Critical Thinking Teaching Methods and Strategies：批判性思維的教學(xué)方法和策略

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CriticalThinking:TeachingMethods&Strategies

MarkJonSnyder

CEO,MSAConsultingGroup

AdjunctProfessor,ElonUniversity

OVERVIEW

InReview…ResearchandDefinition

RequirementsofAnalyzingandEvaluating

WhyWeDon’tCriticallyThink

InstructionalDesignofCriticalThinking

IDEALS–SixStepstoCriticalThinking

GoalsofCriticalThinking(CT)

TheABC’sofCTLessonPlans

QuestioningTechniques

TheCTClassroomEnvironment

CRITICALTHINKINGINREVIEW

TheResearchonFacultyIndicates…

89%ClaimCriticalThinkingisaPrimaryObjective

78%StateStudentsLackCriticalThinkingSkills

19%CanClearlyDefine“CriticalThinking”

9%CanDescribeHowtoTeachCriticalThinkingintheirDiscipline

8%UseCriticalThinkingStandardsinTheirAssessmentTechniques

DefinitionofCriticalThinking…

InformedDecision-Making

ThinkingAboutThinking&HowtoImproveIt

ActivelyAnalyzing,Synthesizing,&EvaluatingtheThinkingProcess

AProductofEducation,Training,&Practice

MentalHabit&Power

CriticalThinkingRequiresAnalyticallyQuestioning…

Purpose

ConceptsandIdeas

Assumptions

PointofView

Information

InferencesandConclusions

CriticalThinkingRequiresEvaluatingthe_____ofYourThinking

Clarity

Accuracy

Precision

Relevance

Depth

Breadth

Logic

Significance

WhyStudents(andTeachers)Don’tCriticallyThink…

TooManyFacts,TooLittleConceptualizing

TooMuchMemorizing,TooLittleThinking

Lecture&RoteMemorizationDoesNotRequireCriticalThinking

StudentsAreNot“Trained”toThink

CriticalThinkingisMoreThanSimpleEngagement

“LifeComesatYouFast”

InstructionalDesignofCriticalThinking…

Knowledge&UnderstandingisNotGainedfromMemorization

KnowledgeisConstructedfromCriticallyThinking

LinkCriticalThinkingSkillstoContent

IntellectualChallengeisFocusingonThinkingRatherThanFacts

“IDEALS”…SixStepstoEffectiveThinkingandProblemSolving

I–IdentifytheProblem

D–DefinetheContext

E–EnumeratetheChoices

A–AnalyzetheOptions

L–ListReasonsExplicitly

S–Self-Correct

GOALSOFCRITICALTHINKING

EncourageStudentsTo…

ASKQuestionsandLOOKforAnswers

Whatquestionscouldsomeonehaveaboutthis?

Whatinformationanswersthesequestions/concerns?

APPLYWhatTheyLearntoSOLVEProblems

Basedonthematerial,howwouldyou…?

Nowthatyouknow___,howdoyousolve___?

LISTENtoEachOtherandDEBATEIdeas

HowdoesJohn’scommentrelatetothetext?

Whatcanyouaddtohisperspective?

PracticalBarriers…

CrowdedCurriculum

CoverContentPLUSCriticallyThinkAboutIt

ShortClassPeriods

EngagedActivitiesRequireTimeonTask

TooManyStudents

DifficulttoGetEveryoneInvolvedEveryTime

CharacteristicsofProductiveTeaching…

ChallengeStudentstoKnow,NotMemorize

Question,Examine,Create,Solve,Interpret,Debate

ActiveClassesarePurposefulandWellOrganized

StudentsTHINKAboutWhatTheyLearn

ApplyMaterialtoRealSituations(e.g.,CaseStudies)

StudentsContinuetoLearnIndependently…

Thegreatestsignofsuccessforateacheristobeabletosay,

“ThechildrenarenowworkingasifIdidnotexist.”

