Alternative Instructional Strategies: Part II Critical Thinking and Cooperative Learning

1. Alternative Instructional Strategies: Part II Critical Thinking and Cooperative Learning Dr. Curtis J. Bonk Associate Professor, Indiana University http://php.indiana.edu/~cjbonk, cjbonk@indiana.edu

2. Pedagogical Strategies: B. Critical Thinking 1. Graphic Orgs: Venn Diagrams, Flowcharts 2. Voting, Ranking, Nominal Group Process 3. PMI, Pros and Cons, Force Field Analysis 4. Minute/Muddiest Point Papers 5. K-W-L and K-W-H-L 6. Compare/Contrasts, Timelines, Taxonomies 7. Critiques, Replies, Reflections, Rebuttals 8. Case-Based Reasoning* 9. Working Backwards, Pruning the Tree 10. Summing Up, Abstracts, Nutshells

3. What does one mean by critical thinking?Compare to Creative Thinking in a Venn Diagram…

4. Sample of Critical Thinking Skills • Distinguish relevant from irrelevant • Recognize bias • Evaluate sources • Recognize and evaluate inferences • Uses evidence skillfully and impartially • Organizes thoughts and articulates them concisely and coherently

5. 8 Ways to Fail at Teaching CT(Robert Sternberg, Yale University) • Teacher is teacher; student is student. • Critical thinking is the students’ job. • Need to find the best program. • Program decisions are either or. • Right answer over rationale. • Discussion a means to an ends. • Mastery learning applies to CT. • Need to “teach” critical thinking.

6. 1. Venn Diagram • Draw two or more circles with overlapping parts to represent different topics, theories, or concepts. • Name features, components, principles, or ideas that make each concept or topic unique and put in parts that do not overlap. • Name overlapping features, principles, or ideas that link each concept or topic and put in parts that do overlap.

7. 2. Evaluative Questions • Give students a think sheet or list of evaluative questions to pose for their readings, projects, etc. • Perhaps have them check off questions use as they go through their lists.

8. 3. Cost/Benefit Analysis (CBA) • In effect, CBA asks how does the sum of the benefits compare to the sum of the costs. • Yet, it often leads to or supports ROI and other more quantitatively-oriented calculations. • Reddy, A. (2002, January). E-learning ROI calculations: Is a cost/benefit analysis a better approach? e-learning. 3(1), 30-32.

9. 4. Fat and Skinny Questions • Have students write down fat (big, deep, controversial, etc.) and skinny (factual, surface level, etc.) questions while completing their readings, watching a video, completing group projects. • Share with partner or class and discuss. • Or-give your students the fat or skinny questions before watch a video and then share answers (this helps to focus them).

10. 5. PMI • After completing a lecture, unit, video, expert presentation, etc. ask students what where the pluses, minuses, and interesting aspects of that activity.

11. 6. APC: Alternatives, Possibilities, & Choices a. Rush hour traffic problems in large cities. b. Packaging of chocolate bars. c. Competitor cuts the price of toilet paper. d. A young man is seen pouring beer in his car's gas tank. What happened?

12. 7. FIP: First Important Priorities a. What should the priorities be in spending money on faculty development? b. If you were organizing the next workshop like this, what would your priorities be? c. How should a career as a college instructor be chosen?

13. 8. AGO: Aims, Goals, Objectives a. What are your objectives when sign up for a workshop like this? b. What are your objectives when teaching your most recent classes? c. If you were close to getting tenure, what would you be doing this summer?

14. 9. OPV: Other People's Views a. If there was a teaching strike at this college, how many points of view are involved? b. When you choose speakers like me, what points of view are involved? c. Success of your classes will come from what points of view?

15. 10. C&S: Consequence & Sequel (of an action or decision) (immediate; ST (1-5 yrs), medium (5-20 yrs), LT (over 20 yrs) (e.g., this class) a. A boy is on vacation and his best friend steals his girlfriend. b. The invention of a harmless happiness pill. c. All office work can be done at home via a computer.

