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Critical thinking: Trial & Error

Ginny Price, MS, CVT, VTS (Behavior) St Petersburg College Veterinary Technology Program, AS. Critical thinking: Trial & Error. Measure first. First day of class measured critical thinking using ARC & a scenario I wrote Different ways of presenting measurement: On Angel Quiz

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Critical thinking: Trial & Error

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  1. Ginny Price, MS, CVT, VTS (Behavior) St Petersburg College Veterinary Technology Program, AS Critical thinking: Trial & Error

  2. Measure first • First day of class measured critical thinking using ARC & a scenario I wrote • Different ways of presenting measurement: • On Angel • Quiz • Discussion post • Drop box • In class • Hand written paper

  3. Intervention • Teach critical thinking in the course

  4. What I’m doing in behavior • Added a critical thinking component to discussion topic assignment: online & in class • Students use it to create weekly written assignments • On campus students discuss all four topics within a small group; online students can read posts written on all topics • Students critique another student’s written work with the same grid

  5. Critical thinking grid: 8 elements Modified from: Foundation for Critical Thinking

  6. Critical thinking grid: 8 elements Modified from Foundation for Critical Thinking

  7. Critical thinking grid: 8 elements Modified from Foundation for Critical Thinking

  8. Critical thinking grid: 8 elements Modified from Foundation for Critical Thinking

  9. Topic example: Topic 2 • Discuss how tameness and domestication differ. • How do these principles affect an animal's fear? • Describe a fearful patient of yours.

  10. Student example • A richer understanding of topics…

  11. Learning information • Students learn facts by: • Reading about them to use the information in their written work • Integrating information from the reading in their written work & citing it • Spending more time thinking about information • Thinking more deeply about information by using critical thinking • Using personal experience examples to link new information to known information

  12. Learning to think • Students learn to think better by: • Listening carefully • Thinking about their own & other’s thinking • Supporting their ideas with citations from their texts & other scientific sources • Supporting their ideas with their experiences • Thinking across disciplines • Working together • Writing well

  13. Measure again • Measured students critical thinking again using ARC & a scenario I wrote • A unique scenario

  14. Compare measurements

  15. Measurements from Fall.2010

  16. Measurements from Fall.2010

  17. Changes… • In Spring • Removed exams from course • Measure learning using critical thinking discussions & clicker training project • In Summer • Changed instructions to make critical thinking discussion assignment clear • Added scaffolding to critical thinking discussion

  18. All posts require: • Issue Post (1 @ 10 points): Due Friday, incorporate all 8 elements of reasoning from the Critical Thinking Grid • Response Post (1 @ 10 points): Due Sunday, critique classmate’s post incorporating comments on all 8 elements of reasoning from the Critical Thinking Grid, comments should include an example of how student fulfilled requirement or a suggestion on how they could.

  19. Scaffolding the lesson

  20. New Topic Two • Purpose: What might you gain from learning about this topic? • Key Items: • Discuss how tameness and domestication differ. • How do these principles affect an animal's fear? • Describe a fearful patient of yours.

  21. New Topic Two • Point of view: What are the points of view of animals and people discussed in your post? • Information: What information from the assigned reading was relevant to this topic? What other scientific source could add to the topic?

  22. New Topic Two • Concept example: What personal experience could you share on this topic? How does it relate to the concepts in this topic? • Assumption: What do you take for granted on this topic? Have they changed since you learned this information?

  23. New Topic Two • Inference: What cause & effect statements can you include to elaborate on this topic? • Clinical Application: How could you apply what you learned from this topic as a veterinary technician?

  24. Faculty gains…why make the effort? • Students can apply what they learn making instructor/program more productive. • Student products are improved & more interesting. • Authentic learning measurements are used. • Satisfaction seeing real gains in student learning.

  25. Resources • www.criticalthinking.org • http://www.spcollege.edu/criticalthinking/resources/games.htm • http://criticalthinkinginst.wetpaint.com/ • http://www.iime.org/documents/elo.htm • http://www.etsu.edu/criticalthinking/default.asp

  26. Questions?

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