Handbook Of Critical Thinking Resources
Handbook ofCritical Thinking ResourcesbyPrince George’s Community CollegeFaculty MembersCompiled by Bill Peirce
Message from Vera Zdravkovich, vice president for Instruction . 2Introduction. 3Belief . 3Goal . 3Definition of Critical Thinking . 3Ways to Improve Students’ Thinking. 4Bill PeirceStrategies for Teaching Critical Reading and Textbook Reading . 5Beverly Reed and Bill PeirceA Strategy for Getting Students to do Their Homework . 7Bill PeirceCritical Think and Information Literacy . 9Imogene Zachery and Alease (Christy) WrightDebate as an Effective Learning Tool . 10Marlene CohenBooks About Teaching Thinking . 12Samples of Reasoning Documents on the RAC Web Site . 13Web Sites for Teaching Reasoning and Critical Thinking . 15Sample Activities and Assignments that Promote Critical Thinking. 17International Business Project . 18Faith BreenCritical Thinking Strategies in Forensic Science . 20Laura EllsworthMaryland Charter . 21Carolyn HoffmanNewspaper Assignment . 23Carolyn HoffmanEssay Journal . 24Diane FinleyCase Study: The Case of Bess . 26Diane FinleyPopular Press Critique. 27Diane FinleyCritique of Journal Article. 29Dawn K. LewiseMolecules Project . 30Barbara Gage and Scott SinexIn-the-Field Project . 31Susan RichardsonDesign Project . 34Jane RichardsPlaywriting Exercise . 35Jane RichardsContents
2A message fromDr. Vera ZdravkovichVice President forInstructionAugust 2004Handbook of Critical Thinking ResourcesRegardless of discipline, all courses at Prince George’s Community College mustdevelop students as critical thinkers. No faculty member can assume that studentsknow how to engage in critical thinking either in general or within the constructsof a discipline. Therefore, in a learning-centered college, every faculty memberhas a professional obligation to advance the critical thinking ability of students.We are fortunate at this college to have faculty members who understand theimportance of critical thinking in the education of our students. However, facultyrarely have the time to discuss the philosophy of critical thinking, the process ofcritical thinking, or the application of critical thinking in the classroom. As a result,a group of faculty members have developed this Handbook of Critical ThinkingResources to share their work and findings, and to offer examples of classroomcritical thinking assignments that they have found to be beneficial to students.I am grateful to Bill Peirce, professor of writing in the English department andfounder of Reasoning Across the Campus, for coordinating and preparing thehandbook, and to each of the faculty contributors:Faith Breen, professor, Business ManagementMarlene Cohen, professor, Communication & TheatreLaura Ellsworth, assistant professor, Criminal Justice, Forensic Science,and Legal StudiesDiane Finley, professor, PsychologyBarbara Gage, professor, Physical SciencesCarolyn Hoffman, associate professor, History, Geography, and Political ScienceDawn Lewis, assistant professor, PsychologyBill Peirce, professor, EnglishBeverly Reed, professor and chair, Educational DevelopmentJane Richards, professor and coordinator, Communication & TheatreSusan Richardson, professor, Communication & TheatreScott Sinex, professor and chair, Physical SciencesChristy Wright, adjunct professor, Learning ResourcesImogene Zachary, associate professor, Learning ResourcesThis handbook is presented with the expectation that it will inspire, encourage,and help all faculty members enhance their courses with the critical thinking skillsso crucial to the success of our students. It is also presented with the invitation toall faculty to submit examples of their use of critical thinking assignments forpublication in future editions of the Handbook of Critical Thinking.
