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Gem Thomerson, Ed.D. * gem.thomerson@vanderbilt.edu 1

CHALLENGING MINDS: CRITICAL THINKING AS A HABIT OF DAILY INSTRUCTION

Gem Thomerson, Ed.D.

Director, Vanderbilt Programs for Talented Youth gem.thomerson@vanderbilt.edu

Notice the details in the artifacts below. Based on these details, discuss with a partner what you can infer about the culture of the people.

“IT IS THE MARK OF AN EDUCATED MIND TO BE ABLE TO ENTERTAIN A THOUGHT WITHOUT ACCEPTING IT.”

~ Aristotle

CRITICAL THINKING: A DEFINITION Is the process of analyzing and

assessing thinking with a view of improving it.

Deconstructing Critical Thinking: SEED-y Triad • State – Define

• Critical thinking is the process of analyzing and assessing thinking with a view of improving it.

• Elaborate – Use your own words to relay your understanding of critical thinking

• Exemplify – List examples and non-examples of critical thinking

• Demonstrate/Illustrate – Create a symbol, metaphor, analogy representing critical thinking

Critical Thinking is… • The process of analyzing and assessing thinking

with a view of improving it. • The careful and deliberate determination of what to

believe or do based on personal judgment, knowledge, observations, or expected results.

• Reasoning • Purposeful thinking • A process of assessing or judging; •  Its analytic and evaluative thinking behavior • Assesses where creative thinking originates •  Individualized meaning making of content and skills (Paul & Elder, 2005)

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Gem Thomerson, Ed.D. * gem.thomerson@vanderbilt.edu 2

Critical & Creative Thinking Are Intimately Related

CREATIVE THINKING is…

§  Thinking that diverges from a single thought or entity

§  The ability to generate, synthesize, find alternatives, adapt, substitute and elaborate

§  Key Words: Making, designing, producing

CRITICAL THINKING is…

§  Thinking that converges on a single thought or entity

§  The ability to organize, analyze or evaluate information

§  Key Words: Assessing, judging

Why Critical Thinking?

Intellectual Goals

• Humility • Courage • Autonomy • Empathy • Perseverance •  Integrity • Reasoning

Elements of Critical Thought

• Purpose for Thinking • Questions •  Information •  Inferring • Concepts • Assumptions •  Implications &

Consequences • Points of View

(Paul & Elder, 2005)

Critical Thinking Model

(Paul & Elder, 2005)

Critical Thinking & Its Connection to YOU! •  “There is a direct relationship between teacher

practices and a student’s development of critical thinking. To the extent that teachers foster the development of thinking abilities through their practices, students will develop these abilities.” Elder (2009)

• Moreover, critical thinking requires the teacher to be “open to the moment,” (Van Tassel-Baska, 2006) asking probing questions that promote deeper thinking, engaging the class in tasks that encourage the practice of higher-level thinking behavior.

Critical Thinking & Its Connection to the Learner

•  “Critical thinking fundamentals we would teach the ‘gifted’ student are the same as those we would teach the ‘typical’ student, though the pace at which students will learn will differ…the foundations of critical thinking are the same, no matter what the teaching conditions, no matter what level or content area” (Elder, 2009).

•  “In teaching for thinking, the concern is not how many

answers students know, but what they do when they do not know; the goal is not merely to reproduce knowledge, but to create knowledge and grow in cognitive abilities” (Paul & Elder, 2005).

The Integrated Curriculum Model

(VanTassel-Baska, 1986; Stambaugh, 2014)

Process & Products

“The How”

Concept/ Issue “The Wow”

Advanced Content

“The What”

PROCESSES of YOUR DISCIPLINE

Scientific Method Literary Analysis Problem Solving Models Document Analysis

BIG IDEAS WITHIN & ACROSS FIELDS - Systems, Cause and Effect, Order & Chaos - Applied in Meaningful Ways

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Gem Thomerson, Ed.D. * gem.thomerson@vanderbilt.edu 3

WAYS TO PROMOTE CRITICAL THINKING AS A HABIT OF INSTRUCTION

• Making Inferences • SEED-Y Triad • Analogies • Socratic Method

Analogous Analogies Analogies are expressions of relationships between words and concepts.

The organization of analogous relationships engages mathematical, analytical learners while challenging verbal learners with the art of language. Moreover, analogies assist the gifted learner by engaging their mind in higher level word/concept comprehension and logical abilities.

Moreover, analogies are used to assist students in engaging in higher level word comprehension and logical abilities. Students must analyze simple to complex relationships between facts or concepts and use higher level thinking skills as they comprehend and communicate the significance of analogous relationships.

