DNHY 493 Class Session #2 Assessing Affective Domain & Critical Thinking

1. DNHY 493 Class Session #2Assessing Affective Domain & Critical Thinking Susan Franck, RDH, MS http://www.live365.com/genres/piano

2. Bloom’s Taxonomy

3. Affective Domain

4. Activity One • In practicum groups (10 minutes) • Self reflect on your own learning in the affective domain at the Characterization level where we said evaluation is by observation Write out motives, attitudes, & roadblocks • Give an exemplary example of how you met the characterization level within your practicum group • Share your evaluation with your group members (10 minutes) • Do group members agree? • Did group members have anything to add?

5. Activity One continued • Partner up with someone who is NOT in your group and WITHOUT DISCUSSION, evaluate each other based on your observations over this past year. (5 minutes) • Evaluate at the Characterization level • Identify their motives, attitudes, & roadblocks • Share your observation with this person (5 minutes) • How did the self and peer evaluations compare? • Share your feelings about evaluating yourself compared to evaluating a peer. Which did you like best and why?

6. The Yakima Group Practicum Summary Presentation

7. Critical Thinking¹ Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. Scriven and Paul suggested this definition to the National Council for Excellence in Critical Thinking (http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm)

8. Critical thinking is the intellectually disciplined process • of actively and skillfully • Conceptualizing • applying, analyzing, synthesizing, and/or evaluating information • gathered from, or generated by, observation, experience, reflection, reasoning, or communication, • as a guide to belief and action

9. In its exemplary form, it is based on universal intellectual values sound evidence good reasons depth breadth fairness • clarity • accuracy • precision • consistency • relevance • that transcend subject matter divisions

10. What do you think? • Critical thinking is thinking that assesses itself • Critical thinking has 2 components • A set of skills to process & generate information • The habit of using those skills to guide behavior • Critical thinking has 2 dimensions that must be mastered • Identify the “parts” of one’s thinking • Assess one’s use of the those“parts” of thinking

11. Teaching Critical Thinking • Give the students an ability to: • Understand the relationship of language to logic • Analyze, criticize, & advocate ideas • Reason inductively • Reach factual or judgmental conclusions based on • Sound inferences drawn from • Unambiguous statements of knowledge or beliefs

12. Well- vs. ill-structured problems² • Well structured Problems • Described with a high degree of completeness • Solved with a high degree of certainty • Experts agree on the correct solution • Purpose • Learn to come up with a correct solution • Example • For each learning objective, italicize the performance, underline the condition, and bold the criterion

13. Ill structured • Not described with a high degree of completeness • Not solved with a high degree of certainty • Experts often disagree on a correct solution • Purpose • Learn to construct and defend reasonable solutions • Example • How do grades affect the way students learn?

14. Activity Two In your practicum groups: • Discuss the following: The EWU Dental Hygiene degree completion program will be fully online starting September of 2013. Will the students be more or less likely to succeed than those students who were enrolled in the hybrid degree completion program? • Be sure to • Analyze, criticize, & advocate ideas • Reason inductively • Be prepared to share your decision making process with the class

15. Class #3 • Saturday June 8th • Cascade Room 125 8-11 AM • Cultural Diversity programs first • Sign up for order of go • Practicum Summary presentations • Sign up for order of go

16. Questions? • Meet with me regarding Capstone project?

17. References • Wirth, KR & Perkins, D. Learning to Learn. Retrieved 4-20-13 from http://www.macalester.edu/academics/geology/wirth/learning.pdf • Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses. Needham Heights, MA: Pearson.