Stepping it Up: Stepping it Up: Combining TBL and Combining TBL and

Critical Thinking Critical Thinking StrategiesStrategiesHarry Meeuwsen

University of Texas at el Paso

OutlineOutline

1.1. Why explicit instruction in Critical Thinking?Why explicit instruction in Critical Thinking?2.2. How I apply Team Based LearningHow I apply Team Based Learning3.3. Critical thinking definitionsCritical thinking definitions4.4. Structure of Critical Thinking StrategiesStructure of Critical Thinking Strategies

• David PerkinsDavid Perkins• Paul & ElderPaul & Elder• Wolcott & LynchWolcott & Lynch

5.5. Commonalities in the modelsCommonalities in the models6.6. Application and integration of Critical ThinkingApplication and integration of Critical Thinking7.7. Student reflectionsStudent reflections8.8. SummarySummary

ACHIEVE COURSE THEME: Optimizing the learning experience through the application of motor learning and control concepts

TTC builds on RAP 1

TTC 2 Builds on previous learning

TTC 3 Builds on previous learning

Homework TTC 1: Chapter 1

STUDENT PREPARATION

PRIOR TO CLASS

Study for RAP Quiz Chapter 1

TTC 2: Chapter 2TTC 3:

Integrate Ch 1 and 2

ACTIVITIES DURING CLASS

Session 1:RAP Quiz Chapter 1

Session 2:1) Review TTC 12) Team Assiggnm Ch 13) Assessment & feedback

Session 3:1) Review TTC 22) Team Assiggnm Ch 23) Assessment & feedback

Session 4: Summative Team Assignment for Unit 1: Assessment & feedback

Unit I; Setting Expectations and Ground Rules. Introduction to course theme, structure, instructional teachnology, critical thinking TBL

Unit 2: Chapters 1 & 2

Unit Duration 2 weeks, 4 class

sessions

Critical Thinking is...Critical Thinking is... the examination and test of propositions of any kind which the examination and test of propositions of any kind which

are offered for acceptance, in order to find out whether are offered for acceptance, in order to find out whether they correspond to reality or not (William Graham they correspond to reality or not (William Graham Sumner, 1906)Sumner, 1906)

the intellectually disciplined process of actively and skillfully the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. (Scriven & Paul, reasons, depth, breadth, and fairness. (Scriven & Paul, 2007)2007)

Why Teach Critical Thinking in TBL ? Why Teach Critical Thinking in TBL ? Critical Thinking as a formal strategy does not appear automatically when Critical Thinking as a formal strategy does not appear automatically when

using TBLusing TBL

Our undergraduate students possess poor thinking strategiesOur undergraduate students possess poor thinking strategies

Most problems in movement education are open-ended problems that Most problems in movement education are open-ended problems that contain many uncertainties and multiple solutionscontain many uncertainties and multiple solutions

TBL is an excellent strategy to teach Critical Thinking:TBL is an excellent strategy to teach Critical Thinking:• Students engage each other in permanent teamsStudents engage each other in permanent teams

• Creates greater trust and better give-and-take discussionsCreates greater trust and better give-and-take discussions• Can easily incorporate assignments thatCan easily incorporate assignments that

• Use open ended problems Use open ended problems (Lynch, Wolcott, & Huber, 2000)(Lynch, Wolcott, & Huber, 2000) : :• Cannot be described completely and contain uncertaintiesCannot be described completely and contain uncertainties• Have more than one possible solutionHave more than one possible solution• Generate controversy, even among experts Generate controversy, even among experts • Need to be addressed repeatedly over time as conditions change Need to be addressed repeatedly over time as conditions change

• Are better solved using a critical thinking strategyAre better solved using a critical thinking strategy• Provide repeated opportunities to practiceProvide repeated opportunities to practice• Progressively increase the complexity of the thought processProgressively increase the complexity of the thought process

Perkins’ (1984) ModelPerkins’ (1984) Model

Five Basic Questions Five Basic Questions

1.1. What is the purpose of the issue?What is the purpose of the issue?

2.2. How is it structured and organized?How is it structured and organized?

3.3. What is an example or model case?What is an example or model case?

4.4. What statements and reasons are used What statements and reasons are used to explain and/or evaluate it?to explain and/or evaluate it?

