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Critical Thinking

Critical Thinking. Dr. John Eigenauer Taft College. Why teach critical thinking?. Strong correlation between trained critical thinking skills and GPA. Critical thinking improves with correct training. Strong correlation between trained critical thinking and reading skills.

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Critical Thinking

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  1. Critical Thinking Dr. John Eigenauer Taft College

  2. Why teach critical thinking? • Strong correlation between trained critical thinking skills and GPA. • Critical thinking improves with correct training. • Strong correlation between trained critical thinking and reading skills. • One critical thinking course is roughly equivalent to four years of undergraduate education

  3. What is the general state of critical thinking? • Most people cannot reason correctly. • “Humans are not naturally critical thinkers.” • People need to be taught how to think correctly.

  4. What is the state of critical thinking in colleges? • 89% of college instructors said that critical thinking was “a primary object of their instruction”. • 19% “could give a clear explanation of what critical thinking is.” • 8% “could enumerate ANY intellectual criteria or standards they required of students or could give an intelligible explanation of what those criteria and standards were.”

  5. Who teaches critical thinking in colleges? • 9% of college instructors teach critical thinking “on a typical class day”. • 77% “had little or no conception of how to reconcile content coverage with the fostering of critical thinking.” • 9% claimed that there is a growing need to teach critical thinking.

  6. “Faculty Emphasis on Critical Thinking in Instruction” • do not understand the connection of critical thinking to intellectual standards. • are not able to clarify major intellectual criteria and standards. • inadvertently confuse the active involvement of students in classroom activities with critical thinking in those activities. • are unable to give an elaborated articulation of their concept of critical thinking. • cannot provide plausible examples of how they foster critical thinking in the classroom.

  7. “Faculty Emphasis on Critical Thinking in Instruction” • are not able to plausibly explain how to reconcile covering content with fostering critical thinking. • do not consider reasoning as a significant focus of critical thinking. • do not think of reasoning within disciplines as a major focus of instruction. • cannot specify basic structures essential to the analysis of reasoning. • cannot give an intelligible explanation of basic abilities either in critical thinking or in reasoning.

  8. “Faculty Emphasis on Critical Thinking in Instruction” • do not distinguish the psychological dimension of thought from the intellectual dimension. • have had no involvement in research into critical thinking and have not attended any conferences on the subject. • are unable to name a particular theory or theorist that has shaped their concept of critical thinking. • are not able to name specific critical thinking skills they think are important for students to learn.

  9. Summary • People do not learn to think critically without targeted instruction. • There are strong reasons to teach Critical Thinking. • College and university instructors generally do not know what CT is. • College and university instructors generally do not know how to do so.

  10. Precisely What Should Be Taught? • CRITICAL THINKING

  11. The Parts of Critical Thinking • Interpretation • Analysis • Evaluation • Inference • Explanation • Self-regulation

  12. The Parts of Critical Thinking • Interpretation: To correctly extract the intended and essential meaning from information. • Analysis: To assess the parts and relationships of communication. • Evaluation: To use intellectual standards to judge the truth, credibility, or logical strength of a statement. • Inference: To draw reasonable meaning, conclusions, or consequences from information, knowledge, or evidence. • Explanation: To “attempt to show why or how something happens” (Hughes, p. 94). • Self-regulation: The process of consciously scrutinizing and evaluating one’s own thought processes using objective standards.

  13. How should CT be taught? • By doing what WORKS

  14. What Works?

  15. What Works?

  16. What Works?

  17. What is to be done?Dr. Tim van Gelder • Practice. Practice should be deliberate, exercise-focused. • Guidance. Students need to know what to do next. • Scaffolding. Structures in place to avoid inappropriate or ineffective activity (software). • Graduatedtasks. A graduated increase in complexity. • Feedback. Student should be able to tell whether an activity is successful.

  18. What methods should be usedto teach CT? • Argument mapping • Reason!able software • http://www.goreason.com • http://www.debatemapper.net

  19. What materials are available? • Argument mapping • Reason!able software • http://www.goreason.com • http://www.austhink.org/reason/materials • http://www.austhink.org/tutorials

  20. How should you measure results? • The Test of Everyday Reasoning • http://www.insightassessment.com

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