1. Strategies for building critical thinking skills in the classroom
Rick Rudd
Professor and Department Head
Agricultural and Extension Education
Virginia Tech

2. Teaching for critical thinking
Know your content.
Know what constitutes critical thinking.
Rethink your content as a MODE of thinking .
Thinking biologically.
Thinking economically.
Thinking like an animal geneticist.
Design teaching as experiences based in questioning, problem solving, and thinking.
Learn content.
Build critical thinking skills.
Enhance critical thinking disposit

3. THE most important thing…
YOU must decide what is most important in YOUR course.
Teaching for critical thinking will take more time to prepare.
Less time is available to spoon-feed facts to the students.
You must hold students accountable for their learning.
Reading outside of class.
Homework.
Honing thinking skills.
You must overtly teach the critical thinking skills.

4. Your Syllabus Course description Course philosophy Course objectives
Assignments
Evaluation

5. Why Critical Thinking
“It is human irrationality, not a lack of knowledge that threatens human potential” (Nickerson cited in Kurfiss, 1986).

6. Why Critical Thinking?
“Everyone agrees that students learn in college, but whether they learn to think is more controversial.”
McKeachie cited in Joscelyn, 1988

7. Mental Structures of College Students
Students have learned to be successful.
Success = Grades.
The prevailing model is remember and repeat.
“TELL ME WHAT YOU WANT ME TO KNOW!”

8. Perry’s theory of intellectual and ethical development (1968)
Dualism
The world is dichotomous… right and wrong, good and bad
Learning is an exchange of knowledge
Quantitative – facts
Authoritative – experts
The professor knows the right answer and is obligated to share it with the students…
The right answer exists for everything!
Disequilibrium is introduced when experts disagree.

9. Perry’s theory of intellectual and ethical development (1968)
Multiplicity
Honoring diverse views when the right answer is unknown.
All opinions are equally valid.
Peers are a source of knowledge.
“Everyone is entitled to their opinion.”

10. Perry’s theory of intellectual and ethical development (1968)
Relativism
Opinions vary in value.
Some opinions have little value.
Opinions need to be supported with evidence.
Reasonable people can disagree.
Knowledge is viewed qualitatively and contextually.

11. What is learning?

12. Learning is…
an enduring change in behavior.
Schunk, 2006

13. Learning is…
the process by which an organism changes its behavior as a result of experience.
Gage & Berliner, 1988
the process whereby knowledge is created through the transformation of experience.
Kolb, 1984

14. Learning is…
an enduring change in behavior, or the capacity to behave in a given fashion, which results from practice or other forms of experience.
Schuell, 1986

15. Breaking down the definition.
Learning yields a change in behavior or the capacity to behave differently.
This change in behavior (or capacity to behave) endures over time.
Learning occurs through practice and or experience.

16. What is critical thinking?

17. What is critical thinking?
“The use of cognitive skills or strategies that increase the probability of a desired outcome.”
Halpern, 1996

18. What is critical thinking?
The formation of logical inferences.
Stahl and Stahl (1991)
Deciding what action to take or what to believe through reasonable reflective thinking.
Ennis (1991)

19. What is critical thinking?
Reasoned, purposive, and reflective thinking used to make decisions, solve problems, and master concepts. Rudd, 2002

20. Purpose / Question Elements of Reasoning Conclusions / Implications /
Consequences
Information /
Facts / Data
Elements of
Reasoning
Assumptions
Points of
View
Data
Interpretation
Concepts /
Theories
Paul, 1995

21. Good Reasoning...
Identify a central problem or question associated with a course you teach that students must reason their way through.
A question or problem that brings to bear the insights of the course or an area that requires synthesis.
Discuss the question / problem with the person next to you.
Answer the question as a student in the course.
Write an answer to your question / problem (1-2 paragraphs). that shows GOOD reasoning.
Write another answer that shows POOR reasoning.

22. Factors influencing critical thinking outcomes

23. Three kinds of questions
Questions with one right answer
Questions with no right answer
Questions with better and worse answers

24. Critical thinking outcomes Rudd & Irani, 2004
Individual factors
High
Quality
Critical
Thinking
Outcome
Stimulus
Problem
Decision
Others…
Critical
Thinking
Disposition
Knowledge
Critical
Thinking
Skill
High
High
High
No Critical
Thinking
Outcome + +
Low
Quality
Critical
Thinking
Outcome
Low
Low
Low
External factors

25. The power of knowledge
Knowledge in a discipline is necessary to think critically about the discipline.
Although critical thinking skills are transferable they are strengthened when applied within a context along with acquiring new knowledge.
Critical thinking dispositions are developed over time and change slowly. They can be influenced within a context while acquiring new knowledge.
There is no substitute for knowledge in critical thinking.

