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Critical Thinking about Affective Issues as it Relates to Student Motivation

Critical Thinking about Affective Issues as it Relates to Student Motivation. Presentation by: Andrea Kelly, Ph.D . What is Critical Thinking?. The art of analyzing and evaluating thinking with a view to improving it.

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Critical Thinking about Affective Issues as it Relates to Student Motivation

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  1. Critical Thinking about Affective Issues as it Relates to Student Motivation Presentation by: Andrea Kelly, Ph.D.

  2. What is Critical Thinking? The art of analyzing and evaluating thinking with a view to improving it. Paul, R. & Elder, L. (2009). The miniature guide to critical thinking concepts and tools. See page 2.

  3. The Human Mind Basic functions of the mind: • Think • Figure things out • Feel • Positive or negative emotions • Desire • What we want Elder, L. & Paul, R. (2009). The miniature guide to taking charge of the human mind.

  4. Think, Feel, Desire Elder, L. & Paul, R. (2009). The miniature guide to taking charge of the human mind.

  5. Thinking Controls … Elder, L. & Paul, R. (2009). The miniature guide to taking charge of the human mind.

  6. Stages of Critical Thinking Development Paul, R. & Elder, L. (2009). The miniature guide to critical thinking concepts and tools. See page 20.

  7. Standards, Elements, & Traits Critical thinkers routinely apply intellectual standards to the elements of reasoning in order to develop intellectual traits Paul, R. & Elder, L. (2009). The miniature guide to critical thinking concepts and tools. See page 19.

  8. Two Assumptions In our examination of ways to help students think critically about affective issues that impede their academic success, we assume that • Students possess the cognitive ability to perform well • Affective issues are not a result of biological or physical concerns • biological – chemical imbalance • physical – hungry or cold

  9. Affective Issues that Impede Learning What kinds of affective issues impede student learning in your subject area?

  10. Focus on ONE target area • Examine one affective issue at a time • E.g. , motivation, confidence • “drill down” in order to • Identify a specific issue of focus • Decide on an activity to support the critical thinking process

  11. Activity, Reflection, & Assignment Affective issues should be explored experientially (not by telling) Begin with an activity (related to the affective issue) Include a reflection (critical thinking) End with an assignment (related to content)

  12. Activity • Identify the country or state each where each person is from • Amy • Constantine • Kyle • Julian • Rochelle • http://www.guesstheaccent.blogspot.com/search/label/guess%20the%20accent%20round%202

  13. Activity Answer • Identify the country or state each where each person is from • Amy: Minnesota • Constantine: Zimbabwe • Kyle: Australia • Julian: London • Rochelle: New Zealand • http://www.guesstheaccent.blogspot.com/search/label/guess%20the%20accent%20round%202

  14. Reflection • Purpose • To determine why I am conscious of my accent • Question • Does my accent prevent others from understanding what I say? • Data, information, and evidence • Feedback from those with whom I communicate • Inferences • I am not effectively communicating my thoughts

  15. Reflection continued • Concepts • A person’s “accent” becomes permanent as they get older (past teenage years) • Assumptions • My pronunciation is incorrect • Implications & Consequences • It is possible to be an effective communicator regardless of my accent • Point of View • There is no “right” accent • People make assumptions about someone based on a number of factors (not just their accent) • The video / class discussion suggests that everyone has an accent, and there is no one correct pronunciation for a given word.

  16. Assignment Create a 5-minute speech Draft an outline of the speech Focus on the content you will present (not your accent as you present) Practice delivering your speech ahead of time

  17. Final Thoughts • Determine the affective area of focus through class survey or prior experience • Vary activities to include individual and group

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