5.5. How do we know it has achieved its How do we know it has achieved its purpose/has an impact?purpose/has an impact?

Paul & Elder (1996)Paul & Elder (1996)(see http://www.criticalthinking.org/)(see http://www.criticalthinking.org/)

The Elements of Reasoning:The Elements of Reasoning: All reasoning has a All reasoning has a PURPOSEPURPOSE All reasoning is an attempt to All reasoning is an attempt to FIGURE FIGURE

SOMETHING OUT, TO SETTLE SOME SOMETHING OUT, TO SETTLE SOME QUESTION, TO SOLVE SOME QUESTION, TO SOLVE SOME PROBLEM.PROBLEM.

All reasoning is based on All reasoning is based on ASSUMPTIONSASSUMPTIONS All reasoning is done from some All reasoning is done from some POINT OF POINT OF

VIEWVIEW

Paul & Elder (1996) continuedPaul & Elder (1996) continued

5.5. All reasoning is based on All reasoning is based on DATA, DATA, INFORMATION and EVIDENCEINFORMATION and EVIDENCE

6.6. All reasoning is expressed through, and All reasoning is expressed through, and shaped by, shaped by, CONCEPTSCONCEPTS and and IDEASIDEAS

7.7. All reasoning contains All reasoning contains INFERENCESINFERENCES or or INTERPRETATIONSINTERPRETATIONS by which we draw by which we draw CONCLUSIONSCONCLUSIONS and give meaning to data and give meaning to data

8.8. All reasoning leads somewhere or has All reasoning leads somewhere or has IMPLICATIONSIMPLICATIONS and and CONSEQUENCESCONSEQUENCES

Lynch, Wolcott, & Huber Lynch, Wolcott, & Huber (2000)(2000)

(see (see http://www.wolcottlynch.com/)http://www.wolcottlynch.com/)

Components similar to Paul & Elder’s modelComponents similar to Paul & Elder’s model Is progressive: uses Is progressive: uses stepssteps to attain better to attain better

thinking (see handout)thinking (see handout) Is developmental: uses performance Is developmental: uses performance

patterns to describe developmental levelpatterns to describe developmental level Creates a taxonomy of 2 dimensions: Creates a taxonomy of 2 dimensions:

Steps (foundation + 4)Steps (foundation + 4) Performance Patterns (5)Performance Patterns (5)

FOUNDATIONKnowledge and Skills

• Repeat or paraphraseinformation fromtextbooks, notes, etc.

• Reason to single"correct" solution,perform computations,etc.

STEP 1Identify the Problem,Relevant Information,and Uncertainties(low cognitivecomplexity)

• Identify problem andacknowledge reasonsfor enduring uncertaintyand absence of single"correct" solution

• Identify relevantinformation anduncertainties embeddedin the information

STEP 2ExploreInterpretations andConnections(moderate cognitivecomplexity)

• Interpret information:(1) Recognize andcontrol for own biases(2) Articulateassumptions andreasoning associatedwith alternative pointsof view(3) Qualitativelyinterpret evidence froma variety of points ofview

• Organize information inmeaningful ways thatencompass problemcomplexities

STEP 3Prioritize Alternativesand ImplementConclusions(high cognitivecomplexity)

• After thoroughanalysis, develop anduse reasonableguidelines for prioritizingfactors to consider andchoosing amongsolution options

• Efficiently implementconclusions, involvingothers as needed

STEP 4Envision and DirectStrategic Innovation(highest cognitivecomplexity)

• Acknowledge, explain,and monitor limitationsof endorsed solution

• Integrate skills into on-going process forgenerating and usinginformation to guidestrategic innovation

STEP 4:Envisioning

STEP 3:Prioritizing

STEP 2:Exploring

STEP 1:Identifying

FOUNDATION:Knowing

Developmental Performance PatternsDevelopmental Performance Patterns

Performance Pattern 0: Performance Pattern 0: ““Confused Fact-Finder”Confused Fact-Finder”