Sample Analogous Relationships and Analogies: -  NOUN : CHARACTERISTIC swamp : soggy::____________________ -  ARITHMETIC (1+2) : (5-2) ::_______________________ Ideas for Implementation: •  Have students solve analogies in the different content areas using

content area vocabulary. •  Invite students to design their own analogies for their peers to solve.

What are the Analogies Telling You About What Students Know and Understand? •  England : Magna Carta :: Rest of Europe : Monarch has absolute power •  Spain : Muslim :: Rest of Europe : Christian •  Roman Catholic : Europe :: Hinduism : India •  Granny Smith : Apple :: Bubonic Plague : Black Death •  Heretic : Heresy :: Criminal : Crime •  Parliament : Magna Carta :: Congress : U.S. Constitution •  Black Death : Europe :: Overgrazing : Sub-Saharan Africa •  England’s King : Japanese Emperor :: Nobles : Shogun •  Cell Wall : Cell :: Knight : Land •  Japan : Peasants :: Europe : Serfs •  Black Death : Traders :: Christianity : Missionaries and Monks •  Christians in Spain : Not Religiously Tolerant :: Muslims : Religiously Tolerant •  Bushido Code : Samurai :: Chivalry : Knight •  Europe : Christianity :: Japan : Zen Buddhism and Shinto •  Manor : Kingdom :: City : State •  Magna Carta : U.S. Constitution :: Cricket : Baseball •  Monks : Spread Christianity :: Dry Forest : Wild Fire •  Black Death : Infected Fleas :: Small Pox : Spaniards in the New World

ALL I KNOW IS THAT I KNOW NOTHING!

~ Socrates

The Purpose of Socratic Seminars To possess a deeper level of understanding of a concept or issue through a formal discussion.

What Role Does Critical Thinking Play in Socratic Method?

• Critical Thinking provides the conceptual tools for understanding how the mind functions…in it’s pursuit of meaning and truth.

• Socratic Questioning employs those tools in framing questions essential to the pursuit of meaning and truth.

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Gem Thomerson, Ed.D. * gem.thomerson@vanderbilt.edu 4

Goals of Socratic Method Socratic Questioning

•  Raises relevant, real world issues •  Probes beneath the surface of

things •  Pursues problematic areas of

thought •  Allows participants to discover the

structure of their own thought •  Encourages sensitivity to clarity,

accuracy, relevance and depth •  Invites participants to reason •  Nurtures an analysis of thinking as

well as invites perspectives of others

Socratic Seminars

•  Fosters critical & creative thinking •  Promotes inquiry •  Enhances communication skills

•  Verbal and nonverbal •  Promotes the etiquette and

practice of critical discourse •  Allows for self reflection •  Invites the design of learning

goals for self & the learning community

•  Knows no boundaries among disciplines

•  Meets multiple CCSS (Paul & Elder, 2007)

Do You See Critical Thinking in the Questions? Math •  What are the BIG ideas associated with mathematics? •  What is the purpose for studying math? •  What kinds of questions should be asked in regards to discipline mathematics? •  How should studying math affect your view of the world? Explorer Seminar •  Was the coming of the European explorers a positive or negative change? •  Is it okay for a person to claim lands for their community? If you think, yes,

when it is okay to do so? •  Should the Europeans be blamed for the death of the Native Americans? Ancient Civilizations •  In your opinion, what is the most important element that makes a successful

civilization? Please explain your reasoning and use examples to justify it. •  What is the least important element? Explain your reasoning with justification. •  We have struggled with the idea of adding a 9th element, technology, to the list.

Do you believe “technology” should be added to the list? Why or why not? Remember to provide examples to support you stance.

IN THINKING CRITICALLY, WE TAKE COMMAND OF THE MEANING WE CREATE.

~ Richard Paul

Resources to Assist You in Making Critical Thinking a Habit of Your Daily Instruction

•  Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle and high school. Maine: Stenhouse Publishers.

•  Elder, L. & Paul, R. (2005). The nature & functions of critical & creative thinking. Dillon Beach: Foundation for Critical Thinking.

•  Enersen, D. , Robinson, A. & Shore, B. (2007). Best Practices in Gifted Education: An Evidence-Based Guide. Waco:Prufrock Press Inc.

•  Paul, R. & Elder, L. (2009). The miniature guide to critical thinking concepts and tools. Dillon Beach: The Foundation for Critical Thinking.

•  Paul, R. & Elder, L. (2007). The art of Socratic questioning. Dillon Beach: The Foundation for Critical Thinking.

•  Van Tassel-Baska, J. & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.). Boston: Pearson.