1. Not quite a lecture: Keeping students engaged
Ginny Price, MS, CVT, VTS (Behavior)
St Petersburg College School of Veterinary Technology
Put index cards out on desks. Write intellectual traits and standards on board.

2. Index Cards: all students are responsible
Index cards: first and last name on front of card, use first name you want me to use, something special about yourself on the back
Keep students engaged by calling on them randomly using the cards
Think of a course you teach…what is the purpose (what will students gain) from learning the concepts in this course?

3. Close reading and three level notes; engage with written material
Students learn to: paraphrase, ask questions as they read, recognize main ideas, put ideas into three tiers
Show attendees this webpage and links

4. Reflections on reading due before class; class preparedness
After taking notes students complete a reflection (thinking about the material) before class meets
Reflections: main ideas, application of concepts at work, questions that came to mind during reading
Purpose: get students thinking about the material before class discussion, more time on task, deeper/broader thinking about concepts, transferring knowing to using concepts
Other techniques to gage preparedness: quiz, five concepts you learned about…

5. Reflection assignment
What main ideas were in the reading and videos?
How can you use these ideas in your work?
What questions came to mind during your reading?
Reflection assignment

6. Critical Thinking Discussion: one student’s comments build on another’s
What is a main concept from your class? Think about what is important about this concept.

7. Pause to Think: Stop & Write; SEEI
Purpose: Gets students to think more deeply about the material. Complex cognitive webs of information cause people to understand and remember concepts better.
Get with a partner. Write down a main concept from your class. Define the concept. Elaborate on this concept. Give an example. Illustrate this concept using a metaphor or drawing.

8. Model Deep Thinking: Socratic questioning; elements of thought; intellectual standards; intellectual traits
Purpose: Give students Ah-ha moments, shows students how to recognize weak arguments, enhances deeper understanding
What are important questions students should have about the concept you have chosen?
Where can students find the answers to these questions?
Which intellectual standards and traits are you teaching in your course? Give an example.

9. Summary assignments: analyze and synthesize; learning assessment
Purpose: bring concepts together, model application of concepts, assess how well students understand concepts and the importance of certain details
Show example of one summary assignment…

10. Summary Assignment Example
Obtain a sample from a patient using a new technique. If you have used all the recommended techniques of obtaining samples use the one with which you are least familiar.
Record your observations of your and your patient's behavior during this process.
Reflect on how the process you used might affect the obtained sample.
Summary Assignment Example

11. Summary Assignment Example
Cite information from the text to support your ideas on how samples are affected by the techniques used to obtain them.
Record the effectiveness of the technique you used to obtain the sample.
Record how the technique could be improved or what you would do differently next time. If it could not be improved or changed, record why the technique does not need to be improved or changed.
Summary Assignment Example

12. Exams: learning assessment; contain essay & multiple choice items
Well written multiple choice exam items can assess higher levels of thinking and learning. They are difficult to construct and easy to score. Angel will score these for you.
Essay exam items are easy to construct and time consuming to score. Use Angel rubrics to score.

13. Resources!

14. Websites on Critical Thinking
Websites on Critical Thinking

15. Teaching strategies

16. How the brain works…