Creating Significant Learning Experiences to Foster Critical Thinking

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Creating Significant Learning Experiences to
Foster Critical Thinking

• FAMU
• November 15, 2005

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Critical Thinking

• an investigation whose purpose is to explore a
  situation, phenomenon, question or problem to
  arrive at a hypothesis or conclusion about it
  that integrates all available information and
  that can, therefore, be convincingly justified

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Disposition to Think Critically

• Inquisitiveness
• Challenge
• Imagination
• Determination
• Persistence
• Cultural considerations
• Reading and IQ strongly correlated to critical
  thinking ability

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Disposition to Think Critically

• What students do with assistance today, they
  will do alone tomorrow
  Vygotsky
• Teacher as model
• Questions

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Teacher as model

• Discipline-specific reasoning skills are second
  nature to faculty.
• Making familiar patterns explicit is part of
  teaching critical thinking
• Pose questions that raise students curiosity

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Different FieldsDifferent Forms for Logic

• Problem Solution
• Issue Position and Evidence
• Systematic evaluation

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Perspectives on Critical Thinking

• Logic/Argument Skills
• Cognitive Processes
• Intellectual Development

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Analyzing Arguments

• Quality of reasoning/Cogent Argument
• Structure of argument
• Formal Argument/ Deductive Reasoning
• Informal Argument/Inductive Reasoning

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Constructing Arguments

• Structural features
• Forms and standards of evidence

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Argument as a Learning Strategy

• Class discussions
• Facing misconceptions and biases
• Practice and feedback

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How do you use the power of the argument?
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Cognitive Processes in Critical Thinking

• How does knowledge influence the reasoning
  process?
• Experts Schemas Control Strategies
• Novice disadvantage

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Multiple Forms of Knowledge

• Declarative Knowledge is necessary but not
  sufficient for skilled performance.
• Procedural Knowledge is necessary but not
  sufficient for skilled performance.
• Extent of knowledge base and understanding of
  which knowledge is relevant.

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Reasoning in the professions problem solving
critical thinking
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The Myth of the Right Answer

• Only one right answer
• Reality
• Best answer
• Most reasonable answer
• Most efficient process

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Problem-solving that requires critical thinking

• Messy
• Inter-disciplinary
• Time and/or budget constraints
• Dynamic
• Communication/defending solution
• Team work

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What kinds of problems do you pose to your
students?
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Questions

• Issue? Conclusion?
• Reasons?
• Ambiguities?
• Value conflicts and assumptions?
• Descriptive assumptions?
• Fallacious reasoning?
• How good is the evidence?

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Questions?

• Rival Causes (various interpretations)?
• Is data or data analysis confusing or biased?
• What significant information is missing?
• What reasonable conclusions are possible?

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Learning strategies that encourage development of
critical thinking skills

• Case study analysis
• Role playing
• Debates
• Internships/field experiences
• Use of critical questions
• Application problems
• Project-based learning

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Evaluating Students Critical Thinking Performance

• Critical Attributes
• Levels of Performance
• Poor, Average and Outstanding Performance Samples
• Rubric

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References

• Browne, M. Neil and Keeley, Stuart. 2004. Asking
  the Right Questions. Saddlebrook, NJ Pearson.
• Fink, L. Dee. 2003. Creating Significant Learning
  Experiences. Hoboken, NJ John Wiley Sons.
• Knowlton, D. and Sharp, D. 2003. Problem-Based
  Learning in the Information Age. Hoboken, NJ
  John Wiley Sons.
• Kurfiss, Joanne. 1988. Critical Thinking
  Theory, Research, Practice and Possibilities.
  ASHE-ERIC Report No. 2. Washington, D.C.

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For more information

• Tace Crouse
• Assistant Director
• Faculty Center for Teaching Learning
• University of Central Florida
• Orlando, FL
• 407 823 3544
• tcrouse_at_mail.ucf.edu