Handbook of Critical Thinking Resources3Introduction In fall 2004 Prince George’s Community College launched“The Year of Critical Thinking” to highlight the importance of using critical thinkingtechniques to enhance student learning. This handbook was written by faculty forfaculty to serve as a resource for exploring different ways to use critical thinkingduring class, and in tests, assignments, and projects. The contributing faculty membersoffer some of the “tricks of the trade” that they have learned and examples of thecritical thinking practices that they use with the hope that other colleagues may findthem helpful.The handbook begins with a belief, goal, and definition of critical thinking, followedby five articles written by faculty, a list of books about teaching thinking, a list ofdocuments available on the RAC Web site, and a list of Web sites for more informationabout teaching reasoning and critical thinking. The handbook concludes with examplesof critical thinking practices and techniques that Prince George’s Community Collegefaculty in seven different disciplines use their courses.BeliefFaculty can improve student thinking and learning by helping them todevelop their critical thinking skills. Whether our students transfer to four-yearcolleges or return to the workplace, to succeed in their goals our students needto be good thinkers, to think critically.GoalAs a learning-centered college, our goal is to improve our students’abilities to think critically.Improving students’ critical thinking skills will help students: improve their thinking about their course work use sound thinking on tests, assignments, and projects in their courses have the strategic, analytical, problem solving, and decision-making skillsthey need when they transfer to another college have the strategic, analytical, problem solving, and decision-making skillsthey need when they transition to the workplaceDefinition of Critical Thinking The term “critical thinking”when used by educators has varied meanings in different contexts—whether in formallogic courses where it has a precise meaning when applied to arguments or in casualdiscussions in a faculty lounge about students’ struggles to grasp the course content,where the term is used more loosely to simply mean good thinking.In this handbook, “critical thinking” means sound thinking needed by practitionersin an academic discipline: accurate, relevant, reasonable, rigorous—whether it beanalyzing, synthesizing, generalizing, applying concepts, interpreting, evaluatingsupporting arguments and hypotheses, solving problems, or making decisions. Anacademic discipline is a system of thinking about information and its applications.Course content should consist of helping students to learn how to find answers, solveproblems, and make decisions the way practitioners in that discipline do. Learningfactual content, applying factual content, and thinking about factual content areinterdependent.
4Ways toImproveStudents’ThinkingbyBill PeirceHandbook of Critical Thinking Resources1. Improve students’ metacognitive abilities Model thinking processes Ask students to unpack their thinking Ask for monitoring and reflection by informal writing2. Use effective questioning strategies Ask for clarification, evidence, reasoning—not just recall, notjust the one correct answer Ask questions with more than one correct answer Ask questions requiring several kinds of thinking3. Have students use oral and written language often and informally Have students write answers to your questions, before speakingup in class Use small-group tasks Teach students reading and note-taking strategies Use personal response and academic journals4. Design tasks that require thinking about content as a primary goal Use active-learning strategies that require students to processinformation, not just recall it Sequence the tasks developmentally5. Teach explicitly how to do the thinking needed for the tasks Practice is not enough Model the cognitive processes required Give feedback to students as they apply the steps in the neededcognitive processes6. Create a classroom atmosphere that promotes risk-taking andspeculative thinking Arrange physical space to promote student-student interaction Avoid competition Foster interaction among studentsFrom the RAC Web site at http://academic.pg.cc.md.us/ wpeirce/MCCCTR/
Handbook of Critical Thinking Resources5Reading is a thinking process. When instructors assign textbook readings, theyusually want their students to read simply for comprehension. A variety of strategies(described below) can help your students read with better understanding of thematerial. Critical reading goes beyond comprehension. Critical reading means judgingor evaluating the worth of the material and keeping an open-mind—not letting biasor prejudice interfere. It goes beyond just understanding the core elements ofreading: identifying the topic, main idea, supporting ideas, patterns of organization,and inferences. Critical readers recognize the writer’s point of view, purpose, targetedaudience, and tone. They ask questions as they read to monitor their reading.Critical reading is dependent on critical thinking. Critical thinking involves askingprobing questions, having an open mind, and reaching a logical conclusion based onevidence. Critical thinkers’ thoughts are organized in a way that helps them accuratelyevaluate material read. Critical thinking involves distinguishing facts and opinions,recognizing bias and prejudices, propaganda, fallacies, and illogical arguments. Tohelp students, instructors can teach common errors in critical thinking such asoversimplifying and overlooking a writer’s choice of words etc. Instructors shoulddisplay a neutral attitude towards controversial subjects not show a negative attitudeabout an issue, person, or thing.Strategiesfor TeachingCriticalReadingandTextbookReadingbyBeverly ReedandBill PeirceInstructors can guide critical thinking by using sound questioning strategies. Askingthe right kind of question is important: What is the background of the writer? What isthe main point or issue? What is the conclusion? What is the supporting evidence (thereasoning etc.)