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1 “Will this Thinking be on the Test? Using Critical Thinking to Engage Students in Thinking Deeply in Your Discipline” Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD Executive Director, i2a Associate Director, Delphi Center [email protected] 1 Please fill out the Tru e-Fal se worksheet while waiting for session to start!

Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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Please fill out the True-False worksheet while waiting for session to start!. “Will this Thinking be on the Test? Using Critical Thinking to Engage Students in Thinking Deeply in Your Discipline”. Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD - PowerPoint PPT Presentation

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Page 1: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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“Will this Thinking be on the Test? Using Critical Thinking to Engage Students in Thinking Deeply in Your Discipline”

Dine and Discover Series

Delphi Center for Teaching and learning

Patricia Payette, PhDExecutive Director, i2a

Associate Director, Delphi Center

[email protected]

Please fill out the True-False worksheet while waiting for

session to start!

Page 2: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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Session Objectives

• Explore concepts and definitions of critical thinking

• Examine and articulate the fundamental concepts and central questions that “live inside” your courses and assignments, but often seem elusive to students

• Revise or revisit your teaching activities to more effectively engage students in original inquiry, and to think critically

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Page 3: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Focused Listing: What is critical thinking?

Think of a specific course that you teach, or a specific learning context in which you teach and/or mentor students to think critically.

Describe in a short list the changes in students’ mindset (or “mental models”) you want to see in them at the end of your time with them in the classroom, lab, etc. (e.g. ask relevant questions).

Page 2 of your worksheet packet

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Page 4: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Let’s share our “focused listing” regarding the changes in students’ thinking, or thinking abilities, we want to see our students achieve.

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Focused Listing: What is critical thinking?

Page 5: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

For your Teaching Toolbox: Focused Listing

• Focuses student attention on a single important term, concept, name, idea from a class session and asks them to list several ideas

• Helps students recall the most important points related to a topic

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Page 6: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

• Helps faculty assess what students retain about a concept OR unearth assumptions or preconceptions students bring to the class

• Use in groups;

• or as individual prompt to help students recall information ;

• or as a prompt class discussion or review for an exam

• It is a “low stakes” way to assess students’ thinking

6Question: How could you use “Focused Listing” to engage students?

For your Teaching Toolbox: Focused Listing

Page 7: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

(Scriven and Paul, 2003)

UnderstandingConceptsAppreciation

DecisionsSynthesize

Application

One definition of critical thinking

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Page 8: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Ideas to Action: The Basics

Ideas to Action (i2a): Using Critical Thinking to Foster Student Learning and Community Engagement is our Quality Enhancement Plan (QEP).

Part of our accreditation report to SACS-COC to demonstrate our ongoing commitment to student learning

Our 10-year initiative we created to renew our focus on critical thinking and community engagement and the undergraduate experience.

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Page 9: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

i2a: connecting classroom, campus and community

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Page 10: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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For more information on i2a:

Home Page:

http://louisville.edu/ideastoaction

Faculty Exemplars:

www.louisville.edu/ideastoaction/resources

Faculty Speak Video:

www.louisville.edu/ideastoaction/resources/media

Assessment

http://louisville.edu/ideastoaction/what/assessment

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Page 11: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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Making critical thinking visible:A Well-Cultivated Critical Thinker

Raises vital questions and problems, formulating them clearly and precisely

Gathers and assesses relevant information, using abstract ideas to interpret it effectively

Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards

Thinks open mindedly within alternative systems of thought, recognizing and assessing, as needs be, their assumptions, implications, and practical consequences

Communicates effectively with others in figuring out solutions to complex problems

The Miniature Guide to Critical Thinking, 2008, page 2 11

Page 12: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

How do you make critical thinking “visible”?

• Choose one critical thinking skill/behavior from the list of the “well-cultivated” critical thinker that you teach (or mentor) students to do well.

• Paraphrase it in your own words and elaborate on that behavior as it relates to a specific teaching context.

“In other words…”

• Give an example of how you teach this skill or an assignment that helps students master this skill.

“For example….”

• Try to describe the teaching/learning dynamic in terms of a metaphor, an illustration, a concept , or a diagram. “It’s like…”

12Page 3 of your worksheet packet

Page 13: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

For your teaching tool box: SEE-I

SS: State it

EE: Elaborate

EE: Exemplify

II: Illustrate

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Page 14: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Why use SEE-I?

• Using a SEE-I prompt requires you to clarify your thinking about an idea, concept or problem

• See page 44 in “Aspiring Thinker’s” Guide

• Communicating about your ideas or thinking using the SEE-I can be a tool for checking the accuracy of your thinking

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Page 15: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Gerald Nosich on the SEE-I

“If you can accurately S,E,E, then I a concept or principle in a course, it means you almost certainly have a good grasp of it, that you understand it to a much greater degree than if you are merely able to state it.”

15Nosich, G. “Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum.” (2009). p. 35.

Page 16: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

When to use a SEE-I

• As a prompt for courses or other learning contexts when teaching a new concept or when checking for understanding

• As a prompt for going deeper during a discussion: “Can you elaborate on that?” “Does someone have an example of this?”

• As a homework assignment /exam review/exam question

• Other?

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Page 17: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Examples of SEE-I in action

Dr. Lynn Boyd

College of Business

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Question: When could you use the SEE-I to prompt your students’ critical thinking about a concept, idea, or topic in your course?

