Cats, Not Dogs: A Different Metaphor for Achieving Critical Thinking

1. Cats, Not Dogs:A Different Metaphor for Achieving Critical Thinking Alan Kalish & Kathryn M. Plank Faculty & TA Development The Ohio State University

4. “You have learned enough to see that cats are much like you and me.” -T.S. Eliot I. The Metaphor

5. “You have learned enough to see that cats are much like you and me.” -T.S. Eliot

6. Students are more like cats than like dogs.

7. 1. Their response to reward may be predictable,…

8. …but is often eccentric.

9. 2. They have an idiosyncratic interest in topics and activities.

10. 2. They have an idiosyncratic interest in topics and activities.

11. 2. They have an idiosyncratic interest in topics and activities.

12. 2. They have an idiosyncratic interest in topics and activities.

13. 3. They are only occasionally fond of “pack” activities.

14. 3. They are only occasionally fond of “pack” activities.

15. 3. They are only occasionally fond of “pack” activities.

16. 4. Many have an “optimistic” sense of their own abilities.

17. 5. They are comfortable with the status quo…

18. 5. They are comfortable with the status quo…

19. 5. They are comfortable with the status quo…

20. …and thus resist change

21. 6. The desire to please you is usually not sufficient motivation.

22. 6. The desire to please you is usually not sufficient motivation.

23. 6. The desire to please you is usually not sufficient motivation. Feline Haiku #1 Your mouth is moving Up and down, emitting noise. I’ve lost interest

24. 7. They’re more motivated for self-generated topics.

25. 7. They’re more motivated for self-generated topics.

26. (They like to think it was their own idea.)

27. 8. It can be difficult to read their reactions and understanding.

28. 8. It can be difficult to read their reactions and understanding.

29. (Although not all of the time.)

30. (Although not all of the time.)

31. 9. Whereas dogs acknowledge your authority,

32. cats have serious doubts that you know best.

33. 10. They can be distracted by their social commitments .

34. 10. They can be distracted by their social commitments .

35. 10. They can be distracted by their social commitments.But they are NOT pack members.

36. 11. They nap at random intervals.

37. 11. They nap at random intervals.

38. 11. They nap at random intervals.

39. 11. They nap at random intervals.

40. 11. They nap at random intervals.

41. 11. They nap at random intervals. And in odd spots.

42. 11. They nap at random intervals.

43. II. Motivation “If a dog jumps into your lap it is because he is fond of you; but if a cat does the same thing it is because your lap is warmer.” -Alfred North Whitehead

44. Let cats be cats.

45. Let cats be cats.

46. Motivation toward a goal is influenced by the learner’s goal orientation. The value of the goal is affected by…

47. • Perceived needs

48. • Intrinsic qualities of goal.

49. • Utility of goal.

50. • Control and choice.