Enhancement Option #4: Higher Level Critical Thinking Exercises (e.g., assignments that specifically develop analysis, synthesis and evaluation, as opposed to lower-level critical thinking exercises that target knowledge, comprehension and application) Corresponding COMAR requirement for one credit hour (COMAR regulation .16.C.1.c. and/or d.): Additional 45 hours per semester of supervised, documented learning and/or supervised instruction and documented learning through appropriate technology mediums.

Critical Thinking

Fulton School Curriculum Reform Workshop

August 17, 2007

California Study

“Though the overwhelming majority (89%) claimed critical thinking to be a primary objective of their instruction, only a small minority (19%) could give a clear explanation of what critical thinking is. Furthermore, according to their answers, only 9% of the respondents were clearly teaching for critical thinking on a typical day in class.”

Paul, Richard, et. al., “Study of 38 Public and 28 Private Universities to Determine Faculty Emphasis on Critical Thinking Instruction”<http:www.criticalthinking.org/research/Abstract-RPAUL-38public.cfm>

Results of CA Study of 38 public and 28 Private Colleges and UniversitiesA significant percentage of faculty:

Do not understand the connection of critical thinking to intellectual standards.Inadvertently confuse active involvement of students in classroom activities with critical thinking in those activities.Cannot provide plausible examples of how they foster critical thinking in the classroom.Are not able to plausibly explain how to reconcile covering content with the fostering of critical thinking.Do not consider reasoning as a significant focus of critical thinking.Cannot specify basic structures essential to the analysis of reasoning.Cannot give an intelligible explanation of basic abilities either in critical thinking or in reasoning.Are unable to name a particular theory or theorist that has shaped their concept of critical thinking.

Some Definitions of Critical Thinking

“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do.”

Ennis, Robert.“A Taxonomy of Critical Thinking Skills & Disposition.” Teaching Thinking Skills:Theory and Practice, Ed. Joan Boykoff Baron and Robert J. Sternberg. New York: Freeman, 1987, 9-26.

Some Definitions of Critical Thinking

“Critical thinking is skillful, responsible thinking that is conducive to good judgment because it is sensitive to context, relies on criteria, and is self-correcting.”

Lipman, Matthew.Thinking in Education. Cambridge: Cambridge University Press. 1995.

Some Definitions of Critical Thinking

“Critical thinking is thinking about your thinking, while you’re thinking, in order to make your thinking better.”

Richard Paul, informal definitionFellow, Center for Critical Thinking

dobe Acrobat 7.Document

Critical Thinking vs. Problem Solving“Questions are a fundamental part of critical

thinking, and one of the most difficult skills in critical thinking is learning to notice that there is a question you should be asking, a problem you should be solving. In problem solving, on the other hand, someone give you the problem—and your job is to solve it. Critical thinking is different because it begins with posing the problem in the first place” (18-19).

Standards of Critical Thinking

ClearAccurateImportant, relevantSufficient

DeepBroadPrecise

Additional Critical Thinking Standards

ReasonableLogicalRationalConsistentFalsifiable

TestableWell organizedAuthenticatedEffectiveFactual

Non-Critical Thinking Standards

FunExcitingFeels goodAttention-gettingPopular

ChicSpontaneousAdvantageousBeneficial to me

Thinking Critically in the Discipline

“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do.”

Ennis

“Critical thinking in biology is reasonable, reflective biological thinking that is focused on deciding what to believe or do in biology, and in the relation between biology and the world at large.”

Critical Thinking in the Discipline

“Critical thinking is skillful, reasonable thinking that is conducive to good judgment because it is sensitive to context, relies on criteria, and is self-correcting.”

Lipman

“Critical thinking in history is skillful, responsible thinking that is conducive to good historical judgment, because it is sensitive both to historical contexts and to other contexts which have a relation to history; it relies on historical criteria, and it is self-correcting.”

What does the Logic of a Field Consist of?“A set of purposes, key assumptions about

the world, key concepts and models that people in the field use to gather and categorize information and trace out its implications. It involves a unique and fertile point of view in which people draw end conclusions that could not be drawn without the discipline. A good way to describe practitioners is to say that they have ownership of the logic of that field.”

Fundamental and Powerful Concepts in Disciplines

“A fundamental and powerful concept is one that can be used to explain or think out a huge body of questions, problems, information, and situations. All fields have f&p concepts, but there are a relatively small number of them in any particular area. They are the most central and useful ideas in the discipline [bold mine].”

Putting it All Together: QEDS

Q: Looking critically at the question being asked;

E: thinking it through using the elements and

D: the central concepts and questions in the discipline;

S: assessing and revising your thinking using the standards.

A Well-Developed Critical Thinker is:A good listenerSomeone who speaks thoughtfullySomeone who searches for explanations (who gets at the “why” of thingsAn observant personSomeone who seeks out reliable information when dealing with important questions

A good decision-makerSomeone who is centered; proactive rather than reactiveSomeone open to new ideas: not stubborn, not closed-minded

A truth-seekerA good reader, a good writer (someone who is reliably clear, accurate, and relevant in both areas)Someone who understands other people, or seeks to:

Their reasons and motivationsTheir emotionsTheir points of view

A self-aware person: aware ofStrengths and weaknessesAbilities and disabilitiesHis or her own tendencies toward egocentrism

Critical Thinking Character TraitsIntellectual humilityIntellectual courageIntellectual empathyIntellectual perseveranceIntellectual integrityConfidence in reasonsFair-mindednessIntellectual autonomy

Social responsibilityHumane valuesIntellectual curiosityAesthetic ValuesWellness

SU SLG Dispositions