16. 11. Force Field Analysis on Problem • Driving Forces: list on left side of a paper, the forces that might help them solve a problem (the allies!). • Restraining Forced: list on the right, the forces that are working against them. What are the forces operating against the solution of the problem? • Perhaps assign some value related to difficulty or importance and compare columns and make decisions (e.g., 0 (low) to 5 (high).

17. 12. Exploring Situations with Questions • Have students analyze situations according to all six levels of Bloom’s taxonomy • Factual • Interpretive or comprehension • Analysis • Synthesis • Evaluation • Application Or assign people to different levels of the taxonomy.

18. 13. Socratic Questioning • Select both positive and negative examples to illustrate a point. • Vary cases to help focus on facts or issues. • Employ counter examples. • Generate hypothetical cases or examples to encourage what if reasoning. • Promote identification of alternative predictions or the nonobvious • Employ entrapment strategies. • Encourage the questioning of answers provided by authorities.

19. 13. Summing Up/Nutshell/Review • Have students write for 3-5 minutes what learned for a class, presentation, or chapter. • Optional: Share with a peer before sharing with instructor or a class.

20. 14. One minute papers or muddiest point papers • Have students write for 3-5 minutes what was the most difficult concept from a class, presentation, or chapter. What could the instructor clarify better. • Perhaps send to the instructor via email. • Optional: Share with a peer before sharing with instructor or a class.

21. 15. K-W-L or K-W-H-L At the end of a unit, student presentation, videotape, expert presentation, etc., have student write down: • What did you know? • What do you want to know? • What did you learn? • H = How will we learn it?

22. 16. Visual Thinking Exercises: Graphic Organizers Have students organize information in sequences, chains, cause and effect, main ideas, similarities and differences, story maps, etc.

23. 17. Visual Thinking Exercises: Semantic Feature Analysis Have students note if an element or feature is present or absent. (evaluate with a + or – or ? on a grid)

24. 18. Visual Thinking Exercises: Classification Schemes Have students create taxonomies, timelines, comparisons and contrasts, advance organizers, epitomies, etc.

25. 19. Visual Thinking Exercises: Mnemonics Have students create mnemonics based on stories, acronyms, acrostics, links, rhymes, or bizarre images.

26. 20. Nominal Group Process • Give statement of the problem. • Silent generation of ideas to solve it. • Round robin sharing of ideas and piggy backing of them. • Classification & grouping of ideas. • Straw vote ranking of ideas. Secret ballots. • Further clarification of ideas and emerging concepts. Can change wording. • Final priority weighting. Public vote.

27. 21. SWOT • Strengths (what group does well) • Weaknesses (what do not do well) • Opportunities (situations, events, etc., outside the group that provide unique growth opportunities, change, etc.) • Threats (changes or competitors who may adversely impact the group) • Perhaps give everyone 12 pts or dots and have them allocate 3 to each category; or perhaps allow 9 points total to allocate as they wish

28. Which of these critical thinking techniques might you use?

29. Web Writing Tasks • Freewriting or Wet Inking • Reflections and Journaling • Chapter Role Play • Minute Papers on E-mail • Case Creations • Article Discussions • Cafes and Coffee Shops • Personal Portfolios • Summarizations

30. Pedagogical Strategies:C. Cooperative Learning 1. Starter-Wrapper Discussions (with roles) 2. Turn to Your Partner: Quizzes, Top Tens 3. Value Line and Graphs 4. Roundrobins and Roundtables 5. Synchronous Guest Conferencing 6. Structured Controversy 7. Jigsaw, Group Investigation, PBL 8. Gallery Tours of Student Work 9. Panel Discussions/Symposia 10. Case Creation and Replies

31. Cooperative Learning Principles • Positive Interdependence • Individual Accountability • Group Processing • Social Skills and Trust • Face-to-Face Interaction