? How good is the evidence presented? Is there another plausibleinterpretation for the findings? Is important information missing? Is the data deceiving? (For additional sample questions, visit the RAC Web site.)Strategies for Teaching Textbook Reading1. Distinguish between textbook reading and critical reading The basic difference is that usually students read textbooks to understand thecontent and read critically to understand and question the content.2. Introduce the assigned reading in a preceding class Have students write down what they already know about the subject of thechapter, briefly discuss, and check for misconceptions and misinformation Preview the chapter or reading by giving an oral summary Pose interesting questions that will be answered in the reading assignment Poll the class on some of the issues addressed in the reading assignment(e.g., How many of you believe that ? How many believe the opposite?) Emphasize the interest, usefulness, and fit of the reading in the coursesequencecontinued next page
6Handbook of Critical Thinking Resources3. Do not repeat the reading in a lectureDo not make listening to your lecture become the student’s reading strategy.It is tempting when students do not or can not read the textbook chapters tomake sure the course content is “covered” by telling the students what theyshould have learned by reading the textbook.Among the reasons for not lecturing on assigned reading are Your students will not learn to read for comprehension—a valuable skill inyour discipline. Your students will not learn to read critically—also a valuable skill in yourdiscipline. Your passive learners will not learn how to apply the course information ifthe time they spend on task is spent on the tasks of listening and taking notes. Enough class time will not be spent on higher order thinking tasks, such asapplying, conceptualizing, analyzing, synthesizing, classifying, comparing,and evaluating.4. As homework, have students write something in response to the textDemonstrate how to do it; provide a model of what you are asking forOutline or concept mapSummaryAsk/answer questionsAnnotate the text as a believer and then as a doubterWrite double-entry notes:one page (or column) for summaries of the text, and an adjacent page(or column) for commentsPersonal response5. Design a focused, informal writing-to-learn task based on the readingFor example: Connect the reading to a past lecture or to prior knowledge Compare/contrast with another reading Critique/evaluate Apply the reading content to a scenario or case6. Monitor complianceDevelop ways to ensure that students do their homework on time withoutburdening yourself with daily feedback or recordkeeping.(See “A Strategy for Getting Students to Do Their Homework” in this handbook.)
Handbook of Critical Thinking Resources7Would you use more class time for active learning (discussion, small group tasks,etc.) if the students arrived with the assigned reading already read and understood?I learned the following procedure for getting students to do their homework on timeat a critical thinking workshop conducted by Richard Paul, Director of the Center forCritical Thinking at Sonoma State University.Here is the basic procedure, with more details below:1. In addition to the assigned daily reading, assign a daily written product basedon the reading (outline, summary, response to questions, application, etc.).2. When students arrive in class, initial or rubber stamp the homework, glancingat it only long enough to see that it is indeed today’s homework for your course.3. For the students who are prepared, design meaningful small-group and otheractive-learning tasks that ask students to apply what they read and wrote about.Exclude those who have not received your initials or rubber stamp.4. Collect the daily homework (which students save in a notebook) 2–3 times asemester or at the end of the course and grade a random sample of theirhomework assignments.A StrategyforGettingStudentsto DoTheirHomeworkbyBill PeirceTo explain the procedure more fully, here are some notes on each of these steps.During the fifteen years that I’ve been using this strategy, my students are betterprepared, and I have a lower dropout rate.1. Assign a daily writing assignment based on the reading.At the beginning of the course, teach the students how you want them to read thetextbook chapters and other readings and show them how to annotate/outline/summarize a chapter.Train students how to apply reading strategies to the textbook in your course; modelthe reading and note-taking