26. Critical thinking dispositions

27. Critical thinking dispositions Rudd, Irani, & Ricketts, 2002; Facione, 1990
Engagement
Seek and anticipate opportunities to use reasoning.
Confident in reasoning ability.
Innovativeness
Intellectually curious.
Want to know the truth.
Cognitive maturity
Open to other points of view.
Aware of biases and predispositions.

28. Evaluating Critical Thinking Disposition
Florida EMI
Developed by a team of researchers at UF.
Revised and modified by the Critical Thinking Consortium. (University of Florida, Virginia Tech, University of Georgia, Ohio State, Louisiana State University, Cornell, Texas A&M).
Free (CT Consortium asks that you share raw data to continue improving the instrument).

29. Enhancing Disposition
Give students opportunity to ask and answer questions.
Present real problems and allow time to solve.
Expose students to varying opinions and resources.
Demonstrate the quest for truth – even when it is not what you want to hear…
Encourage multiple solutions, not one right answer.

30. Enhancing Disposition
Consider personal and industry biases when learning.
Frame problems and learning so that reasoning is cued.
Recognize student displays of positive disposition and reasoning.
Model good critical thinking disposition!

31. Scoring the EMI
All questions scored in the affirmative (high score = more disposed to the disposition)
Maturity = 40 max
Engagement = 55 max
Innovativeness = 30 max
“High” disposition 80% or above
“Low” disposition 50% or below

32. Critical thinking skills

33. Critical thinking skills Facione, 1990
Interpretation
Analysis
Evaluation
Inference
Explanation
Self-regulation

34. Example course
Biotechcriticalthinking.ifas.ifl.edu

35. Critical Thinking skills and sub-skills
Interpretation
Categorization
Clarifying meaning
Decoding significance

36. Interpretation What is this? Where does this information “Fit?”
How does this relate to what I already know?
Why is this important?

37. Interpretation examples
Leaf key for plant ID
Nutrient deficiency symptom chart
Animal disease chart
Periodic table
Food pyramid
Nutrition labels
What do you use?
Use interpretation as a basic building block in your course!!

38. Critical Thinking skills and sub-skills
Analysis –
Examining ideas
Analyzing arguments
Analyzing assumptions

39. Analysis questions What is the point?
What is the issue, position, recommended action…?
What are the assumptions?
What evidence or information supports the main point?
Is the argument logical?

40. Read, Analyze, Report
Give the students a reading that takes a position on an issue.
Ask the following questions to help students analyze.
What does the author believe and/or value?
What does the author want us to do or believe?
What evidence does the author use to make his point?
Is the evidence credible?
Students can provide a written, oral, poster, or other format to report results.

41. Analysis examples Case studies Economic simulations Decision models
Your examples
Integrate into your course

42. Critical Thinking skills and sub-skills
Evaluation –
Assessing claims
Assessing arguments
Assigning value

43. Assigning value using Universal Intellectual Standards Paul, 1995
Clear: If unclear we cannot evaluate.
Accurate: Would reasonable people agree? Is it true?
Precise: Is there enough detail to completely understand.
Relevant: Is the information connected to the question at hand?
Depth: Do the information, facts, and data address the complexity of the issue?
Breadth: Are there other points of view or other ways to consider this question?
Logic: Does it make sense? Can you make that conclusion based on the information and evidence?

44. Apply the intellectual standards…
“Everyone knows that farmers pollute the water with nitrates in their fertilizer! Farmers use tons of fertilizer every year to grow their crops. Much of this fertilizer runs off of the surface or leaches through to ground water eventually polluting our river. The nitrates in the water are not safe to drink and cause serious health problems. Farmers also exploit animals on their factory farms just to make a profit. Since the farmers put the nitrates in the river they should pay to remove them. We should tax farmers to pay for nitrate clean-up!”

