Title: Students will Demonstrate Critical Thinking Skills Introduction Professional Development Modules Mod
1 Students will Demonstrate Critical Thinking
Skills Introduction Professional Development
ModulesModule 1
2Professional Development Modules
- Module 1 Introduction
- Module 2 Critical Thinking Infusion
- Module 3 Student Learning Outcomes and
Alignment - Module 4 - Assessment
3Module 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
4Why 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
5SPC QEP Goal
- In alignment with the Colleges Strategic Plan,
Goal 3, St. Philips College students will
demonstrate critical thinking skills.
6SPC 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. -
7SPC 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.)
8Critical 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
9Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
- pose vital questions and identify problems,
formulating them clearly and precisely
10Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
- gather relevant information and interpret it
effectively
11Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
- impartially consider alternative systems of
thought, recognizing and assessing assumptions,
implications, and practical consequences
12Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
- develop well-reasoned conclusions and solutions,
checking them against relevant criteria and
standards
13Critical Thinking Student Learning Outcomes
SLOs2004 Foundation for Critical Thinking
- demonstrate the ability to communicate
effectively with others in determining solutions
to complex problems
14Critical 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.
15Critical 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
16Critical Thinking Process
- Introduction to concept
- Promotion of active engagement
- Demonstration of thinking skill
- Robert Swartz, National Center for Teaching
Thinking
17Critical 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.
18Critical Thinking Infusion
- Introduce students to the thinking skill by
demonstrating the importance of doing such
thinking well. - Use discipline specific, real world examples.
19Critical 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?
21Critical 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?
22Critical Thinking Infusion
- Reinforce thinking strategies by providing
additional opportunities for independent student
thought using the same thinking skill. - Minute paper
- Ponder questions
23The 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
24Critical ThinkingAssessment Rubric Calibration
Application(See handouts)
25Assessment 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