process you want them to use, ask them to apply it, andin the first few class sessions give them feedback on how well they did it.Show them what to underline, how to annotate pages, how to take notes, how touse visual cues (such as headings), what do with illustrations, how to summarize,when to read skeptically, when to read for understanding, how to handle newvocabulary.When students take on the task of reading and understanding, you will not needto lecture on the textbook material. Listening to your lectures will not becomethe students’ reading strategy.Always ask for a written product in response to the reading. Vary the kinds ofresponses you ask them to write. Keep these writing-to-learn tasks informal,engaged personal writing—not formal, grammatically correct spell-checkedwriting. Writing for a grammar judge shifts students’ goals from learning thematerial to pleasing a teacher.(See more possibilities in “Strategies for Teaching Critical Reading and Textbook Reading”in this handbook.)continued next page
8Handbook of Critical Thinking Resources2. Stamp or initial the daily writing assignment.Begin each class with a homework check. Stamp it or sign your initials.(I have a collection of rubber stamps, which I vary each day). Just glance attheir notebooks long enough to assure yourself that it is indeed homework foryour course, not their notes from their previous class. Don’t collect it or readit or provide feedback on it—you’ll burn out from overwork. Although a goodrule is that all assignments must be done by the end of the semester, late workdoes not get a stamp—no matter how good the excuse. Allow a safety net of afew late, unstamped assignments for emergencies. (I allow four late, unstampedassignments in a course that meets twice a week—no questions asked.)3. Design meaningful small-group tasks based on the written homework.In class use the assigned reading and writing in a meaningful way. There aremany tasks students can do: apply textbook concepts to concrete cases; answerteacher-posed questions; select the “best” homework using teacher-assignedcriteria or their own; critique and revise written work; synthesize, compare/contrast, evaluate; and support a position. If your active-learning tasks aredesigned well, fit well with the course objectives, and help the students preparefor tests and assigned papers, most students will see these tasks as meaningfuland worth their participation.An important rule is that students who have NOT done the day’s written homework cannot participate in the group work; they sit at their desks alone and dotheir unfinished homework—no matter how valid their excuse for not doingtheir homework. Busy adults with families and employers have valid reasons fornot doing every single homework assignment, and if they accept the rationalebehind your procedure, they will not feel ostracized or punished for not gettingtheir homework done. Do a good selling job, explaining that your procedure isin their self-interest and will help students learn the course outcomes and meettheir personal goals.4. Grade only a random sample of the writing assignments.The students’ incentive for doing a good job on their daily written homework isboth intrinsic and extrinsic. Their intrinsic motivation comes from their dailyintellectual engagement in the course material, their sense of satisfaction inunderstanding what’s going on in the course and their sense of being preparedfor class and not getting hopelessly behind. Their extrinsic motivation comesfrom their knowledge that you will grade their daily homework at scheduledintervals or at the end of the course. You don’t need to read and grade everything.That takes too much time—you’ll never do it again. Instead, select a randomsample. Richard Paul’s method is to collect their portfolio of assignments at theend of the course, select one daily writing assignment from the first third of thecourse, two from the second, and three from the third. My method is to skim allassignments three times during the semester. Make your grading criteria clear atthe beginning of the course. I grade homework using two criteria: thoroughnessand attention to the assigned task. Assign the homework portfolio an appropriatepercentage of the course grade. (Mine is 30 %; their writing assignmentscount for the other 70%.)
Handbook of Critical Thinking Resources9All of us are constantly bombarded with information in all forms. For students, havingthe ability to discern what information should be used and how to access it becomeincreasingly important. In order to be successful researchers, students must becomeinformation literate. Hence, as you create critical thinking assignments considerthe implications for information literacy—knowing when, where, and how to find,retrieve, analyze, and use information.The Association of College and Research Libraries, as well as the Middle StatesCommission on Higher Education (Standards 11 and 12) have defined informationliteracy competency standards.Critically evaluating information sources is essential as students gather informationfrom books, magazines, journals, newspapers, online databases, and from the WorldWide Web. While librarians can help students to filter misinformation, it is importantfor students to be able to discern when information is factual rather than opinion, andother gray areas of information. With the