Integrative

Learning to Enhance Critical

ThinkingTILT Summer Workshop

Colorado State UniversityMay 18, 2011

Agenda

9:00 Introductions

9:30 Workshop Objectives

9:35 Critical Thinking

9:45 Integrative Learning

10:00 Panel - Examples of IL

10:30 Break

10:45 Designing CT Assign. I

11:15 Panel – Benefits of CT and IL

12:00 Lunch

1:00 Designing CT Assign. II

1:30 Designing IL Assign.

2:45 Workshop Summary

Introductions

Workshop Facilitators:Laura Giles Jon LeydensTeresa MetzgerTae NosakaMike

PalmquistTom SillerPaul Thayer

Participants:

NameDepartmentCourses Workshop Goals

Workshop Objectives

When we finish this workshop, we should be able to

Demonstrate sufficient understanding of integrative learning concepts by applying them to courses and/or assignments designed to elicit critical thinking.

Design assignments that foster the forging of connections across diverse problem contexts (e.g., between course knowledge and knowledge in a discipline, in a core curriculum, or in practice).

Follow an interest in participating in continuing professional development work on curriculum development that involves integrative learning.

Workshop Objectives

When we finish this workshop, we should be able to

Demonstrate sufficient understanding of integrative learning concepts by applying them to courses and/or assignments designed to elicit critical thinking.

Design assignments that foster the forging of connections across diverse problem contexts (e.g., between course knowledge and knowledge in a discipline, in a core curriculum, or in practice).

What is Critical Thinking?

1

1) Critical thinking…

…is rooted in learners’ engagement with a high-quality problem, wherein inquiry is motivated by curiosity (e.g., Dewey, 1916; Meyers, 1986).

Challenge for Instructors

How do we design courses and/or assignments that inspire curiosity-driven problem engagement among our students?

What is Critical Thinking?

2

2) Critical thinking…

…involves “identifying and challenging assumptions and exploring alternative ways of thinking and acting”

(Brookfield, 1987).

Challenge for Instructors

Through course and/or assignment design, how do we inspire curiosity-driven problem engagement that empowers students to identify and challenge assumptions and explore alternative ways of thinking?

What is Integrative Learning?

Integrative Learning…

“has limited common meaning” (DeZure, Babb, and Waldmann, 2005).

Integrative Learning

“is an understanding and a disposition that a student builds across the curriculum and cocurriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus”

(Rhodes, 2010: ©American Association of Colleges and Universities)

Integrated Learning

can produce an interdisciplinary understanding, “the capacity to integrate knowledge and modes of thinking [drawn from] two or more disciplines to produce a cognitive advancement—for example, explaining a phenomenon, solving a problem, creating a product, or raising a new question—in ways that would have been unlikely through single disciplinary means” (Mansilla, 2006).

Pre-Integrative Learning

Course Knowledge

?

Disciplinary

Knowledge

Knowledge from Other

Disciplines

Practice

Integrative Learning

Course Knowledge

!

Disciplinary

Knowledge

Knowledge from Other

Disciplines

Practice

PeerReview Magazine, Summer/Fall 2005

CT+IL= Overarching Workshop Questions

Through course and/or assignment design, how do we ask the kinds of questions that inspire curiosity-driven problem engagement that empowers students to identify and challenge assumptions and explore alternative ways of thinking? (Critical Thinking)

And how do we do this in ways that foster connections among ideas and experiences so students synthesize and transfer learning to new, complex situations within and beyond the campus. (Integrative Learning)

Panel: Examples of Integrative Learning Assignments That Foster Critical Thinking

Tae – Psycho-Biology

Tom – Engineering & the Brain

Paul - Why are students the way they are?

Teresa - Live Green Retreat

Live Green Retreat Great Sand Dunes National Park and Preserve

Designing CT Assignments

Through course and/or assignment design, how do we ask the kinds of questions that inspire curiosity-driven problem engagement?

Thinking about your course and assignment learning objectives, devise 1-2 of such questions and/or assignments.

Discuss and report back

Panel: Benefits of CT & IL?

Questions for Panelists

Why do you think critical thinking activities promote student learning?

Why do you think integrative learning activities promote student learning?

How do we educate the whole person? And for you and for your discipline, what benefits emerge from educating the whole person using IL?

Designing CT Assignments

Through course and/or assignment design, how do we empower students to identify and challenge assumptions and explore alternative perspectives/ways of thinking?

Brainstorm, discuss, and report

Designing IL Assignments

Take five minutes to create a visual representation of an integrative learning assignment, including

1. An overarching question or context that makes the assignment relevant.

2. An initial assignment description

3. Connections between this course and other knowledge/experience areas (e.g., other courses, co-curricular links, practice, life experiences, etc.)

Discuss in Groups

Designing Purposeful & Integrative Learning

See Handout

Discuss at your tables, then with all.

366 Days of Integrative Learning Starts…Today

Workshop Wrap Up

Future Activities

Sign Up Sheets