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FOSTERING CRITICAL THINKING ACROSS THE
CURRICULUM
Practical, Research-based Strategies to Overcome Persistent Challenges
The Closing Plenary at the
University of Guelph’s 27th Annual Teaching & Learning Innovation Conference
30 April 2014
Tom Angelo
Tom Angelo - [email protected]
Sincere thanks to
Prof. Craig Nelson, with whom I co-developed much
of this material over several years.
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Page 2 The RSQC2 Technique
A simple, quick way to prompt retrieval and metacognition – and to assess what students recall, value, and can connect.
Why bother?Because retrieval and re-thinking aid long-term memory and learningAnd without that, critical thinking is not possible.
Tom Angelo - [email protected]
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Handout Page 10
Applications CardIdeas/Techniques Possible Applications
Tom Angelo - [email protected]
“It’s not what we do, but what students do that’s the important thing.”
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Edition.Berkshire: McGraw-Hill, p. 19.
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Teaching Objectives for this Session
1. Share common definitions of Critical Thinking (CT)2. Share research findings on what fosters and hinders CT3. Demonstrate at least five practical research-based
strategies to foster CT.4. Provide hands-on experience with those strategies5. Encourage participants to identify possible applications
to their own work6. Provide useful resources for follow up
Tom Angelo - [email protected]
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Intended Learning Outcomes for this Session
By the end of this brief session, participants will have:
1. Drafted their own definitions of Critical Thinking
2. Evaluated the relevance to their own practice of research findings on fostering & hindering CT
3. Evaluated the potential usefulness of at least three (3) strategies/techniques practiced during the workshop
4. Committed to adapt and apply at least two or three (2-3) strategies for fostering CT
5. Identified at least two (2) useful resources and references for follow up
Tom Angelo - [email protected]
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A “Balcony” Question
If you participated actively:
What differences do you note between the “teaching objectives” and the“intended learning outcomes”?
(How consequential are those differences?)
Tom Angelo - [email protected]
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Lower half – page 1
Directed Paraphrasing
Critical Thinking . . .
_______________________________
_______________________________
____________________________________
Tom Angelo - [email protected]
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Page 11
Some definitions of Critical Thinking
Do you notice any commonalities?
Tom Angelo - [email protected]
Two Persistent Questions
Why do students avoid critical thinking whenever possible?
And why is it so difficult to learn when they do try to think critically?
11Tom Angelo - [email protected]
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Critical Thinking appears to . . .
• Require a great deal of time and effort
• Cause discomfort and unhappiness
• Generate conflicts and tension
• Pose risks to relationships with family, friends, and work colleagues
• Be relatively easy to avoid
• Be strikingly rare in everyday life
Tom Angelo - [email protected]
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Critical Thinking – More than one flavour is on offer
Some Common CT Flavours
Required in your Requireddiscipline? of students
in the curriculum?
____ Formal Logic _____
____ Hermeneutics _____
____ Scientific method _____
____ Statistical method _____
____ Precedent-based _____
____ Problem-solving _____
Tom Angelo - [email protected]
Page 3 –
Background Knowledge Probe (revisited)
Please answer each question regarding Canada, the Ukraine, and Syria.
11. Which of the 10 questions above, if any, involve “facts”?
Which, if any, involve “opinions”? Which involve “expert judgement?” 12. Which of the 10 questions above require or at least invite critical thinking?
13. Which of the 10 questions above might provoke strong emotional reactions from students?
Tom Angelo - [email protected]
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Under stress,
we regress.
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Polling Personal Evaluation
A simple, quick way to assess students’ personal evaluations
of “contestable” content.
Why bother?Because discussion requires personal
interest in, consideration of and commitment to a position.
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• Shared TRUST
• Shared GOALS
• Shared LANGUAGE & CONCEPTS
Three Preconditions for Deep Learning
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Teaching critical thinking requires that
we build shared trust . . .
• Improvement requires learning• Learning requires change• Change requires risk• Risk requires trust• What have you done or can you do
to build and enhance trust?
Tom Angelo - [email protected]
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Page 4 – top half
Where on Bloom’s Taxonomy does Critical Thinking begin?
Tom Angelo - [email protected]
Remember
Understand
Apply
Analyse
Evaluate
CreateBloom’s Taxonomy (revised)
Anderson & Krathwohl, 2001
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Handout Page 4
When and where do we need critical thinking?
And what exactly is critical thinking?
Tom Angelo - [email protected]
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Page 4 – bottom half
Put an X in any cell that requires Critical Thinking . . .
KNOWN UNKNOWN UNKNOWABLE?
EasilyFindable
Findable w/ Difficulty
Not yet Findable
May never be Findable?
Questions or Problems
Answers or Solutions
Solution Processes/Heuristics
Models or Theories
Tom Angelo - [email protected]
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Handout Pages 5 & 6
A Developmental Model ofCritical Thinking
Stages that 18-24 year olds typically pass through in
university and after
Tom Angelo - [email protected]
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Handout Page 7
Stimulating Intellectual Growth through‘Scaffolded’ Class Discussions – an example
Tom Angelo - [email protected]
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Handout Page 8
Reflective Questions for Designing Courses to
Promote Critical Thinking
Tom Angelo - [email protected]
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Handout Page 9
Analytic Teams
A Collaborative Learning Technique to Teaching Students How to Think from Different Viewpoints
Tom Angelo - [email protected]
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Handout Page 10
Applications CardIdeas/Techniques Possible Applications
Tom Angelo - [email protected]
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Page 12
Fostering Critical Thinking Approaches Well-Supported by Research
• Step-by-step Guided Practice• Authentic Problem-solving• Structured Collaboration• Focused Communication• Formative Feedback• Guided Inquiry/Research
Tom Angelo - [email protected]
The Parking Lot Test
As you’re walking to your car in the lot after this session, if a colleague who didn’t attend asks you what you got from the session, what would you say?
The next slide is one way to prepare for that “parking lot test.”
Tom Angelo - [email protected]
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What, Why and How
Choose one of your possible applications.
Prepare to answer the three questions below about that specific application:
• What is it?
• Why do you think it might be useful?
• How do you think you might use it?
Tom Angelo - [email protected]
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Thanks for your time, attention and participation.
Best of luck in your absolutely critical work!
Tom Angelo - [email protected]
