Make it Visible! A Framework to Infuse Critical Thinking Across the Curriculum .

Make it Visible! A Framework to Infuse Critical Thinking Across the

Curriculum. Creating Discipline Specific Course Learning

Outcomes (CLOs)

2

Introduction and Overview

What is Critical Thinking?

“Critical Thinking is thinking about thinking when I am thinking with the purpose of improving my thinking…”

(Richard. Paul, 1985))

What does it mean to be an educated person?

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical

Thinking. Foundation for Critical Thinking

Key Questions

How can I teach Critical Thinking when I have content to cover in my discipline?

What are the most fundamental concepts in my courses? Why are these concepts significant?

How can we place fundamental concepts in at the heart of our teaching so that students construct these concepts in their thinking and use them in their lives?

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research

by Center for Critical Thinking. Foundation for Critical Thinking 3

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

4

Critical Thinking is second order which assesses and corrects first order thinking

Spontaneous ThinkingFirst Order Thinking

Second Order ThinkingAnalyses, evaluates, & reconstructs,

CRITICAL THINKING PROVIDES THE TOOLS STUDENTS NEED TO THINK THROUGH CONTENT.

CRITICAL THINKING IS A SYSTEM OF THINKING THAT OPENS UP ALL OTHER SYSTEMS OF THINKING.

WHY CRITICAL THINKING?

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Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking 5

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14Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by

Center for Critical Thinking. Foundation for Critical Thinking

To Analyze Thinking We Must Identify and Question its Elemental Structures

Open Link

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

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http://www.criticalthinking.org/ctmodel/logic-model1.htm

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Stages of Critical Thinking Development

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Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical Thinking

Unreflective ThinkerChallenged ThinkerBeginning Thinker

Practicing ThinkerAdvanced ThinkerMaster Thinker

Ideal Thinker

Content vs. Critical Thinking View:

BELIEVE ME, I WOULD VERY MUCH LIKE TO FOSTER CRITICAL

THINKING, BUT I HAVE TOO MUCH CONTENT TO COVER!

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An Alternative View!

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by

Center for Critical Thinking. Foundation for Critical Thinking12

FOCUS ON THE CONCEPT OF

“EDUCATED,” FROM WHICH ALL OTHER

CONCEPTS IN EDUCATION

EMERGE.

CONTENT =

THINKING

Educated Person

Philosophicalthinker

Economic

thinker????

???

Aestheticthinker

Ethical thinker

Mathematicalthinker

Political thinker

Scientific thinker

Historical thinker

Sociological thinker

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for

Critical Thinking. Foundation for Critical Thinking

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The Educated Person

Understanding the Relationship Between Content and Thinking

IT IS IMPORTANT TO REALIZE THAT THE ONLY WAY STUDENTS, AT ANY LEVEL, CAN LEARN CONTENT IS TO THINK IT THROUGH. IT IS

THINKING THAT GIVES LIFE TO CONTENT. IT IS THROUGH THINKING THAT WE UNDERSTAND

CONTENT, THAT WE GIVE MEANING TO CONTENT, THAT WE QUESTION CONTENT,

THAT WE BRING CONTENT INTO OUR THINKING IN ORDER TO USE IT.

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical

Thinking. Foundation for Critical Thinking 14

Fundamental & Primary Concepts (F&PCs):

Are higher order constructionsThey define the foundations of substantive

knowledgeEach and every field of study is based on

primary concepts.Every student must therefore construct the

primary concepts of any subject we are asking them to think within.

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Making Learning Visible While Implementing Fundamental & Primary concepts of the Discipline in Course Learning Outcomes.

What does it mean to be a college-educated person?

In other words: What characterizes a DSU educated person in terms of what that person knows, does, and thinks in the field of _______?

What processes in the classroom can facilitate this learning?

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Key Concepts

Make a list of primary concepts in your discipline you think are important for students to learn.

Try to think of all the foundational concepts you need

to focus on. Then, make a list of all of the concepts that you can

think of that you teach within one class.

Share your list with a partner, explaining why each concept is important for students to learn.

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WRITE YOUR UNDERSTANDING OF A PRIMARY CONCEPT

Now following the SEEI pattern (next slide), write your understanding of one or more of the primary concepts on your list.

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and

Research by Center for Critical Thinking. Foundation for Critical Thinking 18

CLARITY: SEEI THE IDEA

1. State: give a brief explanation.2. Elaborate: expand on your explanation.3. Exemplify: give a concrete example.4. Illustrate: use a metaphor, analogy,

picture to help people understand your idea.



Teaching Your Idea to Another Person

Now take one concept you have written about and teach it to a partner.

Then the partner will state, elaborate, and exemplify his or her understanding of the concept

8/11/2014Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by

Center for Critical Thinking. Foundation for Critical Thinking 20

Another approach is to Use Concept Maps

Create a concept map which outlines the foundational concepts within a subject.

Place the foundational concept at the center, and move out to secondary concepts.

Give the basic meaning of each concept.

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Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical

Thinking 21

Global Socio-cultural context: Diplomacy,

cultural understandings.

Group, community, inst., Context: Public

discourse, conversations.

Interpersonal Context: Dialogue,

Conversations.

Levels of Interaction & Analysis

Individual, Intrapersonal

contextReflection and Introspection1

8/11/2014Prepared and adapted by M. D. Ortiz, PhD.

Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical

Thinking

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Making Learning Visible While Implementing Fundamental & Primary concepts of the Discipline in Course Learning Outcomes.

What does it mean to be a college-educated person?

In other words: What characterizes a DSU-educated person in terms of what that person knows, does, and thinks in the field of _______?

What processes in the classroom can facilitate this learning?

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UNDERSTAND EVERY CONCEPT WITHIN A

DISCIPLINE AS RELATED AND INTERCONNECTED

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Prepared and adapted by M. D. Ortiz, PhD. Informed by Theory and Research by Center for Critical Thinking. Foundation for Critical

Thinking 24

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STUDENTS DEMONSTRATE LEARNING WHEN THEY DUPLICATE THE SEEI PATTERN

They can follow the SEEI pattern:They State F&PCs of the discipline, give a brief

explanation. Elaborate, expanding on their explanation.Exemplify with concrete examples.Illustrate, using a metaphor, analogy, a picture

to help others understand the ideas.



Make it Visible! A Framework to Infuse Critical Thinking Across the Curriculum .

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