Page 4 of your worksheet packet

Page 18: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Teaching Toolbox: Fundamental and Powerful (F&P) Concepts

• explain or help us think about a huge body of questions, problems, information, and situations.

• are attached to a course theme

• are to be contrasted with individual bits of information, or with less general concepts.

• reflect the primary and essential thinking trait(s) you want students to achieve at the end of an assignment/course.

18Bottom Line: What you are aiming for is to make those f&p concepts part of the way students think.

Page 19: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Faculty Examples of F&P Concepts

• English: Texts construct culture; cultures are complex sites of contest.

• Finance: Almost all decisions that corporations make have to be made under conditions of uncertainty.

• Psychology: Human thought and behavior can be studied scientifically.

• Engineering analysis: Use the principles of mathematics and science to obtain analytical solutions to engineering problems.

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Page 20: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

F&P Concepts for ELFH 690: Internship in Postsecondary Education

• Higher Education Administration– (skills, attitudes, behaviors, concepts of the field)

• Career Fit– (goals, interests, abilities, values, experiences)

• Professionalism– (leadership, interacting with others, choices, expectations)

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Page 21: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Fundamental and Powerful Concepts (worksheet, p. 3)

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Try writing one or more f&p concepts from your field/discipline that are essential to a course you are teaching.

Page 5 of your worksheet packet

Remember that f&p concepts are used in your thinking about every important question or problem in the course…..

…yet they also allow you to begin to think through questions that lie beyond the scope of the course…

Question: how can you illuminate and revisit the f&p in your assignments and course activities?

Page 22: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Making F&P concepts take root: Promoting Deep Learning

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“Deep learning is learning thattakes root in our apparatus ofunderstanding, in theembedded meanings thatdefine us and that we use todefine the world”

Tagg (2003)

Tagg, J. (2003). The learning paradigm college. Boston, MA: Anker.

Deep knowledge

Page 23: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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•Helps students go beneath the rote memorization of an idea : to “think through” ideas and concepts

•Relies on making connections between ideas and information (“connecting the dots”)

•Applies ideas and concepts to “real life”

•Fosters the integration and synthesis of information with prior learning or knowledge

Teaching Toolbox: Promoting Deep Learning

Page 24: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD
Page 25: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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Teaching Toolbox: Thinking Through Important Ideas and Concepts

• See page 46 in “Aspiring Thinker’s” Guide

• Choose one F&P concept from your list of course concepts

1. State the meaning of the concept in one simple sentence (boil down its essence in everyday language)

“X is….” or “In other words….”

2. State the significance of the idea or concept

“This idea is important because….

3. Give an example of the concept (as it applies to real life)

“For example….”

4. Connect the concept or idea to other concepts in the subject

“This concept is connected to the following ideas/concepts within the subject…”

5. Give examples for number 4. above

“Some examples that show the relationship between this idea and other important ideas are….”

Page 6 of your worksheet packet

Page 26: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Thinking Through Important Ideas: Why and When?

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Allows you to help students move beyond memorization and “work with” new concepts

Promote deep learning by focusing on •Integration•Synthesis•“Real life” relevance

Page 27: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Central Course Question:

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•provides the structure through which everything else is understood and all components of the course are connected.

•serves to unify your vision of the course and the field.

•is an open-ended but specific question that is ripe for exploration from a number of angles and has no easy, central “answer.”

•functions like a “mission statement” for your course

Page 28: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Faculty Examples of Central Course Questions

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English: In what ways and why did England change in the transition from medieval to early modern, and what was the role of texts in that change?

Criminal Justice: How does reading, understanding, and critiquing scholarly research publications in the field of criminal justice system develop a consumerism for criminal justice research?

Page 29: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Central Course Questions and F&P Concepts

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Central Course Questions from Finance:1.What are the major sources of uncertainty in doing business at home and abroad?

2. How is the required reward affected by the level and sources of uncertainty?

3. What are the compounding and mitigating sources of uncertainty on the multinational level?

4. How do multinational enterprises adapt their activities to manage uncertainty on the multinational level?

Almost all decisions that corporations make have to be made under conditions of uncertainty.

Page 30: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

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F&P Concept from Biology:An individual human's survival depends on homeostasis: the maintenance of relatively constant internal body conditions which are favorable for survival and function of many specialized cell types.

Central Course Questions:How do the forms of human body structures support their function?

How do the form and function of human body structures contribute to the maintenance of homeostasis?

How can we monitor the function of such structures in order to 1) understand their response to challenges and 2) determine whether they are working well enough to maintain homeostasis?

Central Course Questions and F&P Concepts

Page 31: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Teaching toolbox: your central course question

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Try writing the central course question of one of your courses. Write four versions of it.

Consider: Which one seems to capture the most central question of your course?

Page 7 of your worksheet

Page 32: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Try this at home:

Writing an answer to that question in a few paragraphs and consider how your course currently responds and reflects your answer.

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Your central course question

Question: How can you use your central course question to foster and illuminate the critical thinking you want your students to practice?

Page 33: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Core Concepts: teaching critical thinking

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Hold students responsible for the thinking they do.

Engage students in the thinking you want.

Make explicit the thinking you want.

Page 34: Dine and Discover Series Delphi Center for Teaching and learning Patricia Payette, PhD

Let’s share 10 Insights

Let’s generate 10 ideas, insights, strategies or new concepts you are taking away from today’s session.

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Page 8 of your worksheet