Critical Thinking & Problem- based Learning for Adults Dr. Eli Collins-Brown Week 5 AET520 Instructional Strategies in Adult Education and Training University of Phoenix

Problem-based Learning Problem-based learning (PBL) is a total approach to education PBL is both a curriculum and a process In problem-based learning, the traditional teacher and learner roles change Learners involved in problem-based learning acquire knowledge and become proficient in problem-solving, self- directed learning, and team participation

The PBL classroom Environment is collaborative and supportive Teacher is a facilitator/co- learning/mentor/guide Learners and facilitators work in teams Structure is flexible Learners take responsibility/create partnerships Learner initiative is encouraged Learners evaluate themselves

PBL Characteristics Select authentic assignments from the discipline Introduce content through the process of problem- solving If the case has some relevance to learners, they are required to call on what they already know or think they know. Choose real or contrived cases and ground the content in the kinds of challenges faced by practitioners in the field Select actual examples from “real-life” in the discipline that have no simple answers. Have participants work in small groups in order to address the presented case

Phases in PBL Learning Experience Phase one – confrontation with the problem Phase two – data gathering, verification Phase three – data gathering, investigating the problem Phase four – organizing, formulating, and explanation where learners organize and interpret their results Phase five - analysis of the inquiry process

Components of Critical Thinking Critical thinking consists of a mental process of analyzing or of evaluating information It forms a process of reflecting, examining and reasoning, and forming judgments Critical thinkers can gather such information from observation, experience, reasoning, and/or communication Critical thinking has its basis in intellectual values that move beyond subject-matter divisions and includes – clarity, accuracy, precision, evidence, thoroughness and fairness

Dimensions of Critical Thought (Paul, Binker, Jensen, & Kreklau, 1990) Affective Cognitive strategies – macro-abilities Cognitive strategies – micro-skills

Dimensions of Critical Thought Affective Independent thinking Independent thinking Insight Insight Fair-mindedness Fair-mindedness Feelings and thoughts Feelings and thoughts Intellectual humility Intellectual humility Suspending judgment Suspending judgment Confidence Confidence

Dimensions of Critical Thought Cognitive strategies – macro-abilities Analogous situations Analogous situations Transferring insights to new contexts Transferring insights to new contexts Perspective Perspective Clarifying Clarifying Evaluation criteria Evaluation criteria Questioning deeply Questioning deeply Socratic discussion Socratic discussion Analyzing arguments Analyzing arguments Generating solutions Generating solutions reading and listening critically reading and listening critically Make connections Make connections Define generalizations Define generalizations

Dimensions of Critical Thought Cognitive strategies – micro-skills Compare and contrast Compare and contrast Precise thinking Precise thinking Similarities and differences Similarities and differences Assumptions Assumptions Relevance Relevance Plausible inferences Plausible inferences Evidence, facts Evidence, facts Contradictions Contradictions Implications and consequences Implications and consequences