~MariaMontessori,Educator(1870-1952)

THEABC’SOFCRITICALTHINKINGLESSONPLANS

ReprintedwithpermissionfromTheReadingandWritingforCriticalThinkingProject

TeachingandLearningStrategiesfortheThinkingClassroom()

?2005OpenSocietyInstitute

Anticipating–LessonIntroduction…

Calluptheknowledgestudentsalreadyhave

Informallyassesswhattheyalreadyknow,includingmisconceptions

Setpurposesforlearning

Focusattentiononthetopic

Provideacontextforunderstandingnewideas

BuildingKnowledge–LessonActivity/Discussion…

Studentscompareexpectationswithwhatisbeinglearned

Reviseexpectationsorraisenewones

Identifythemainpoints

Monitorpersonalthinking

Makeinferencesaboutthematerial

Makepersonalconnectionstothelesson

Questionthelesson

Consolidating–LessonReflection…

Studentssummarizeandinterpretthemainideas

Shareopinionsandmakepersonalresponses

Testouttheideas(applytoassignment,project,etc.)

Assesslearningandaskadditionalquestions

QUESTIONINGTECHNIQUES

AvoidLow-LevelQuestions…

AddressDetails(facts,figures,etc.)

UsefulforShort-TermMemoryOnly

BasedonMemorization,NotUnderstanding

Examples…

WhatareWord’sdefaultmarginssettings?

WhatdoesB2Bstandfor?

Defineanasset.

Whatisatrademark?

ApplyHigh-OrderQuestions…

AskHoworWhySomethingHappens

RequiresApplicationofDetailstoLargerContext

Go“BeyondFacts”toConstructingaRationale

RequiresCriticalThinking

Examples…

Howwouldyouchangethemarginstoaccommodateashortletter?

HowdoB2BmarketingstrategiesapplytoEDItechnologies?

Explainhowassetsdepreciate.Howdoesthisimpactabalancesheet?

Whataretheconsequencesofimproperlyusingatrademark?

StrategiesforEffectiveQuestioningTechniques…(Gibbs,2001)

Askquestionsthatinvitemorethanoneplausibleanswer.

Providewaittimeafteraskingaquestiontogivelessconfidentstudentstimetothink.

Askfollow-upquestions,suchas,“Whatcanyouadd?”or“Whatisyouropinion?”

Providefeedbackthatneitherconfirmsnordeniesstudents’responsestoensurethediscussionremainsopen.Examplesare:“Interesting.”or“Ihadn’tthoughtofthat.”

Requestasummary.“Whocanmakethepointindifferentwords?”

Surveytheotherstudents:“WhoagreeswithMax?Whodisagrees?Why?”

Encouragestudentstodirectquestionstootherstudents.

Playdevil’sadvocate:“Howwouldyoufeelif…?”

ToTeachCriticalThinking…

CreateaCultureofInquirybySupportingStudents’ThinkingProcess

ModelCriticalThinkingSkills

ActivelyQuestionStudents’Thinking

GuideReflectingontheThinkingProcess

Whydoyouthinkthat?

Whatisyourknowledgebasedupon?

Whatdoesitimplyandpresuppose?

SOCRATICQUESTIONINGSTRATEGIES

SelectedquestionsfromalistcompiledbyRichardPaul

CriticalThinking:WhatEveryPersonNeedstoSurviveinaRapidlyChangingWorld

RohnertPark,CA:CenterforCriticalThinkingandMoralCritique,?1990.Usedwithpermission.

QuestionsforClarification

Whatdoyoumeanby_____?

Whatisyourmainpoint?

Howdoes_____relateto_____?

Couldyouputitanotherway?

Whatdoyouthinkisthemainissuehere?

LetmeseeifIunderstandyou:youmean____or_____?

Jane,couldyousummarizeinyourownwordswhatRichardhassaid?

Richard,isthatwhatyoumeant?

