Cultivating Critical Cultivating Critical Thinking Across the Thinking Across the
CollegeCollege
Presented by
Barbara June RodriguezRenee Hosang-Alleyne
Laura Rambarose
Teaching Academic Success Skills (TASS) Conference
Fort Lauderdale, FloridaMarch 2014
Workshop ObjectivesWorkshop Objectives
As a result of this workshop, participants will:•Discuss strategies to cultivate critical thinking across the institution• Identify strategies to assist students in thinking more critically •Engage in hands-on activities
Broward CollegeBroward CollegeOffers bachelor’s
degrees, associate degrees and certificates
49,144 credit enrolled students
84% part-time students
16% full-time students
• 57.2% female students
• 41.8% male students
• 36.3% Black
• 34.6% Hispanic
• 21.1% White
Based on 2013-2014 Broward College Data
Critical Thinking Conceptual Critical Thinking Conceptual FrameworkFramework
Critical Thinking DefinitionCritical Thinking Definition
Critical thinking (CT) is defined as a
process of evaluating information by
questioning and testing
assumptions, accepting and rejecting
arguments and/or perspectives, and
applying reasoning to make
informed decisions.
Critical Thinking Goal & Critical Thinking Goal & OutcomesOutcomesGoal: To enhance students’ critical thinking skillsStudents will be able to:
1. Analyze and interpret relevant
information
2. Explain questions, problems, and/or issues 3. Evaluate information to determine
credibility of reasoning
4. Generate well-reasoned conclusions
Teaching and Learning Strategies to Teaching and Learning Strategies to Enhance Critical Thinking (CT) Enhance Critical Thinking (CT)
within the Discipline of Sociologywithin the Discipline of Sociology
Critical Thinking is an EXPLICT goal.
CT in Sociology: Theoretical CT in Sociology: Theoretical PerspectivesPerspectives
CT Learning Outcomes
It’s Application Exercises/Assignment
Explain Say in your own wordsEx. In your own words explain, functionalism, conflict theory and symbolic interaction
1. Students Listen ONLY, 2. Reader reads, 3. Students write then 4. Students say (3 and 4 could be switched)
Analyze & Interpret
Break it down know how it worksEx. How would functionalist, symbolic interactionist and conflict theorist explain divorce rates?
Students build a theoretical table - have students explain reasoning orally as well
Evaluate Weaknesses and strengths in how it works.Ex. How can symbolic Interaction models of social stratification?
Theory chart 1Theory chart 2
Generate well reasoned conclusions
Merging the gap between strengths and weakness, new ideas?
Theory Venn Diagram
Ex. Building a Theoretical Ex. Building a Theoretical TableTable
With this table students move beyond the meaning of the theories, show how theories work across sociological issues and gets them to the step of evaluation
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Activity: Theory Chart 1 Activity: Theory Chart 1
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Activity: Theory Chart 2Activity: Theory Chart 2
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Activity: Theory Venn Activity: Theory Venn DiagramDiagram
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Activity: Learning Activity: Learning Sociological Theory through Sociological Theory through
Deep Listening Deep Listening
Context
This exercise is done as the opening to new lessons.
It is followed up by discussion and a written exercise.
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Activity: Learning Activity: Learning Sociological Theory through Sociological Theory through
Deep Listening Deep Listening Learning outcomes:1.Explain each sociological theory2.Analyze and Interpret how each
theory works
Sociological TheoriesFunctionalism:Conflict Theory:Symbolic Interactionism:
DirectionsDirectionsBreak up into groups of three (3)There will be three (3) readers, each
reading a definitionReaders: 1 = Functionalism, 2= Conflict
Theory, 3= Symbolic InteractionismEach reader will go one at a timeEach reader reads the respective definition
slowly and deliberately 3x, while the other group members listen only
After reading three times, the listeners will verbally explain in their own words the definition they just heard
Activity: Learning Activity: Learning Sociological Theory through Sociological Theory through
Deep Listening Deep Listening Functionalism Conflict Theory Symbolic
Interactionism
When examining human behavior, there is an emphasis on viewing society as a whole unit, made up of interrelated parts that work together.
Examines large-scale patterns
When examining human behavior, there is an emphasis on viewing society made up of groups competing for scarce resources.
Examines large-scale patterns
When examining human behavior, there is an emphasis on the use of symbols. Symbols are things that we attach meaning . It is assumed that symbols are key to understanding how people view the world and communicate with one another.
Examines small-scale patterns
Advantages Disadvantages Limitations
•Fantastic for small classroom size 15-20 students
•Develops listening skills
•Develops oral communication
•Students can make mistake without heavy consequences
•Does not work well in 50 minutes classes of 25 plus students
•Time intensive
•If limited by class time, it may be most appropriate to choose lessons that tend to be difficult for students to grasp
ReflectionReflectionWhat have we learned from this
assignment?How useful do you find deep
listening? In what other ways do you think
you can use deep listening?
Activity: Thought Paper Activity: Thought Paper AnalysisAnalysis
Learning OutcomeAnalyze & interpret relevant Information
Muddiest Point Activity
Activity: Project-based Activity: Project-based LearningLearning
Learning outcomes: 1.Analyze and interpret relevant information 2.Generate well-reasoned conclusions
After learning about the different disorders and multiple therapeutic approaches, students select a character, diagnose character with a mental disorder(s), discuss issues and how they would treat their “client”
Iceberg Iceberg
Freud’s Levels of Freud’s Levels of ConsciousnessConsciousnessFreud believed that the
personality has 3 components:◦ Id- operates at an unconscious level, contains
libido (a person’s basic sexual & aggressive impulses). Motivates a person to seek pleasure and avoid pain (big bad baby; devil)
◦ Ego- the preconscious, thinking part of personality. Keep needs of Id satisfied and the three components balanced (reality; us)
◦ Superego- the conscious moral judge, contains rules of society (angel)
Woe is HomerWoe is Homer
DirectionsDirectionsParticipants break up into groups
of 3.
Read the scenario that you were given.
Amongst yourselves, decide who will be the Id, Ego, and Superego.
Act out your respective part.
ReflectionReflectionDid you find it challenging to
think of how to be in your respective part?
How did you feel? What if you were a different
component?
ResourcesResourcesAngelo, T.A. & Cross, K.P. (1993). Classroom
assessment techniques: A handbook for college teachers. (2 ed.). San Francisco, CA: Jossey-Bass.
Broward College. Question Every Possibility - Think Critically: Quality Enhancement Plan. SACSCOC Onsite Review, October 2013. www.broward.edu/qep
Foundation for Critical Thinking www.criticalthinking.org
Suskie, L. (2009). Assessing student learning: A common sense guide. (2 ed.). San Francisco, CA: Jossey-Bass.
Questions?Questions?