32. 1. Structured Controversy Task • Assign 2 to pro side and 2 to con side • Read, research, and produce different materials • Hold debate (present conflicting positions) • Argue strengths and weaknesses • Switch sides and continue debate • Come to compromise

33. 2. Reciprocal Teaching Scripts • Instructor gives purpose of the method (e.g., summarization, prediction, clarification, and questioning skills) • He/she models the method • Student takes over as the teacher • Student teacher models skills requested

34. 3. Cooperative Learning Scripts • Read same passage • Put out of sight • One person is summarizes and the other tries to correct any errors • Both work together to learn the information • Read 2nd passage and change roles

35. 4. Cooperative Teaching Scripts • Read different passages • Put out of sight • One person summarizes the content of first passage and the other asks clarifying questions • Work together to develop analogies, images, etc. to learn • Repeat steps for other article • Read passage that did not read

36. 5. READERS • Review why you are about to read. • Explore passage for main ideas. • Ask questions about the main ideas. • Draw conclusions. • Evaluate your responses. • Read for answers and summarize main ideas. • Other similar strategies include paired repeated reading, paired reading, Cooperative Integrated Reading and Composition (CIRC) Program, reciprocal teaching, cooperative scripts.

37. 6. Numbered Heads Together • Count off 1, 2, 3, 4 in each group. • Instructor can call on a number within a group to respond or all people with a certain number to respond. • Increases accountability.

38. 7. Human Graph • Class lines up: (1-5) 1 = Strongly agree, 3 = neutral, 5 = strongly disagree • e.g., this workshop is great!

39. 8. Value Lines • Pose question or issue • Students mark down their feelings or votes • Share votes and rationale with class • Recast votes

40. 9. Think-Pair-Share or Turn To Your Partner and Share • Pose a question, issue, activity, etc. • Students reflect on it. • Then they share views with assigned partner. • Share with class.

41. 10. Phillips 66 • Assign topic (e.g., review readings for this week). • Students work in groups of 6 for 6 minutes on a particular problem. • After 6 minutes, stop discussion. • Share with class.

42. 11. Buzz Groups • Meet in small groups for a set period of time followed by group discussion. • (perhaps discuss assigned readings)

43. 12. Stand and Share • Present a question. • When know the answer, stand up to indicate to the instructor that you have an answer. • Wait until all are standing. • Call on one at a time. • When you give an answer or hear you answer given, you can sit down (unless you have an additional answer).

44. 13. Inside and Outside or Fishbowl • Situate students in two circles; an outer & inner circle. • Present a problem, situation, or discussion topic. • Have students immediately behind each other discuss their solutions, ideas, or answers.

45. 13. Inside and Outside or Fishbowl Continued… • Only those on the inner circle can talk or discuss. Those behind have to listen. • After 5-10-15 minutes, have them share with person behind them what they did not get a chance to say and discuss the conversation so far.

46. 13. Inside and Outside or Fishbowl Continued… • Change seats between inner and outer circles. • Now discussion resumes with those on the inside. • After 5-10-15 minutes, continue with rotation or come to compromise. • Alternative version: Outer circle people can tap inner circle person on shoulder as replacement.

47. 14. Role Play or Debate Panel or Symposia • Find controversial topic(s) in the readings. • Hand students slips of paper with different persona or roles (i.e., authors) that form into 2-3 different groups or factions. • Have students meet in their respective groups to form a plan of action.

48. 14. Role Play or Debate Panel or Symposia Continued • Role play perhaps with alternating views being presented with 4-6 students. • Tap students in the audience on the shoulder to take the place of someone on panel or have them decide when to replace someone.

49. 15a. One Stray-Three Stay • Give a task to small groups of students. • Assign one person as spy or pirate to see the answers of other students (one stray-three stay method) and share with group.

50. 15b. One Stay-Three Stray • Group assigns one person from their group to stay behind and share product or ideas with others who visit their poster or station (one stay-three stray method).