Couldyougivemeanexample?

Wouldthisbeanexample:_____?

Couldyouexplainthatfurther?

QuestionsabouttheInitialQuestionorIssue

Howcanwefindout?

Whatdoesthisquestionassume?

Would____putthequestiondifferently?

Canwebreakthisquestiondownatall?

Doesthisquestionleadtootherquestionsorissues?

QuestionsthatProbeAssumptions

Whatareyouassuming?

Whatcouldweassumeinstead?

Youseemtobeassuming_____.DoIunderstandyoucorrectly?

Howwouldyoujustifytakingthisforgranted?

Isthisalwaysthecase?Whydoyouthinktheassumptionholdshere?

QuestionsthatProbeReasonsandEvidence

Whatwouldbeanexample?

Couldyouexplainyourreasonstous?

Arethosereasonsadequate?

Doyouhaveanyevidenceforthat?

Howcouldwefindoutifthatistrue?

QuestionsthatProbeOriginorSourceQuestions

Wheredidyougetthisidea?

Haveyoubeeninfluencedbyanyone?Themedia?Yourpeers?

Whatcausedyoutofeelthisway?

QuestionsthatProbeImplicationsandConsequences

Whatareyouimplyingbythat?

Whateffectwouldthathave?

Whatisanalternative?

Ifthisisthecase,thenwhatelsemustbetrue?

QuestionsaboutViewpointsorPerspectives

Howwouldothergroupsofpeoplerespond?Why?

Howcouldyouanswertheobjectionthat_____wouldmake?

Cananyoneseethisanotherway?

Whatwouldsomeonewhodisagreessay?

THECLASSROOMENVIRONMENT

(Mathews,2003)

Studentsshareintheresponsibilityforclassroomenvironment

cooperativelearningtechniques

grouporclassdiscussionleaders

project-basedlearning

Teachersmodelthinkingandsupportstudentsastheysharetheirthinkingstrategies

Demonstrateby…

Approachingideastentatively

Usingquestioningtechniques

Promotingrespectfordifferentpointsofview

Questionconclusionsandencouragestudenttodolikewise

Notonly…What?Where?When?

Butalso…Why?Whatif?Whynot?

Theclassroomhasanatmosphereofinquiryandopenness

Studentsmakepredictions,gatherinfo,organizeit,andquestionconclusions

Teachersprovidecorrectiveadviceratherthancriticismandevaluation

Studentsaresupported,butalsochallengedtothinkindependently

PayattentiontoHOWstudentsarethinking

Encouragestudentstoinvestigateandcommunicateastheygo

Theclassroomarrangementallowsstudentstoworktogether

Focusshouldbeonthestudents,nottheteacher

Arrangedesksinhorseshoeorgroupedclusters

INSUMMARY…

PracticeCriticalThinking

ModelThinkingBehaviors

ChallengeStudents

UseABCLessonPlans

QuestionStudents’Thinking

CreateaCTClassroom

SeeResources

TEACHINGMETHODS&STRATEGIES

LearningInformationfromText(KWL)

StructuredOverview–Anticipation(5minutes)

Shortdiscussionaboutthetopic(askquestionsandencouragecomments)

Raisestudents’curiosity(relatetocurrentknowledge)

Usevisualaids(maps,charts,samples,objects,etc.)

PairedReading/PairedSummarizing–BuildingKnowledge

KWL–Know,Want,Learn…

WhatdoweKNOWaboutthistopic?

WhatdoweWANTtoknowaboutthistopic?

WhatdidweLEARNaboutthistopic?

Inpairs,studentslistwhattheyknowaboutthetopic–DISCUSS

Inpairs,studentslistwhattheywanttoknowaboutthetopic–DISCUSS

Pairedgroupsreadpreparedmaterialtoanswerquestions

Teachercirculatesamongthepairstomonitorandquestiontheirprogress

Ifmostpairsarestruggling,remindtheclasshowtosummarizeandquestion

Consolidation

Studentsreflectontheactivityandapplyideastodiscussionquestions

Studentsreconsiderwhattheyalreadyknewbeforeinlightofwhattheylearned

Completethelastcolumn…whatdidwelearnaboutthistopic?

