Active Learning Strategies to Promote Critical Thinking

1. Active Learning Strategies to Promote Critical Thinking Richard Cain, PhD RichardCain.PhD@gmail.com

2. Objectives • Emphasize the theoretical framework of analytical thinking as presented by the Foundation for Critical Thinking. • Address concerns that teaching critical thinking my compromise the emphasis on teacher accountability. • Demonstrate instructional techniques using critical thinking exercises that demonstrates how to incorporate course competencies into a learning or assessment strategy.

3. Critical ThinkingCreating the Safe-Classroom • Critical thinking is not being critical to evaluate or judge oneself or others’ behaviors. • We’re going to “think” or “reason” though ideas. • Begin by meeting students where they are at: • A “holistic—possibility orientation” is based on one’s assets. • Reinforces Self-Determination Theory (Gillard, n.d.). (See reference below regarding youths’ experiences at camp) • Stress autonomy, mastery, and purpose in learning. • The purposeto learn will automatically connect to subject mastery when students are given the autonomy to choose projects that match their learning interests, and feel valued (Ryan & Deci, 2000). Gillard, A. (n.d.). Self-Determination theory. Retrieved from http://www.acacamps.org/sites/default/files/images/volunteers/care/documents/CARE_Self_Determination.pdf Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

4. Incorporate Short Writing AssignmentsOne-page Essays & Final Written Project • Each individual essay • Focuses on one analytical style that provides the thinking framework for the student’s writing • Students choose a wellness concern that is important to them • Students connect their choice of wellness concern to concept(s) discussed in class • Is connected to only 1 or 2 course competencies • The wellness concepts in the students’ essays do not have to be thematic, although a student may choose to create a theme • Depending upon your content you may need to centralize competencies around a common theme or students may become confused • Final Project • At the end of the semesterstudents combine the four essays incorporating all competencies • The students must show transition between the essays, although the wellness concerns do not have to be related

5. National Health Education Standards • National Health Education Standards • “. . . promote and support health-enhancing behaviors for students in all grade levels—from pre-Kindergarten through grade 12.” (Centers for Disease Control and Prevention, 2013a, para. 1) • Standard 4 – “Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks” (Centers for Disease Control and Prevention, 2013b). • To address competencies, teachers need to begin identifying the key concepts and ideas, and develop the essential questions for learning using the standards (e.g., NCATE, NHES – CDC, CHES, etc.) Centers for Disease Control and Prevention. (2013). National health education standards. Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/ Centers for Disease Control and Prevention. (2013b). National health education standards (standard 4). Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/4.htm

6. Personal Wellness:Thinking Frameworks – Source Material Click on Image to access online PDF document • Analyzing Problems • Analyze a Character in a Story • Thinking Through Conflicting Ideas • Reflecting Upon Important Ideas Learned • The Foundation for Critical Thinking: Where to Begin(Great site for critical thinking resources for teachers and students). Elder, L., & Paul, R. (2009). The aspiring thinker’s guide to critical thinking. Tomales, CA: Foundation for Critical Thinking Press.

7. The Lesson:Communication StrategiesNonviolent Communication(a sample overview for purpose of this presentation) Its purpose is to guide us to reframe how we express ourselves and hear others by focusing our consciousness on what we are observing, feeling, needing, and requesting (Rosenberg, 2003). Center for Nonviolent Communication website Rosenberg, M. B. (2003). Nonviolent communication: A language of life (2nd ed.). Encinitas, CA: PuddledancerPress.

8. The Dichotomy of Giraffe and Jackal

9. Nonviolent CommunicationEars “in” and Ears “out”

10. Personal Wellness:Essay ExampleReflecting Upon Important Ideas Learned • Critical thinking is strongly connected to “how” and “why” statements. Se the word “because” below, as this gets the student to begin thinking about the connection between the content and the competency. • The important lesson that I have learned is nonviolent communication. I am going to use the competency, “identify decisions, behaviors, and lifestyles favorable to the advancement and protection of the well-being of the self” in this essay because learning how to properly and successfully communicate with others can positively affect all aspects of a person’s life and personal wellness.* *The competency is from the college course and not the National Health Education Standards. Selected Writing (Confidential, with permission granted, 2012)

11. Essay Example:Analytical FrameworkReflecting Upon Important Ideas Learned • Purpose of lesson • Learning how to emphasize with others and ourselves by identifying and communicating feelings and needs • Important inference • Understanding that behavior is driven by feelings caused by unmet needs • Important idea (concept) • Good communication skills can help us to refrain from blaming ourselves and others • Important Implications • Damage self-esteem and overall wellness (not wellness enhancing) • Transform lifestyle to the better (wellness enhancing) • Connection to Other Ideas • Overall wellness, Mental health, Spirituality • New questions • Talking to others, when uncomfortable • Getting answers to questions • It will take time and practice to self-realize and to express feelings and needs at a “power with” level Selected Writing (Confidential, with permission granted, 2012)

12. Personal WellnessMind-mapping Example (see next two slides for model) • An end of semester project, preceded by a series of lessons on creating mind-maps • Use TranstheoreticalFive Stages of Change as a framework for thinking (Prochaska & Velicer, 1997 • Used Five Stages of Change Worksheetfrom The Student’s Commission (2012) • Students choose 3 wellness domains that are important to them so they can examine the interconnections • Connect wellness domains using wellness enhancing statements • Writes 3 short paragraphs expressing how the wellness statements connect the domains • A student identifies and clearly articulates in writing the mind-map demonstrates how the competencies are meaningful to the self Prochaska, J. O. &, Velicer, W. F. (1997). The Transtheoretical mode of behavioral change. American Journal of Health Promotion, 12(1), 38-48. Retrieved from http://www.uri.edu/research/cprc/Publications/PDFs/ByTitle/The%20Transtheoretical%20model%20of%20Health%20behavior%20change.pdf The Students Commission. (2012). Five stages of change (worksheet). Retrieved from http://www.tgmag.ca/drugbuzz/resources/stages_change_e.pdf

13. Mind-mapping Example(More than 3 wellness concepts can be added)

14. Mind-mapping Example(More than 3 wellness concepts can be added) Writes 1 short paragraph expressing how the wellness statements connect the domains Writes 1 short paragraph expressing how the wellness statements connect the domains A student clearly articulates in writing how the mind-map demonstrates how the competencies are meaningful to the self. Ideally, this is a one-page essay. Writes 1 short paragraph expressing how the wellness statements connect the domains

15. Assessment Criteria – Give Copy to Student(Ideally, student and teacher negotiates the grade through 0ne-on-one discussion) Elder, L., & Paul, R. (2007). The thinkers guide to analytical thinking. Dillon Beach, CA: The Foundation for Critical Thinking.

16. Assessment Criteria – Give Copy to Student(Ideally, student and teacher negotiates the grade through 0ne-on-one discussion) Make sure that Clarity, Accuracy, Precision, and Relevance are tied to the course standards; that is, what is necessary for students to demonstrate competency in each area that is assessed? Elder, L., & Paul, R. (2007). The thinkers guide to analytical thinking. Dillon Beach, CA: The Foundation for Critical Thinking.