Performance Pattern 1: Performance Pattern 1: ““Biased Jumper”Biased Jumper”

Performance Pattern 2: Performance Pattern 2: ““Perpetual Analyzer”Perpetual Analyzer”

Performance Pattern 3: Performance Pattern 3: ““Pragmatic Performer”Pragmatic Performer”

Performance Pattern 4: Performance Pattern 4: ““Strategic Re-Visioner”Strategic Re-Visioner”

Common ComponentsCommon Components1.1. Clarify nature of the problem: Clarify nature of the problem:

• Identify the key question(s) and uncertaintiesIdentify the key question(s) and uncertainties

2.2. Identify and assess the quality and relevance of Identify and assess the quality and relevance of informationinformation

• Recognize personal and others’ biasesRecognize personal and others’ biases

3.3. Identify assumptions (self and others)Identify assumptions (self and others)4.4. Identify various points of view that may underlie Identify various points of view that may underlie

disagreementsdisagreements5.5. Use inferences or evaluation strategy to draw Use inferences or evaluation strategy to draw

conclusionsconclusions6.6. Assess the implications of conclusionsAssess the implications of conclusions7.7. Implement solution, assess consequences, and Implement solution, assess consequences, and

revise solution when neededrevise solution when needed

Integrating TBL and CT: Integrating TBL and CT: My attemptMy attempt

Ticket To Class 1 and In-Class Assignment Ticket To Class 1 and In-Class Assignment 1 (see handout)1 (see handout)

Connections to Critical ThinkingConnections to Critical Thinking Use of multimedia (video clips are great Use of multimedia (video clips are great

“hooks”)“hooks”) Throwing and Catching Video clipThrowing and Catching Video clip Attempted basketball fakeAttempted basketball fake

Progressively Demand Progressively Demand MoreMore ““Pull through” from initial exposure to summative Pull through” from initial exposure to summative

assignment:assignment: Summative Assignment Unit 2: Ticket To Class 3 and Summative Assignment Unit 2: Ticket To Class 3 and

In-Class Assignment 3 (see handout)In-Class Assignment 3 (see handout) Summative Assignment Unit 4:Ticket To Class 12 and Summative Assignment Unit 4:Ticket To Class 12 and

In-Class Assignment 12 (see handout)In-Class Assignment 12 (see handout) Connections to Critical ThinkingConnections to Critical Thinking

Critical Thinking based rubricCritical Thinking based rubric

OutcomesOutcomes Students’ reflections (see handout)Students’ reflections (see handout)

ConclusionsConclusions TBL is an excellent strategy to teach critical thinking butTBL is an excellent strategy to teach critical thinking but

Same problem; specific choice; simultaneous Same problem; specific choice; simultaneous presentation engages them in discussion but do not presentation engages them in discussion but do not help students learn a critical thinking strategyhelp students learn a critical thinking strategy

Teaching a formal critical thinking model benefits life-Teaching a formal critical thinking model benefits life-long learning; they are discipline-independentlong learning; they are discipline-independent

Students can learn how to think if the design of the Students can learn how to think if the design of the assignment explicitly forces them to do so repeatedlyassignment explicitly forces them to do so repeatedly

Without explicit instruction on CT most students will not Without explicit instruction on CT most students will not learn how to think things through systematically learn how to think things through systematically

Moving up one pattern (Wolcott & Lynch) in one Moving up one pattern (Wolcott & Lynch) in one semester is attainablesemester is attainable Caution: Level of thinking is context, mood dependentCaution: Level of thinking is context, mood dependent

Content attainment is secondary to broader goals but Content attainment is secondary to broader goals but benefits greatlybenefits greatly

SummarySummary

1.1. How I apply Team Based LearningHow I apply Team Based Learning

2.2. Critical thinking definitions and modelsCritical thinking definitions and models

3.3. Application and integration of Critical Application and integration of Critical Thinking in homework and in-class Thinking in homework and in-class assignmentsassignments

4.4. Student reflectionsStudent reflections