popularity of using the Internet for research,students must apply critical thinking skills when using online information. Identifyingthe types of Web site categories can help in selecting the appropriate kind of sourcesand give credibility to a paper. Knowing how to identify a few categories will beinvaluable for students when you issue a research assignment. For example, informational sites provide factual information such as reference sources, libraries,statistics, and events. Educational institutions or governmental bodies frequentlypublish these sites. These sites usually have edu or gov as their domains.When you assign research projects that call for the use of journals, students will beable to get articles from the library’s online subscription databases. These databasescontain many refereed or peer reviewed full text articles. The articles found in hardcopy journals, magazines, or newspapers have been digitized and can be accessedfrom the databases via the Internet. Students who use articles from the databaseslisted on the library’s Online Databases Web page (www.pgcc.edu/library/online.htm)are using authoritative sources.Tips for your research assignments Before assigning a research project, have students review the LibraryTutorial modules (www.pgcc.edu/library/tutorial), which explain howto evaluate sources, search the World Wide Web, and cite sources. Havestudents take the quiz at the end of the module. Schedule a minimum of two information literacy instruction sessions.These sessions will guide students in how to use the resources in the library,especially the online or database sources. To schedule an information literacyinstruction session, contact Norma Schmidt at ext. 0471 or via email atschmidna@pgcc.edu. Collaborate with a librarian before the information literacy instruction sessionis held so that the essence of your assignment is captured in the library session. Send a copy of the assignment to the reference desk so that librarians will beprepared for the kind of guidance and assistance your students ne ZacheryandAlease (Christy) Wright
10Debateas anEffectiveLearningTool(modified PowerPointpresentation)byMarlene CohenHandbook of Critical Thinking ResourcesAustin Freeley—The Power of DebateThe creation of an argument is one of the most complex cognitive acts a student canengage in. To create an argument, a student is required to research issues, organizedata, analyze the data, synthesize different kinds of data, and evaluate informationwith respect to the quality of conclusions it may point to. To form an argument afterthis process, a student must understand how to reason and have an understandingof the logic of decision making.The successful communication of arguments to audiences reflects another cognitiveskill: the ability to communicate complex ideas clearly in words.Finally, the argumentative interaction reflects an even more complex cognitiveability—the ability to process the arguments of others quickly and to reformulateor adapt or defend previous positions.Why Use Debate? Strengthens knowledge Strengthens critical thinking/analysis Strengthens listening skills Strengthens organizational skills Strengthens language skills Strengthens self-esteem Strengthens ability to self-advocate Strengthens gradesSpeech Organization [for students] Simple outline Clearly labeled Claim 1, with evidence and reasoning Claim 2, with evidence and reasoning Direct Clash—She said X, but I disagree Respondents should follow order of 1st speakerThree Kinds of IssuesQuestion of FactIt is true for 3 reasons: Reason 1 Reason 2 Reason 3
Handbook of Critical Thinking ResourcesQuestion of ValueIt is better/immoral/less important Reason 1 Reason 2 Reason 3Question of Policy—Making the Case for Change There is a qualitative/quantitative need/problem The present system won’t relieve the problem—show that it’s inherent in the system Here is a better solution andhere are the added benefits of this solutionDefending the Status Quo Deny Diminish DismissAttacking the Solution It won’t solve your problems It isn’t workable It will create worse, new problems—any advantageswill be outweighed by the potential disadvantagesFour-Person Option for Question of PolicyFirst Affirmative . Make the caseFirst Negative . They didn’t make the case; Present system is fineSecond Affirmative . Rebuild the caseSecond Negative . The solution is worseAffirmative Rebuttal . Rebuild strong argumentsNegative Rebuttal . Rebuild strong argumentsRemember [advice to students] Listen carefully Have fun Be creative11
12BooksAboutTeachingThinkingCompiled byBill PeirceHandbook of Critical Thinking ResourcesThe PGCC LibrarySearch these terms in George (the PGCC library holdings electronic database):thought and thinking,critical thinking,problem solving,reasoning,creative thinking,cooperative learning,collaborative learning.A complete search will get you over 225 books, audiotapes, and videotapes.If this seems overwhelming and you don’t like making choices, I recommendEngaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, andActive Learning in the Classroom, by John C. Bean or any of the books listed below.Highly Recommended Books to BuyI. Jossey-Bass Publishers, specializing in books for higher education:Engaging Ideas: The Professor’s Guide to Integrating Writing,Critical Thinking and Active Learning in the Classroom,by John C. Bean (1996). 38Critical Thinking: Educational Imperative,ed. by Cynthia Barnes.New Directions for Community Colleges, No. 77 (1992) 29Promoting Active Learning: Strategies for the College Classroom,by Chet Meyers and Thomas B. Jones(1993) 36Developing Critical Thinkers,by Stephen Brookfield(1987) 35Jossey-Bass, Inc., Publishers. www.jbp.comII. Other publisher’s books on teaching thinking:Thought and Knowledge: An Introduction to Critical Thinking, 4th edition,by Diane Halpern(2003). 50 (paper).Lawrence Erlbaum. www.erlbaum.comCritical Thinking: Theory, Research, Practice, and Possibilities,by Joanne G. Kurfiss(1988).ASHE-ERIC Higher Education Report No. 2.ASHE-ERIC Higher Education Reports. www.eriche.org
