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Students will Demonstrate Critical Thinking Skills Introduction Professional Development Modules Mod

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a definition of what we mean by 'Critical Thinking' ... Scriven & Richard Paul, National Council for Excellence in Critical Thinking Instruction ... – PowerPoint PPT presentation

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Title: Students will Demonstrate Critical Thinking Skills Introduction Professional Development Modules Mod


1
Students will Demonstrate Critical Thinking
Skills Introduction Professional Development
ModulesModule 1
2
Professional Development Modules
  • Module 1 Introduction
  • Module 2 Critical Thinking Infusion
  • Module 3 Student Learning Outcomes and
    Alignment
  • Module 4 - Assessment

3
Module 1 Introduction
  • This module will provide
  • a brief refresher on the overall QEP plan Why
    are we doing this?
  • a definition of what we mean by Critical
    Thinking
  • a preliminary examination of the means by which
    student demonstration of critical thinking will
    be assessed across the college

4
Why are we doing this?
  • Driven by the following
  • Employers
  • Transfer Institutions
  • Texas Higher Education Coordinating Board
  • Southern Association of Colleges and Schools
  • US Department of Education
  • SPC desire for continuous improvement of student
    learning outcomes

5
SPC QEP Goal
  • In alignment with the Colleges Strategic Plan,
    Goal 3, St. Philips College students will
    demonstrate critical thinking skills.

6
SPC QEP Objectives
  • The College will
  • Plan, administer, and evaluate the QEP.
  • Provide faculty professional development
    activities.
  • Implement critical thinking in the classroom.
  • Assess critical thinking student learning
    outcomes.

7
SPC QEP Timeline
  • 2005-2006 Preparation Year
  • 2006-2007 Pilot Year
  • 2007-2008 Phase 1 (2 courses per dept.)
  • 2008-2009 Phase 2 (33 all courses per dept.)
  • 2009-2010 Phase 3 (66 all courses per dept.)
  • 2010-2011 Phase 4 (100 all courses per dept.)

8
Critical Thinking
  • Critical thinking is the 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.
  • Scriven Richard Paul, National Council for
    Excellence in Critical Thinking Instruction

9
Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
  • pose vital questions and identify problems,
    formulating them clearly and precisely

10
Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
  • gather relevant information and interpret it
    effectively

11
Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
  • impartially consider alternative systems of
    thought, recognizing and assessing assumptions,
    implications, and practical consequences

12
Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
  • develop well-reasoned conclusions and solutions,
    checking them against relevant criteria and
    standards

13
Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
  • demonstrate the ability to communicate
    effectively with others in determining solutions
    to complex problems

14
Critical Thinking Infusion
  • Note SPC is providing ample opportunity for
    faculty to engage in professional development
    sessions to review nationally researched best
    practice in the area of critical thinking
    infusion into the curriculum. Faculty are
    encouraged but not required to experiment with
    these practices or their own innovations to
    improve student critical thinking skills.

15
Critical Thinking 3 Categories of Thinking
Skills
  • Skills at generating ideas
  • Skills at clarifying ideas
  • Skills at assessing the reasonableness of ideas
  • Introduction to concept
  • Promotion of active engagement
  • Demonstration of thinking skill
  • Robert Swartz, National Center for Teaching
    Thinking

16
Critical Thinking Process
  • Introduction to concept
  • Promotion of active engagement
  • Demonstration of thinking skill
  • Robert Swartz, National Center for Teaching
    Thinking

17
Critical Thinking Infusion
  • Explicitly teach thinking
  • Create a classroom atmosphere of thoughtfulness
  • Integrate teaching of thinking into course
    content
  • NOTE Infusion involves teaching content through
    skill development. It is not intended to REPLACE
    or take time away from content.

18
Critical Thinking Infusion
  • Introduce students to the thinking skill by
    demonstrating the importance of doing such
    thinking well.
  • Use discipline specific, real world examples.

19
Critical Thinking Infusion
  • Use explicit prompts to guide students through
    the skillful practice of thinking.
  • Example Compare and Contrast Graphic
    Organizer

20
  • OPEN COMPARE AND CONTRAST
  • How are they similar?
  • How are they different?
  • What similarities and differences seem
    significant?
  • What categories or patterns do you see in the
    significant similarities and differences?
  • What interpretation or conclusion is suggested by
    the significant similarities and differences?

21
Critical Thinking Infusion
  • Ask reflective questions so students can
    become aware of how they are thinking. How did
    you come to that decision?
  • What steps did you take to come to that
    conclusion?
  • How is making decisions this way effective and
    helpful?

22
Critical Thinking Infusion
  • Reinforce thinking strategies by providing
    additional opportunities for independent student
    thought using the same thinking skill.
  • Minute paper
  • Ponder questions

23
The Assessment Process
  • Departments designate course rollout and SLO(s)
  • Faculty prepare curriculum for infusion
  • Faculty provide learning activities that result
    in student artifacts aligned with SLOs
  • Planning and Research collects artifacts each
    December and pulls a stratified random sampling
    of student work across disciplines and sections
  • Faculty assessors apply SLO rubrics to student
    artifacts each January
  • Planning and Research prepares institutional data
    report

24
Critical ThinkingAssessment Rubric Calibration
Application(See handouts)
25
Assessment Day Findings
  • Faculty Assessors stated
  • Assignments and Learning Activities need to
    explicitly address critical thinking
  • Assignments and Learning Activities need to be
    tied to SLOs, with Assessment Rubric in mind
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