TOPIC:HowtoTeachCriticalThinkingSkills

Whatdoweknow?

Whatdowewanttoknow?

Whatdidwelearn?

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DiscussingNewIdeas:TheValueLine

STEP1: Theteacherposesayes/noquestiononwhichopinionscanvary(e.g.,Isthetimerequiredtoteachcriticalthinkingskillsworththeeffortwhenothermethodsofferquickerresults?)

STEP2: Eachstudentconsidersthequestionaloneandwritesananswerwithsupportivereasoning.

STEP3: Twostudentsstandatoppositeendsoftheroom.Eachstatesanextremepositionontheissue,andtheirstatementsarediametricallyopposedtoeachother.

STEP4: Thestudentsareaskedtotaketheirplacealonganimaginarylinebetweenthetwoextremepositions,accordingtowhichpoleoftheargumenttheyagreewithmore.

STEP5: Studentsareaskedtodiscusswithotherstudentsinthelinetheirresponsestothequestiontomakesuretheyarestandingamongpeoplewhosharetheirposition.

STEP6: Ifstudentsareclustered,haveonerepresentativefromeachgroupsummarizetheirpositionontheissue.Studentscanchangepositionsafterhearingthestatements.

Reflection: Thevaluelineisenjoyableforstudentsbecausetheylikemovingaroundintheclassandsharingtheiropinionswithothers.Itisinterestingtodemonstrateforthephysicallywhatismeantby“havingaposition”andchangingone’sposition”onanissue.

NOTE: Thisactivitycanbemodifiedusingtrue/falseormultiplechoicequestionsforpre-assessments(whatdoyouknow)orreviewsfortests:

True/False–Assignonesideoftheroomasthe“True”sideandtheotherasthe“False”side.Astheteacherreadsatrue/falsestatement,studentsmovetothecorrectsideoftheroom.Studentswhoareunsureabouttheanswerremaininthemiddleoftheroom.Representativesfromeachsideareaskedtoexplaintheirchoice.

MultipleChoice–Sameasabove,buteachcorneroftheroomisassignedaletter(e.g,.A,B,C,D)wherestudentsmovetoanswerthequestion.Representativesfromeachcornerexplaintheirgroups’positions.

Quick-WriteActivity

Informalessay,reflectivefree-writing

Onetofiveminutes;goal:tocapturethoughtsandideas

Useprompts(e.g.,Thisisimportantbecause…,Somethingthatnowmakessenseis…)

Collectandinformallyassess…Whatdidyoumeanby…?Howdoesthisrelateto…?

What?SoWhat?NowWhat?

“Fromeveryimportantidea,someactionshouldfollow”~PaoloFreire

“Praxis”–Thelinkbetweenacompellingideaandsocialaction

Helpsstudentsfindthemainideasandconnectthemtorealisticactions

After“NowWhat?”,havetheclassreflectontheprocess…didweleaveanythingout?

What?

SoWhat?

NowWhat?

Studentssummarizethemostimportantideasfromthelectureorassignedreading.

Thenstudentsareaskedtodeterminewhatisimportantabouttheideastheyjustlisted.Whydotheymatter?Whatdifferencedotheymake?

Finally,studentsbrainstormactions…whatcantheydoabouttheproblemorissue?

3-2-1Processor

3Recalls–Listthreethingsyourecallfromthehomework,lecture,oractivity

2Insights–Brainstormtwoinsights(ideas,connections,mainpoints)notdirectlycovered

1Question–Writeonequestionyouhaveaboutthematerial(orasamplequizquestion)

Collectanddiscussorhavepairs/squaresanswerthequestions

DirectedReading-Thinking