45. Evaluation examples Evaluating recommendations Evaluating cases
Evaluating management practice
Evaluating lab practice
Your examples?
Integrate into your course

46. Critical thinking skills and sub-skills
Inference –
Finding alternatives
Drawing conclusions
Making recommendations

47. Inference
Recognizing that problems have a range of solutions and that decisions fall along a range from better to worse.
Formulate multiple alternatives that flow from the evidence.
Project a range of potential consequences for alternatives.
Questions…
What are the potential problems?
What solution do you recommend?
What will be the consequences?
What is the best / worst case scenario?

48. Inference examples Recommending plans of practice
Diagnosis and recommended treatment
Planning in many forms…
Your examples?
Integrating in your course

49. Critical Thinking skills and sub-skills
Explanation –
Stating results
Justifying procedures
Presenting arguments

50. Techniques for explanation
Debates
Oral presentations
Defend the opposition
Classroom discussions
Teaching in the round
Your techniques?

51. Critical Thinking skills and sub-skills
Self-regulation –
Self examination
Self correction

52. Questions for self regulation
What is my belief?
Why do I believe this to be true?
What evidence of information do I have?
Can I justify my belief with evidence and information?
If yes, continue to hold this belief.
If no, question my belief and search for more information.
I may need to change what I believe…

53. Point of view Conflicting views – How does my
Origin or Source –
How did I
arrive at this point
of view?
Implications and
Consequences –
What follows from
my point of
View?
Conflicting views – How does my
thinking differ from other points of view?
Support. Reasons, Evidence, and Assumptions –
What reasons or evidence support my point of view?

54. Self regulation examples
Class self regulation assessment handout
Your examples?

55. Designing teaching to enhance critical thinking

56. Teaching for critical thinking
Know your content
Know what constitutes critical thinking
Rethink your content as a MODE of thinking
Thinking biologically
Thinking economically
Thinking like an animal geneticist
Design teaching as experiences based in questioning, problem solving, experience, and thinking
Learn content
Build critical thinking skills
Enhance critical thinking disposition

57. THE most important thing…
YOU must decide what is most important in your course.
Teaching for critical thinking will take more time to prepare.
Less time is available to spoon-feed facts to the students.
You must hold students accountable for their learning.
Reading outside of class.
Homework
Honing thinking skills
You must overtly teach the critical thinking skills and dispositions.

58. Creating a thinking environment
Model the thinking you expect
Hold them responsible for the thinking they do
Engage students in the thinking you want

59. Fundamental and Powerful Concepts
Select a course that you teach.
Identify three - four fundamental and powerful concepts that are the underpinnings of the course.
Do these match what is emphasized in your course syllabus?
How can I teach my course to foster a deep understanding of these concepts?

60. Living content Content that is driven by questions or problems
Content that is taught with a purpose
Content that builds on prior learning
Content that is based on sound criteria
Content that engages students in thought
Content that raises questions – leading to new content

61. Your course make-over
Goal is to create opportunities to teach for critical thinking in your course. Please select at least TWO of the following to accomplish in the next 45 minutes.
Revise your course description to communicate how critical thinking will be integrated in your course.
Rewrite course objectives to reflect teaching for critical thinking.
Create / modify assignments to teach for critical thinking.
Develop critical thinking evaluation tools for your course.
Develop / modify a specific lesson to teach for critical thinking.

62. Course philosophy
Welcome to ______! I am pleased to have you as a student this semester and look forward to helping you develop as a __________ through the learning new knowledge and skills you will be exposed to in this course. I want to take this opportunity to share my teaching philosophy with you in hopes that you will be more successful in my course by knowing what is important to me.
Class begins at the end of the assignment for the day. I will not play “mother robin” or waste your time repeating what you read and learn in your outside study time.
We will learn critical thinking skills in the context of ______. My goal is to help you think like a _____.
CT skills, assignments, participation, questions, class protocol…

63. Course Objectives Specific Measurable Attainable Relevant Timely
By week 13 of the semester, students will be able make recommendations to address nutrient deficiencies in lactating sows using the critical thinking skills of interpretation, analysis, evaluation, and inference.
By week 15 of the semester, students will be able explain their thinking process used to arrive at recommendations to address nutrient deficiencies in lactating sows

64. Course make-over ideas
Revise your course description to communicate how critical thinking will be integrated in your course.
Rewrite course objectives to reflect teaching for critical thinking.
Create / modify assignments to teach for critical thinking.
Develop critical thinking evaluation tools for your course.
Develop / modify a specific lesson to teach for critical thinking.

65. Resources Criticalthinking.ifas.ufl.edu
Biotechcriticalthinking.ifas.ifl.edu

66. Thank
You!
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