teaching_critical_thinking sad e(1).ppt

book

1. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Teaching Critical Thinking
Mary M. Walczak
Associate Professor and Chair of Chemistry
Interim Director, Evaluation & Assessment
St. Olaf College

2. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
What is Critical Thinking?
"Critical thinking is the identification and evaluation of
evidence to guide decision making. A critical thinker
uses broad in-depth analysis of evidence to make
decisions and communicate his/her beliefs clearly and
accurately."
http://www.criticalthinking.com/index.jsp

3. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
What is Critical Thinking?
A Super-streamlined Conception of Critical Thinking
by Robert H. Ennis, Prof. Emeritus Univ. of Illinois, revised 3/24/04
Assuming that critical thinking is reasonable reflective thinking focused on
deciding what to believe or do, a critical thinker:
1. Is open-minded and mindful of alternatives
2. Tries to be well-informed
3. Judges well the credibility of sources
4. Identifies conclusions, reasons, and assumptions
http://www.criticalthinking.net/SSConcCTApr3.html

4. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
What is Critical Thinking?
5. Judges well the quality of an argument, including its reasons,
assumptions, and evidence
6. Can well develop and defend a reasonable position
7. Asks appropriate clarifying questions
8. Formulates plausible hypotheses; plans experiments well
9. Defines terms in a way appropriate for the context
10. Draws conclusions when warranted -- with caution
11. Integrates all items in this list
http://www.criticalthinking.net/SSConcCTApr3.html

5. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
St. Olaf’s CALL Team Definition
Critical thinking is the ability to analyze, construct
and evaluate arguments, to support claims by
appropriate reasons or evidence, and to formulate
positions and policies on the basis of a reasonable
assessment of alternatives. It is disciplined and
creatively imaginative thinking that enables one to
integrate ideas, interpret texts and data, and examine
issues in a nuanced and fair-minded way. It is a way
of being accountable and taking responsibility for
one’s own beliefs.

6. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
St. Olaf’s CALL Team Definition
•ability to evaluate evidence, data and information in a rigorous or
disciplined way;
•ability to assess one's own position, and to recognize what's known and
unknown;
•ability to identify theme, thesis, policy, argument, etc. in a discipline-
appropriate way;
•ability to combine understanding, appreciation, and evaluation of a text
or argument;
•ability to recognize and critique assumptions, including one's own;
•ability to "transfer training" from one area of study to another;
The following abilities and attitudes are characteristic of
successful critical thinkers:

7. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
St. Olaf’s CALL Team Definition
•willingness to evaluate and challenge received opinion;
•inclination to introspection and self-examination;
•commitment to intellectual virtues, including curiosity, courage, and
accountability
Prepared by the St. Olaf Collaborative Assessment for Liberal Learning
(CALL) Critical Thinking Team:
Vicki Harper, Philosophy Bob McClure, Education
Mary Walczak, Chemistry Paul Zorn, Mathematics
(convener)
The following abilities and attitudes are characteristic of
successful critical thinkers:

8. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Teaching CT in GE Chemistry

9. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
News Assignments
http://www.publicagenda.org/issues/frontdoor.cfm?issue_type=internet
Projects that use contemporary public
information sources to explore issues
of interest to conscientious citizens in
order to stimulate development of
strong science and technological
literacy skills.
http://faithullah.blogspot.com/2005_05_01_faithullah_archive.html

10. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
News Assignments
Research Questions
•Do general education
students’ attitudes about
science, technology and
society change as a result
of taking a chemistry
class that includes
emphasis on
contemporary issues?
http://www.churchtimes.co.uk/
content.asp?id=56286

11. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
News Assignments
•Can general education students
critically evaluate information on
scientific topics found in the
popular literature or on the
internet?
•Can general education students
state their opinions on
contemporary issues and
support their viewpoints using
information available in the
popular literature?
http://www.webtvwire.com/category/site-news/
Research Questions

12. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Learning Outcomes
Students will demonstrate…
Scientific and technological literacy as reflected in writing
position papers on topics of contemporary importance
Independent research and analysis skills by taking on greater
responsibility for investigating and analyzing information
Competence in evaluating source reliability by systematically
examining the characteristics of information sources.

13. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
News Assignment Topics
Healthcare Topics
Risk Assessment – Should You Be Immunized Against
Influenza?
Should Healthcare Workers be Immunized Against
Influenza?
Should Food be Irradiated as a Means to Control
E.Coli O157:H7 Outbreaks?
Antidepressants and Adolescents: Is Prozac Safe for
Teenagers?
The Low Carb Diet Craze: A Sensible Diet?

14. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
News Assignment Topics
Environmental Topics
Nuclear Energy Storage – Impact of Expansion at the
Prairie Island Site
Should I Replace Incandescent Bulbs with Compact
Fluorescent Bulbs?
Ozone Pollution and the National Parks
Is Buying a Hybrid Vehicle Worth It?
The Hydrogen Economy: Future or Folly?

15. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Risk Assessment – Should You Be
Immunized Against Influenza?
1.Read the assigned information about the
flu vaccine
2.Identify the Scientific/Technological Issue
3. Formulate opinion of author; identify
alternative opinions
4. Find and summarize opinions and factors
from other sources
5.Write a position paper stating and
supporting your position on the scientific
issue or course of action
www.vaccinationdangers.com/

16. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
1.Read the assigned information about the flu vaccine
What is the flu and who
should be immunized?
Does this year’s vaccine
really protect against the
flu?
What is “avian flu” and
should we worry?
Is this year’s flu season
really worse than usual?
Risk Assessment – Should You Be
Immunized Against Influenza?

17. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
1.Read the assigned information about the flu vaccine
What is the flu and who
should be immunized?
The influenza (Flu) Viruses
www.cdc.gov/flu/about/fluviruses.htm
Who Should Get the Influenza (Flu) Vaccine: Interim
Recommendations, December 2003
www.cdc.gov/flu/protect/vaccine.htm
Risk Assessment – Should You Be
Immunized Against Influenza?

18. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
1.Read the assigned information about the flu vaccine
What is the flu and who
should be immunized?
•What type(s) of flu virus is responsible for the flu disease in humans?
•What do the H and N designations refer to in the naming system for flu
viruses?
•Why are health officials particularly concerned when a species (e.g., a pig) is
infected simultaneously by viruses that cause disease in other species?
•What recommendations do the health authorities make regarding who should
be immunized this year? On what basis do they make that recommendation?
Risk Assessment – Should You Be
Immunized Against Influenza?

19. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Flu Has Killed 93 Children, but Comparisons are Difficult by
Lawrence K. Altman
college4.nytimes.com/guests/articles/2004/01/09/2283399.xml
The Big Bad Flu, or Just the Usual? By Lawrence K. Altman
college4.nytimes.com/guests/articles/2003/12/14/1130238.xml
Weekly Report: Influenza Summary Update
www.cdc.gov/flu/weekly/index.htm
Is this year’s flu season
really worse than usual?
Risk Assessment – Should You Be
Immunized Against Influenza?

20. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Is this year’s flu season
really worse than usual?
When did the United States flu season peak? What percentage of the
States still report widespread flu activity?
Is the death rate in 2003-04 due to pneumonia and influenza within
the limits of a normal year?
Is this year’s flu season significantly different from recent years? If
so, in what ways?
How many people die from the flu each year in the United States?
How many (or what percentage) of these are children?
Risk Assessment – Should You Be
Immunized Against Influenza?

21. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Is this year’s flu season
really worse than usual?
http://www.cdc.gov/flu/weekly/index.htm

22. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Discuss the topic with others
What is the flu and who
should be immunized?
What is the flu and who
should be immunized?
What is the flu and who
should be immunized?
What is the flu and who
should be immunized?
Risk Assessment – Should You Be
Immunized Against Influenza?

23. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Discuss the topic with others
What is the flu and who
should be immunized?
Does this year’s vaccine
really protect against the
flu?
What is “avian flu” and
should we worry?
Is this year’s flu season
really worse than usual?
Risk Assessment – Should You Be
Immunized Against Influenza?

24. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Individual Reading and
Thinking
Discussing Topic with
Group members
Jigsaw with other
Groups
Whole Class
Discussion
Personal Reflection,
Research and Writing
Risk Assessment – Should You Be
Immunized Against Influenza?

25. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
5.Write a position paper stating and supporting your
position on the scientific issue or course of action
Evaluation Web-based Information Sources
Risk Assessment – Should You Be
Immunized Against Influenza?

26. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Authority:
Is it clear who created the site?
Are their qualifications clear?
Is it clear who maintains the site and can you contact them?
Accuracy:
Is it clear who checked the facts?
Are their qualifications clear?
Currency:
Is it clear when the site was created/how current the
information is?
Objectivity/Bias:
Are the goals of the site clearly stated?
Can you tell whether the person/organization has a bias?
Evaluating Web-based
Information Sources
Adapted from materials by
Larua Wenk, Hampshire
College, and Thurston Miller,
University of Notre Dame

27. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Summary:
Is the information presented in a relatively unbiased way
(does it try to sway your opinion or not)? Explain.
What clues do you have that the information is reliable –
either from the web site itself or from what you’ve learned
from other sources?
What is your overall confidence in this source? Explain.
Evaluating Web-based
Information Sources
Adapted from materials by
Larua Wenk, Hampshire
College, and Thurston Miller,
University of Notre Dame

28. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Reliable Sources…
•Contain information consistent with other sources,
•Contain “just the facts,”
•Are endorsed by professional organizations (e.g.,
Environmental Activists),
•List staff with strong credentials,
•Are well-organized, or
•Are from an established organization (e.g., public radio or
the U.S. government).
Evaluating Web-based
Information Sources
Reliable Sources…
•Contain information consistent with other sources,
•Contain “just the facts,”
•Are endorsed by professional organizations (e.g.,
Environmental Activists),
•List staff with strong credentials,
•Are well-organized, or
•Are from an established organization (e.g., public radio or
the U.S. government).

29. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Student papers graded according to 5-item rubric:
•Get the Facts Straight
•Evaluate Scientific Evidence
•Distinguish Discrete Scientific Issues
•Identify Interrelated Policy and Science Issues
•Overall Writing Quality
Demonstrating Critical Thinking

30. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Evaluate Scientific Evidence
Demonstrating Critical Thinking
Determine whether the
information presented by
your sources is of high
quality. What makes it high
quality? What prevents it
from being high quality?
How would you do the study
differently? Clearly
distinguish your evaluation
from that of your cited
information sources.
Quote or paraphrase your
cited information sources
without providing any of your
own analysis. Simply agree
with the experts quoted or
authoring the information.
After all, they are the experts!

31. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Distinguish Discrete Scientific Issues
Demonstrating Critical Thinking
Identify other, related, issues
to the topic of the
assignment. Articulate the
relationship between the
issue in question and these
related issues. Are the other
issues relevant to your
position?
Confuse related, but discrete,
issues or fail to identify
related issues.

32. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
More on Rubrics

33. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Washington State University
Critical Thinking Rubric
http://wsuctproject.wsu.edu/ctr.htm

34. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
1.Identifies, summarizes (and appropriately reformulates) the
problem, question, or issue.
2.Identifies and considers the influence of context and
assumptions.
3.Develops, presents, and communicates OWN perspective,
hypothesis or position.
4.Presents, assesses, and analyzes appropriate supporting
data/evidence.
5.Integrates issue using OTHER (disciplinary) perspectives and
positions.
6.Identifies and assesses conclusions, implications, and
consequences.
7.Communicates effectively.
Washington State University
Critical Thinking Rubric

35. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Washington State University
Critical Thinking Rubric
http://wsuctproject.wsu.edu/ctr.htm
Identifies,
summarizes
(and
appropriately
reformulates)
the problem,
question, or
issue.
1
2
3
4
5
6
Does not attempt to or fails to identify and
summarize accurately.
Summarizes issue, though some aspects are
incorrect or confused. Nuances and key
details are missing or glossed over.
Clearly identifies the challenge and
subsidiary, embedded, or implicit aspects of
the issue. Identifies integral relationships
essential to analyzing the issue.
Emerging
Developing
Mastering

36. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Outcomes for the development of metarubrics:
1.Inquiry and analysis
2. Critical thinking
3. Creative thinking
4. Written communication
5. Oral communication
6. Quantitative literacy
7.Information literacy
8. Teamwork
AAC&U Meta-rubrics Project
http://www.aacu.org/value/metarubrics.cfm
9. Problem solving
10. Civic knowledge and
engagement—local and global
11. Intercultural knowledge and
competence
12. Ethical reasoning and action
13. Foundations and skills for
lifelong learning
14. Integrative learning
2. Critical thinking

37. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
AAC&U Meta-rubrics Project
Influence of Context and Assumptions
Own Perspective, Hypothesis, or Position
Explanation of Issues
Implications, Conclusions and Consequences
Investigation of Evidence

38. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
AAC&U Meta-rubrics Project
Influence of Context and Assumptions
1Position presented in absolutes; presumes and projects from ego or
socio centric terms; little evidence of own bias Position reveals little
awareness of ethical, cultural, political, historical or other contextual
assumptions.
2Position presented tentatively, aware of alternate perspectives &
possible fallibility. Position reports superficial acknowledgement of
contexts.
3Position presented with adequate summary of an alternative
perspective. Position reports awareness of assumptions that shape
context.

39. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
AAC&U Meta-rubrics Project
Influence of Context and Assumptions
4Position qualified by internalization of alternative perspectives.
Position reflects an awareness & considers implication of
assumptions that shape context.
5Position attentive to the way context shapes alternative
perspectives. Position explores complexity, bias, values;
questions assumptions.
6Position represents clear sense of factors shaping perspective
relative to others Position explores complexity, bias, values;
questions own and others assumptions and how they create own
and other’s values.

40. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Institutional Assessment of CT

41. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
College-Level Assessment of CT
Collegiate
Learning
Assessment
(CLA)

42. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
CLA Approach
Mission-driven Focus
•Critical thinking
•Analytic reasoning
•Written communication
•Problem-solving
•Direct observation of student work
•Holistic scoring
•Longitudinal design (“value-added”)
•On-line administration
•Reports and data analysis provided by CAE
•Ability to compare and contextualize results
Meaningful Measures
Manageable Process

43. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
CLA Measures
Analytic Writing Task
Make-an-Argument
Critique-an-Argument
Performance Task

http://forpd.ucf.edu/strategies/stratsq4r.html

44. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Analytic Writing Task:
Make-an-Argument

“In our time, specialists of all kinds are highly
overrated. We need more generalists -- people
who can provide broad perspectives.”
Directions: In 45 minutes, agree or disagree and
explain the reasons for your position.

45. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Analytic Writing Task:
Critique-an-Argument
“Butter has now been replaced by margarine in Happy Pancake House
restaurants throughout the southwestern United States. Only about 2
percent of customers have complained, indicating that 98 people out of 100
are happy with the change. Furthermore, many servers have reported that
a number of customers who still ask for butter do not complain when they
are given margarine instead. Clearly, either these customers cannot
distinguish margarine from butter, or they use the term "butter" to refer to
either butter or margarine. Thus, to avoid the expense of purchasing butter,
the Happy Pancake House should extend this cost-saving change to its
restaurants in the southeast and northeast as well.”
Directions: In 30 minutes, discuss how well-
reasoned you find the argument.

46. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
Performance Tasks: Real-world problem-solving scenarios
Sample task: Advise the mayor on crime reduction strategies by
evaluating two alternative policies:
1.Invest in a drug treatment program or
2.Put more police on the streets.
Document library: Provided on-line as part of the task

47. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
A MEMO by a private
investigator that reports on
connections between a specific
drug treatment program and a
vocal critic of placing more
police on the streets.

48. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
CRIME STATISTICS that
compare the percentage of
drug addicts to the
number of crimes
committed in the area.

49. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
Crime and community DATA
TABLES provided by the
Police Department.

50. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
A NEWS STORY highlighting
a rise in local drug-related
crime.

51. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
A RESEARCH BRIEF
summarizing a scientific
study that found the drug
treatment program to be
effective.

52. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
A CHART that shows that
counties with a relatively large
number of police officers per
resident tend to have more
crime than those with fewer
officers per resident.

53. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
WEB SEARCH results
summarizing other
studies evaluating the
drug treatment program.

54. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
Performance Tasks require students to use an integrated set of
critical thinking, data interpretation, problem solving, and written
communication skills.
There are no “right” answers. The goal is to stimulate students’
abilities to make reasoned, reflective arguments.

55. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
Students are expected to
•evaluate evidence
•analyze and synthesize the evidence
•draw conclusions

56. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Next Steps
CLA in the
Classroom

57. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Acknowledgements
Thanks for the Support!
Professor David Schodt,
Director, Center for Innovation in the Liberal Arts
Professor Jo Beld,
Director, Office of Evaluation and Assessment
Professors Laura Wenk (Hamilton College) and
Thurston Miller (Notre Dame)
Chem 111 Students, Spring 2004 and 2007
Chem 124 Students, Fall 2004
Emily Koeck ‘05
Funding:
Bush Foundation
Teagle Foundation

58. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Instructions for Critical
Thinking Discussion
Take a few minutes and reflect on your goals for critical thinking in your
course. What are you doing? What would you like to be doing better?
At your table, spend 20 minutes discussing the reflections of the people at
your table and brainstorming ways that we could both strengthen critical
thinking skills in our courses and have a better understanding of the
impact of our courses on critical thinking skills. As a group, synthesize
a list of your best ideas for reporting out. Please upload a word file with
this list on the workshop website upload form- linked from the program.
We will have a round robin report out with each table in turn presenting
one idea until we run out of ideas or time. The individual lists will be
compiled and posted on the workshop website.

59. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

60. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
Students are expected to evaluate evidence by:
1.Determining what information is or is not pertinent
2.Distinguishing between fact and opinion
3.Recognizing limitations in the evidence
4.Spotting deception and holes in the arguments of others

61. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
Students are expected to analyze and synthesize the evidence
by:
1.Presenting his/her own analysis of the data
2.Breaking down the evidence into its component parts
3.Drawing connections between discrete sources of data
4.Attending to contradictory or inadequate information

62. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008
Performance Task
Students are also expected to draw conclusions by:
1.Constructing cogent arguments rooted in data rather than
speculation
2.Selecting the strongest set of supporting evidence
3.Avoiding overstated or understated conclusions and
suggesting additional information to complete the analysis