Engaging Students in Critical Thinking Skills in Class and Beyond

1. Engaging Students in Critical Thinking Skills in Class and Beyond John Bandman CUNY & The Art Institute of N.Y.C. jbandman@hunter.cuny.edu Fan-Wei Kung Queen’s University Belfast, UK fkung01@qub.ac.uk Applied Linguistics Winter Conference, March 1, 2014 Columbia University

2. What is critical thinking? “intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action” “disciplined self-directed teaching” (criticalthinking.org)

3. When do we think critically? • Thinking outside the box • Asking questions then questioning answers • Analyzing the reading or discussion • Logically addressing an issue • Evaluating the truth of a claim or argument

4. 2 Kinds of Good Arguments • Deductive • Premise is valid, therefore conclusion must be valid • Example: • Premise: Columbia University is in New York City. • Conclusion: Therefore, Columbia University is in the United States. [it isn’t possible for Columbia University to be in NYC but not in the United States] • Inductive • Premise is valid, conclusion is probably but not always true • Example: • Premise: New York is cold four months a year. • Conclusion: So ice cream is not popular during that time.

5. What is involved? • Making logical inferences (based on the information presented) • Drawing logical conclusions (based on the information presented) • Applying higher levels of thinking • Bloom’s Taxonomy of Learning

6. Why is it important? • Greater support for premises of an argument > stronger argument for the conclusion > “winning” the audience’s confidence • More success at selling others on your idea • Stronger confidence building • Marketability for leading roles

7. Bloom’s Taxonomy of Learning

8. Applying Higher Order of Learning/Thinking http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988

9. Showing Depth of Knowledge http://theteachablemoments.wordpress.com/2012/03/08/dok-is-not-a-verb-and-it-is-not-blooms-taxonomy-in-a-circle/

10. Critical Thinking in Writing • Persuasive/Argumentative tone • Basic essay anatomy • Introduction: Thesis statement, statement of issue, background of issue • Body: • 1. Support for writer’s argument (Premises: data, facts, quotes, personal experience, media) • 2. Refuting opposing viewpoints (If not a controversial topic, then playing devil’s advocate) • Conclusion: Brief summary of most salient points as they address the thesis

11. Clarity in Writing • Ambiguity: Is there more than 1 meaning? • I am pleased to say that this candidate is a former colleague of mine. • In my opinion, you will be very fortunate to get this person to work for you. • Grammar: Misplaced modifiers or words • After driving into two parked cars, the police arrested the drunk drivers. (Who drove into the cars?) • Multiple meanings by placement of “Only” Paul paid $400 to his parents for the rent.

12. Critical Thinking in Reading • Analyzing (developing inferential meaning) • Reading through author’s lens • Drawing conclusions • Responding to questions not explicitly stated • Asking “what-if” questions

13. Critical Reading Questions • What lessons/morals could the reader learn? • What information would it help the reader to know before coming into the work? • What is the author’s tone? Is s/he objective or subjective? • Would the author’s gender/age/nationality affect the plot? • Which other readings can you compare to parts of this story/article/book?

14. Critical Thinking Skills in Class • Activity: Conducting/Listening to a job interview • Critical thinking skill: evaluating career options, identifying main ideas • Activity: Interviewing a classmate • Critical thinking skill: recalling information about a classmate • Activity: Listening to a broadcast (radio, podcast, etc.) • Critical thinking (CT) skill: categorizing information; reflecting on ideas • Activity: Watching a show (Youtube, DVD, etc.) • Critical thinking (CT) skill: ranking important aspects, distinguishing between main ideas and details

15. Critical Thinking Skills in Class • Activity: Watching or listening to a debate • Critical thinking (CT) skill: discussing pros and cons; drawing inferences; comparing ideas; assessing both sides • Activity: Listening to or reading a news report • Critical thinking (CT) skill: ranking important aspects; drawing conclusions; organizing a group presentation; explaining ideas and opinions • Activity: Playing or watching a game • Critical thinking (CT) skill: identifying strategies; goal setting; forecasting • Activity: Discussing typical foods from the L1’s country • Critical thinking (CT) skill: deducting meaning from context

16. Critical Thinking in Speaking - How is the message delivered? • What is the message? (Facts, opinions, stories, examples, etc) • How does your message travel? (Words, body language, etc) • Sounds/Tone • External: Machines, doors, hallways, outside noise • Internal: Confidence vs. nervousness, self-doubt, prejudices • What is the context setting? • Physical: lighting, seating, location, time • Cultural: business, education, religious institution, leisure

17. Two Things to Keep in Mind When Getting Started 1. Knowing the Interest of Your Students is Essential • The more students’ backgrounds, interests, the more appropriate and engaging it becomes… • A critical component in a lesson can be created, but students may not respond to each lesson or topic equally • Tips: lesson that is appropriate to the students’ age level, background knowledge and language proficiency • Tailoring lessons specifically to the interests of your students; encourage engagement, an element that is essential to the development of critical thinking

