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Cultivating Critical Thinking Across the College

Cultivating Critical Thinking Across the College. Presented by Barbara June Rodriguez Renee Hosang-Alleyne Laura Rambarose Teaching Academic Success Skills (TASS) Conference Fort Lauderdale, Florida March 2014. Workshop Objectives. As a result of this workshop, participants will:

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Cultivating Critical Thinking Across the College

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  1. Cultivating Critical Thinking Across the College Presented by Barbara June Rodriguez Renee Hosang-Alleyne Laura Rambarose Teaching Academic Success Skills (TASS) Conference Fort Lauderdale, Florida March 2014

  2. Workshop Objectives As a result of this workshop, participants will: • Discuss strategies to cultivate critical thinking across the institution • Identify strategies to assist students in thinking more critically • Engage in hands-on activities

  3. Broward College • Offers bachelor’s degrees, associate degrees and certificates • 49,144 credit enrolled students • 84% part-time students • 16% full-time students • 57.2% female students • 41.8% male students • 36.3% Black • 34.6% Hispanic • 21.1% White Based on 2013-2014 Broward College Data

  4. Critical Thinking Conceptual Framework

  5. Critical Thinking Definition Critical thinking (CT) is defined as a process of evaluating information by questioning and testing assumptions, accepting and rejecting arguments and/or perspectives, and applying reasoning to make informed decisions.

  6. Critical Thinking Goal & Outcomes Goal: To enhance students’ critical thinking skills Students will be able to: • Analyzeand interpret relevant information • Explainquestions, problems, and/or issues • Evaluateinformation to determine credibility of reasoning • Generatewell-reasoned conclusions

  7. Teaching and Learning Strategies to Enhance Critical Thinking (CT) within the Discipline of Sociology Critical Thinking is an EXPLICT goal.

  8. CT in Sociology: Theoretical Perspectives

  9. Ex. Building a Theoretical Table With this table students move beyond the meaning of the theories, show how theories work across sociological issues and gets them to the step of evaluation back

  10. Activity: Theory Chart 1 back

  11. Activity: Theory Chart 2 back

  12. Activity: Theory Venn Diagram back

  13. Activity: Learning Sociological Theory through Deep Listening Context • This exercise is done as the opening to new lessons. • It is followed up by discussion and a written exercise. back

  14. Activity: Learning Sociological Theory through Deep Listening Learning outcomes: • Explain each sociological theory • Analyze and Interpret how each theory works Sociological Theories Functionalism: Conflict Theory: Symbolic Interactionism:

  15. Directions • Break up into groups of three (3) • There will be three (3) readers, each reading a definition • Readers: 1 = Functionalism, 2= Conflict Theory, 3= Symbolic Interactionism • Each reader will go one at a time • Each reader reads the respective definition slowly and deliberately 3x, while the other group members listen only • After reading three times, the listeners will verbally explain in their own words the definition they just heard

  16. Activity: Learning Sociological Theory through Deep Listening

  17. Reflection • What have we learned from this assignment? • How useful do you find deep listening? • In what other ways do you think you can use deep listening?

  18. Activity: Thought Paper Analysis Learning Outcome • Analyze & interpret relevant Information Muddiest Point Activity

  19. Activity: Project-based Learning Learning outcomes: • Analyze and interpret relevant information • Generate well-reasoned conclusions • After learning about the different disorders and multiple therapeutic approaches, students select a character, diagnose character with a mental disorder(s), discuss issues and how they would treat their “client”

  20. Iceberg

  21. Freud’s Levels of Consciousness • Freud believed that the personality has 3 components: • Id- operates at an unconscious level, contains libido (a person’s basic sexual & aggressive impulses). Motivates a person to seek pleasure and avoid pain (big bad baby; devil) • Ego- the preconscious, thinking part of personality. Keep needs of Id satisfied and the three components balanced (reality; us) • Superego- the conscious moral judge, contains rules of society (angel)

  22. Woe is Homer

  23. Directions • Participants break up into groups of 3. • Read the scenario that you were given. • Amongst yourselves, decide who will be the Id, Ego, and Superego. • Act out your respective part.

  24. Reflection • Did you find it challenging to think of how to be in your respective part? • How did you feel? • What if you were a different component?

  25. Resources • Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. (2 ed.). San Francisco, CA: Jossey-Bass. • Broward College. Question Every Possibility - Think Critically: Quality Enhancement Plan. SACSCOC Onsite Review, October 2013. www.broward.edu/qep • Foundation for Critical Thinking www.criticalthinking.org • Suskie, L. (2009). Assessing student learning: A common sense guide. (2 ed.). San Francisco, CA: Jossey-Bass.

  26. Questions?

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