Handbook of Critical Thinking Resources13Metacognition: Study Strategies, Monitoring, and MotivationRecent research has established that metacognition (awareness of one’s thinkingprocesses) is crucial to learning. This document provides strategies teachers canuse to help students learn their course content.Strategies for Teaching Thinking and Promoting IntellectualDevelopment in Online ClassesA variety of effective active learning strategies that also work in face-to-face classes.(about 19 printed pages)Understanding Students’ Difficulties in Reasoning:Part One: Perspectives from Several Fields (about 25 printed pages)Why do students resist analytical and critical thinking in our courses? Severalperspectives offer explanations:I. Poor High School PreparationII. Perspectives from the Field of Critical ThinkingIII. Psychological Resistance to ThinkingIV. Levels of Intellectual GrowthPerry: stages of intellectual and ethical growthBelenky et al.: perspectives on women’s ways of knowingV. Perspectives from Gender DifferencesSamples ofReasoningDocumentson theRACWeb Sitehttp://academic.pg.cc.md.us/ wpeirce/MCCCTR/How to Get Students to Do Their HomeworkA procedure for ensuring that students arrive in class with their homework done,ready to participate in discussions and small-group tasks.Designing Writing Assignments That Teach Thinking (9 pages)1. Teaching Thinking Through Writing2. Improving Assignment Instructions3. Limitations of the Traditional Term Paper4. Speech 109 Interpersonal Communication Assignment5. Designing Grading Criteria for Formal Writing Assignments6. Checklist Assessment for Article Review7. Develop a Repertoire of Thinking Tasks8. Ten Strategies for Designing Thinkin
"The Year of Critical Thinking" to highlight the importance of using critical thinking techniques to enhance student learning. This handbook was written by faculty for faculty to serve as a resource for exploring different ways to use critical thinking during class, and in tests, assignments, and projects. The contributing faculty members
Critical Thinking Skills vs. Critical Thinking Disposition Critical Thinking Skills are the cognitive processes that are involved in critical thinking Critical Thinking Disposition is the attitudes, habits of mind or internal motivations that help us use critical thinking skills.
2.2 Application of Critical Thinking in Nursing Practice 2.3 Traits of the Critical Thinker 2.4 Pitfalls in Critical Thinking 2.5 Critical Thinking Models 2.6 Critical Thinking Skills 2.6.1 Six Core Thinking Skills 2.6.2 Critical Thinking Skills in Nursing 2.6.3 Elements of Thoughts and the N
The Role of Critical Thinking in Problem Analysis Brian D. Egan, M.Sc., MBA, PMP Introduction Contrary to what the name implies, critical thinking is not thinking that is critical of others. It is “fundamental” or “vital” thinking. Critical thinking is thinking that drills down to the essence of a problem. It is introspective
USG Critical Thinking Conference -Athens, GA* International Conference on Critical Thinking - Berkeley, CA* i2a Institute Critical Thinking Conference -Louisville, KY Spring Academy on Critical Thinking by The Foundation for Critical Thinking -Houston, TX Please coordinate with other conference attendees to
Critical thinking is more holistic as it seeks to assess, question, verify, infer, interpret, and formulate. Analytical thinking can be considered a step in the critical thinking process. When you have a complex problem to solve, you would want to use your analytical skills before your critical thinking skills. Critical thinking does involve .
critical thinking instruction, a significant percentage (35) said it primarily benefited high-ability students. At Reboot, we believe that all students are capable of critical thinking and will benefit from critical thinking instruction. Critical thinking is, after all, just a refinement of everyday thinking, decision-making, and problem-solving.
its critical thinking testing instruments. These tools assess the critical thinking skills and habits of mind described in this essay. To build critical thinking skills and habits of mind consider using THINK_Critically, Facione & Gittens, Pearson Education. Critical Thinking: What It Is and Why It Counts Peter A. Facione
Year 12 Opportunities for Prospective Applicants Thanks to the outreach work of universities and colleges, professional bodies and widening participation charities, there now exist a wide range of opportunities for UK maintained-sector students to explore Higher Education in the years before they come to apply. While many providers offer opportunities for KS4 pupils, or even younger year .
