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DEVELOP ING CRITICAL THINKERS

DEVELOP ING CRITICAL THINKERS. Stephen Brookfield University of St. Thomas Minneapolis-St. Paul www.stephenbrookfield.com. Someone Who Thinks Critically Can …. Identify Assumptions Check Assumptions Judge Validity of Evidence View Assumptions & Evidence from Multiple Perspectives

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DEVELOP ING CRITICAL THINKERS

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  1. DEVELOPING CRITICAL THINKERS Stephen Brookfield University of St. Thomas Minneapolis-St. Paul www.stephenbrookfield.com

  2. Someone Who Thinks Critically Can … • Identify Assumptions • Check Assumptions • Judge Validity of Evidence • ViewAssumptions & Evidence from Multiple Perspectives • Take Informed Action

  3. AN INFORMED ACTION IS … • One Based on Evidence • One Where Evidence Can be Cited • One That Can be Explained & Justified Clearly • One That Has Its Assumptions Known & Checked • One That Stands a Chance of Achieving Its Intended Consequence

  4. TRADITIONS • ANALYTIC PHILOSOPHY – logical fallacies, argument analysis – inductive, deductive, analogical, inferential • NATURAL SCIENCE – hypothetical-deductive method, principle of falsifiability • CRITICAL THEORY – uncovering power dynamics & ideological manipulation • PRAGMATISM – experimental pursuit of beautiful consequences (democracy)

  5. KINDS OF ASSUMPTIONS • CAUSAL - purport to explain a sequence of events • PRESCRIPTIVE - assumptions about how things should happen • PARADIGMATIC - framing, structuring assumptions viewed as obvious

  6. How Is CRITICAL THINKING Learned?What Students Say … • By Instructors MODELING, MODELING & MODELING via:- • Critical Incident Questionnaire • Assumption Hunting • Assumption Inventories • Constantly Citing Evidence • Publicly Assessing Evidence • Ending Practicum, Lectures & Seminars with Questions, not Conclusions

  7. Critical Incident Questionnaire (CIQ) • MOMENT MOST ENGAGED AS LEARNER • MOMENT MOST DISTANCED • ACTION MOST HELPFUL • ACTION MOST CONFUSING • WHAT SURPRISED YOU MOST

  8. HOW ADMINISTERED? • Last 5 minutes of Class • Anonymous • Frequency Analysis of Main Themes • Reported Out at Start of Next Class • Negotiation NOT Capitulation

  9. How Is It Learned?Assumptions Inventories • What’s the decision we’ve just made? • What’s the chief piece of evidence the decision is based on? • What assumptions is the decision based on? • What do we hope to achieve by taking this decision? • What is questionable about the decision?

  10. How Is It Learned?What Students’ say • Consistently providing Real World Illustrations / Examples / Case studies • Instructor Point - Counterpoint / Structured Devil’s Advocacy / Speaking in Tongues

  11. How Is It Learned?What Students’ Say • Scaffolded Via Extensive Instructor Examples / Repeated Practice • Incremental - Begin With Basic Mental Protocol /Inquiry Applied to Topics Well Away From Students’ Experiences then Gradually Move Closer to Home (c.f. Vigorous Exercise)

  12. Incorporating Critical Thinking Into Assignments – Assignments Should .. • Request Source of Evidence • Ask Students to Judge Validity of Different Sources Used - online, textbooks, students’ notes, course packet etc. • Contain Frequent Tests of Application - How Does the Knowledge / Skill Apply in Practice or Explain New Problems?

  13. Incorporating Critical Thinking Into Assignments – Assignments Should .. • Ask for Frequent Examples of Application - Student Generated or Via Multiple Choice • Ask Students to Identify Assumptions - Causal, Prescriptive, Paradigmatic • Require a Critical Thinking Audit

  14. Critical Thinking Audit • What Assumptions Have Been Confirmed • What Assumptions have Been Challenged? • What New Assumptions Have Been Discovered?

  15. Critical Thinking Audit • What Evidence Was Most Accessible • What Evidence Was Most Accurate • Which Evidence is Most Open to Question?

  16. Critical Thinking Audit • Where is Further Inquiry Needed? • How Did the Learning Fitthe Real World? • Which Assumptions Could Not be Checked Adequately?

  17. How Is It Assessed? • Pre-test / Post test (Simulations, Scenarios) • Critical Thinking Audits • Standardized Tests (Ennis-Weir, New Jersey, California, CAAP, Watson-Glaser) • Learning Journals • Multiple Choice Questions in Each Unit Specifically on Assumptions / Evidence

  18. Follow Up … • www.stephenbrookfield.com • DEVELOPING CRITICAL THINKERS (1991) • TEACHING FOR CRITICAL THINKING (2012) • Both published Jossey-Bass • sdbrookfield@stthomas.edu

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