.com/
http://www.mathplayground.com/
http://www.teach-nology.com/worksheets/critical_thinking/
Use active engagement (centers, stations, cooperativelearning.
Teach for transferprovide opportunities for students tosee how a skill can apply to other situations and to the
student's own experience.
http://www.brainbashers.com/http://www.mathplayground.com/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.teach-nology.com/worksheets/critical_thinking/http://www.mathplayground.com/http://www.mathplayground.com/http://www.brainbashers.com/http://www.brainbashers.com/ -
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Tools for EvaluatingCurrent Practices
Use this tool to analyzethe question level youtypically use duringinstruction and assessment.
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Tools for EvaluatingCurrent Practices
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When One Teaches;Two Learn.
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References
Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. EducationalResearcher, 32, 10-14.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).A taxonomy for learning, teaching and assessing: A revision ofBloom's Taxonomy of educational objectives: Complete edition, New York : Longman.
Chatterjee, M. (2003). Methods of Instruction in Inclusive Classrooms: Fairy TalesThe Three Little Pigs for Second Grade[On-line]. Available:https://www.msu.edu/user/chatter8/gradworkpdfs/Mod%202%20Instructional%20Unit%20The%203%20Little%20Pigs.pdf
Enwistle, N. Promoting deep learning through teaching and assessment. Paper presented at AAHE conference,June 14-18, 2000.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains.American Psychologist, 53(9),449455.
Hemming, H. E. (2000). Encouraging critical thinking: "But.. .what does that mean?"Journal of Education, 35(2),173.
Huitt, W. (1998). Critical Thinking: An Overview. Retrieved on March 30, 2005 from
http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htm
Johnson, N. L. (1990). Questioning makes the Difference. Beavercreek, OH; Pieces of Learning.
Lynch, C. L., Wolcott, S. K., & Huber, G. E. (2001). Steps for Better Thinking: A Developmental Problem SolvingProcess [On-line]. Available: http://www.WolcottLynch.com.
http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.htm