18. Two Things to Keep in Mind When Getting Started 2. Learning to Really "Discuss" the Discussion Questions • Understand and communicate to your students regularly to ensure they understand the questions they are being asked to answer • Every language course book contains some form of "discussion questions" which are designed to give students some opportunity to practice language use • Encourage students to really interact with the texts and materials they are given repeatedly, which will help them to better interact with the world around them and to become more self-aware and reflective thinkers

19. Three Classroom Techniques 1. Debate • Forces students to think about the multiple sides of an issue and it also forces them to interact not just with the details of a given topic, but also with one another How it Works • Students must first be made aware of a debatable topic and of the variety of potential positions that can be taken on the topic. These topics can come from course materials, from classroom discussion, or from the local community

20. Three Classroom Techniques 1. Debate (Cont’d) • Students should then be given an opportunity to research the topic somehow and form their own opinions on the issue • Pairs or small groups should be formed where like-minded students can share their opinions on the topic and gain information from others • Think about the potential arguments that will come from the other side and how they can respond to these arguments

21. Three Classroom Techniques 1. Debate (Cont’d) • The instructor should follow-up with a summary of the opinions and views expressed by all sides and an assessment of their strengths and weaknesses • The class and instructor should be allowed to express their opinions on which side made the case most convincing; it helps the students to understand that this type of thinking and debate process can lead to real results and provide some sense of closure on the topic

22. Three Classroom Techniques 1. Debate (Cont’d) Things to Remember • The debate itself can take many forms • Students need to be allowed to form their own opinions rather than having the teacher assign "sides" to the debate • Choosing a topic appropriate to the interests of the students is essential

23. Three Classroom Techniques 2. Media Analysis Why it Works • Gives the opportunity for students to think about important issues like media bias and censorship • When students look at the types of issues that may bias reporting, they are also forced to think in terms of their biases and to reflect on these in detail

24. Three Classroom Techniques 2. Media Analysis (Cont’d) How it Works • A form of media and topic needs to be chosen, either by the instructor or the students, that reflects the interests of the class and has the potential to encourage critical thought • Time for analysis (reading, watching, listening, etc.) must then be provided to give the students ample time to absorb the material they will be asked to work with

25. Three Classroom Techniques 2. Media Analysis (Cont’d) • Class, small group, or pair discussions should then be undertaken on the content of the piece to give students the opportunity to work out any problems or questions they may have • Once the students are comfortable with the content of the piece, the instructor should then introduce questions designed to encourage critical reflection. Some possible examples are as follows:

26. Three Classroom Techniques 2. Media Analysis (Cont’d) Some possible examples to encourage critical reflection are as follows: • Who is the author? Why did they write or report this piece? • Do you feel the facts are accurate? Why or why not? • Is the author or reporter giving equal attention to all sides of the issue? • How does this piece make you feel personally? How do you feel others (from other countries, cultures, political groups, etc.) would feel about it? • Do you see examples of bias, either in the piece itself or in the language chosen?

27. Three Classroom Techniques 2. Media Analysis (Cont’d) Things to Remember • The focus of this type of activity does not need to be on traditional topics like bias and censorship • Teachers must know their students and their interests in order to source appropriate material for classroom use

28. Three Classroom Techniques 3. Problem Solving Why it Works • Analyzing a somewhat complex problem like a city's poor public transport system can offer students a myriad of opportunities to analyze an issue critically • By asking students to look at pros and cons and costs and benefits an instructor is forcing them to consider real world problems that impact their daily lives in a critical way

29. Three Classroom Techniques 3. Problem Solving (Cont’d) How it Works • First the class must identify a problem that is relevant to their lives and interests. Some examples might include: • High cost of education at their school • Overcrowding in the city • Local noise pollution • Corruption of city officials • Visa difficulties for international students

30. Three Classroom Techniques 3. Problem Solving (Cont’d) • Next the class should work together to clearly define the problem. This step is important for the completion of the task and the instructor needs to work to make sure everyone is starting with a similar definition • Divide the class into pairs, groups, or teams and ask them to list the root causes of the problem • The instructor should then identify two or three causes that seem appropriate to the task and ask the students to discuss steps for their correction

31. Three Classroom Techniques 3. Problem Solving (Cont’d) • The students' ideas can be collected into an action plan which can be posted around class or sent to an appropriate official for review Things to Remember • Problems are everywhere but the instructor must think through the steps in the process clearly before introducing a given problem to the class • Student generated solutions need to be as concrete and realistic as possible

32. Workshop Activity State an activity you have recently used in class (or will use) where students can apply their critical thinking skills both inside and outside the classroom.