Building psychological critical thinkers from day one

1. Building psychologicalcritical thinkersfrom day one Jane S. Halonen University of West Florida

2. Objectives: Explore (briefly) some aspects of literature in critical thinking Examine novice-to-expert progression as a psychological thinker Share teaching strategies that facilitate optimal development (emphasis on first course)

3. This Sceptered Isle, A. Millar “Education appears to have sunk to an all-time low. Discipline is lax or nonexistent, exams have been made easier over time to compensate for falling standards, and constant testing and the dumbing down of the curriculum has eroded the enthusiasm of pupils.” 6-13-2008

4. Growth of CT in UK • A level tests show sharp increase in students taking CT version • Traditionalists criticize skills emphasis as dismissive of content • In contrast, concentrating on skills that transfer • Makes content as context for the skill • Produces more enduring learning • Facilitates greater employability

5. Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts. ~Henry Adams (1938-1918) American historian, author

6. Origins of this accidental critical thinking scholar… Prototypical psych major (i.e., “Why do I have to take research and statistics?”) New hire at Alverno College Research collaborator  What does it mean to teach critical thinking in psychology? 1983 - 1986

7. Why study psychology? So you won’t be a jerk.

8. Primary conclusions: CT is best thought of as a “state,” not a trait. CT features are context-specific: disciplinary and developmental. Engaging students to think critically is most effective through “disequilibrium.” Faculty struggle to surrender role of “stage on sage.”

9. The “briefcase” model:

10. Restoring equilibrium…

11. External event varies… • In the beginning, a whopper! For example: SAGGING The lower the pants, The lower the IQ… • As students progress from novice to expert, they can handle nuance and subtlety.

12. Fast forward to 2003… “A rubric for learning, teaching, and assessing scientific inquiry in psychology” Halonen, Bosack, Clay, & McCarthy Teaching of Psychology, 30, pp. 196-208 SCIENTIFIC INQUIRY = CRITICAL THINKING

13. What are the relevant “domains” of CT in psychology? Descriptive skills Conceptualization skills Problem-solving skills Ethical reasoning Practice of scientific values Communication skills Collaboration skills Self-assessment practice

14. Description skills: Unpacking a sample domain Observation Measurement Interpretation How do novices differ from experts? (a little audience participation would be nice….)

15. Observation Before training: Observes behavior superficially and recklessly Basic (novice): Observes general patterns but confuses observation and interpretation Developing: Distinguishes observation from interpretation Advanced (expert): Makes subtle, sensitive observations Professional (graduate): Sophisticated techniques appropriate to circumstance

16. Measurement Before training: Uses measurement imprecisely and in limited ways Basic (novice): Needs direction to rely on measurement but resists precision Developing: Uses measurement purposefully as empirical strategy, complying with precision demand Advanced (expert): Actively pursues appropriate instrumentation, reasoned measurement strategies Professional (graduate): Strives to produce optimal measurement strategy to reduce challenges to validity of conclusions

17. Interpretation Before training: Relies on intuition to produce obvious, simplistic conclusions Basic (novice): Forms judgment with limited regard to quality of evidence Developing: Selectively combines data-based interpretation with personal experience Advanced (expert): Relies on data for systematically for more complex interpretation Professional (graduate): Interprets behavior at appropriate level of complexity, reflecting context

18. How would this approach be reflected in psychology programs? • Programs that emphasize coherent, developmental focus • Course structures that include and promote CT student learning outcomes • Faculty who give up “covering the content” in service to cognitive goals

19. Retention curves (Ericksen, 1983)

20. Examples from introductory psychology The data page Two truths and a tale Quack like a duck “Think and do” homework The best exam ever What’s wrong with Emily?

21. The data page What information will help you Personalize the class? Learn student names faster? Contact students when necessary? Teach statistics more effectively?

22. Two truths and a tale: UK style I have spent many hours on a Norton motorcycle. I have been kissed by a member of Monty Python. I cannot enjoy clotted cream due to lactose intolerance. Votes reveal hypothesis skills, overconfidence, description skills.

23. Quack like a duck (Hunter, ’82) “Clear your desks.” “Write with a pencil. Preferably #2.” “Take off your watch.” “Put your shoes under the seat.” “If you’ve written poetry in last week, put your head down.” “If you’re Scottish, go to the back of the room and face the wall.”…. “Put two fingers up your nose and quack like a duck.”

24. “Think and do” page • Each class requires a prep page. • Questions based on reading • Activities or puzzles related to material • Could be an outline • Graded on good faith effort for prep. • Each prep counts for specific percent of grade.

25. The best exam ever Now that you have studied the brain, perception, sensation, etc., how do you manage to perform your preferred leisure activity?

27. Rubric • Shows reasonable depth of explanation • Addresses all questions asked • Relies on psychological concepts rather than personal opinion • Demonstrates creativity • Applies psychology concepts accurately to chosen activity • Accurately self-assesses

28. What’s Wrong with Emily? • Class interviews faux famous client (class graduate as Emily Dickinson). • Final exam involves description skills, conceptualization, questioning, collaboration, etc. • Outcomes: • Disagreement on diagnosis and treatment (just like in professional life) • Demonstration that clinical work not as easy as it looks on television • Students ask, “Is it okay if we do more research?”

30. Rubric • Describes behavior accurately and distinguishes from inference • Answers all parts of exam • Applies concepts (e.g., mental status) accurately • Justifies conclusions • Accurately self-assesses

31. Key Success Elements • Reward preparation • Share air time • Clarify performance expectation--> write GREAT rubrics • Require student self-assessment • Pursue perfection (…or at least improvement)

32. What American Psychological Association resources support critical thinking focus? • National standards for introductory psychology • Guidelines/goals/outcomes for undergraduate programs • Core competences for scientifically-minded clinicians • Community college task force work • Puget Sound conference

33. Selected References Barr, R.B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27, 6, 12-25. Dunn, D.S., Mehrotra, C.M., & Halonen, J.S. (2004). Measuring up: Educational assessment challenges and practices for psychology. Washington, DC: American Psychological Association. Ericksen, S.C. (1983). Private measures of good teaching. Teaching of Psychology, 10, 133-136. Hunter, W.J. (1982). Obedience to authority. Activities resource handbook for psychology. Washington, DC: American Psychological Association. Mentkowski, M., Rogers, G., Doherty, A., Loacker, G., Hart, J.R., Richards, W. et al. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass.

34. How does it feel to be a novice?

35. For follow-up: jhalonen@uwf.edu I welcome conversations about teaching as a respite from DeanLand…