1. DEVELOPING CRITICAL THINKERS Stephen Brookfield University of St. Thomas Minneapolis-St. Paul www.stephenbrookfield.com Stephen Brookfield University of St. Thomas Minneapolis-St. Paul www.stephenbrookfield.com

2. S OMEONE W HO T HINKS C RITICALLY C AN … Identify Assumptions Check Assumptions Judge Validity of Evidence View Assumptions & Evidence from Multiple Perspectives Take Informed Action Identify Assumptions Check Assumptions Judge Validity of Evidence View Assumptions & Evidence from Multiple Perspectives Take Informed Action

3. AN INFORMED ACTION IS … One Based on Evidence One Where Evidence Can be Cited One That Can be Explained & Justified Clearly One That Has Its Assumptions Known & Checked One That Stands a Chance of Achieving Its Intended Consequence One Based on Evidence One Where Evidence Can be Cited One That Can be Explained & Justified Clearly One That Has Its Assumptions Known & Checked One That Stands a Chance of Achieving Its Intended Consequence

4. TRADITIONS ANALYTIC PHILOSOPHY – logical fallacies, argument analysis – inductive, deductive, analogical, inferential NATURAL SCIENCE – hypothetical- deductive method, principle of falsifiability CRITICAL THEORY – uncovering power dynamics & ideological manipulation PRAGMATISM – experimental pursuit of beautiful consequences (democracy) ANALYTIC PHILOSOPHY – logical fallacies, argument analysis – inductive, deductive, analogical, inferential NATURAL SCIENCE – hypothetical- deductive method, principle of falsifiability CRITICAL THEORY – uncovering power dynamics & ideological manipulation PRAGMATISM – experimental pursuit of beautiful consequences (democracy)

5. KINDS OF ASSUMPTIONS CAUSAL - purport to explain a sequence of events PRESCRIPTIVE - assumptions about how things should happen PARADIGMATIC - framing, structuring assumptions viewed as obvious CAUSAL - purport to explain a sequence of events PRESCRIPTIVE - assumptions about how things should happen PARADIGMATIC - framing, structuring assumptions viewed as obvious

6. H OW I S CRITICAL THINKING L EARNED ? W HAT S TUDENTS S AY … By Instructors MODELING, MODELING & MODELING via:- Critical Incident Questionnaire Assumption Hunting Assumption Inventories Constantly Citing Evidence Publicly Assessing Evidence Ending Practicum, Lectures & Seminars with Questions, not Conclusions By Instructors MODELING, MODELING & MODELING via:- Critical Incident Questionnaire Assumption Hunting Assumption Inventories Constantly Citing Evidence Publicly Assessing Evidence Ending Practicum, Lectures & Seminars with Questions, not Conclusions

7. C RITICAL I NCIDENT Q UESTIONNAIRE (CIQ) MOMENT MOST ENGAGED AS LEARNER MOMENT MOST DISTANCED ACTION MOST HELPFUL ACTION MOST CONFUSING WHAT SURPRISED YOU MOST MOMENT MOST ENGAGED AS LEARNER MOMENT MOST DISTANCED ACTION MOST HELPFUL ACTION MOST CONFUSING WHAT SURPRISED YOU MOST

8. HOW ADMINISTERED? Last 5 minutes of Class Anonymous Frequency Analysis of Main Themes Reported Out at Start of Next Class Negotiation NOT Capitulation Last 5 minutes of Class Anonymous Frequency Analysis of Main Themes Reported Out at Start of Next Class Negotiation NOT Capitulation

9. H OW I S I T L EARNED ? A SSUMPTIONS I NVENTORIES What’s the decision we’ve just made? What’s the chief piece of evidence the decision is based on? What assumptions is the decision based on? What do we hope to achieve by taking this decision? What is questionable about the decision? What’s the decision we’ve just made? What’s the chief piece of evidence the decision is based on? What assumptions is the decision based on? What do we hope to achieve by taking this decision? What is questionable about the decision?

10. H OW I S I T L EARNED ? W HAT S TUDENTS ’ SAY Consistently providing Real World Illustrations / Examples / Case studies Instructor Point - Counterpoint / Structured Devil’s Advocacy / Speaking in Tongues Consistently providing Real World Illustrations / Examples / Case studies Instructor Point - Counterpoint / Structured Devil’s Advocacy / Speaking in Tongues

11. H OW I S I T L EARNED ? W HAT S TUDENTS ’ S AY Scaffolded Via Extensive Instructor Examples / Repeated Practice Incremental - Begin With Basic Mental Protocol /Inquiry Applied to Topics Well Away From Students’ Experiences then Gradually Move Closer to Home (c.f. Vigorous Exercise) Scaffolded Via Extensive Instructor Examples / Repeated Practice Incremental - Begin With Basic Mental Protocol /Inquiry Applied to Topics Well Away From Students’ Experiences then Gradually Move Closer to Home (c.f. Vigorous Exercise)

12. I NCORPORATING C RITICAL T HINKING I NTO A SSIGNMENTS – A SSIGNMENTS S HOULD.. Request Source of Evidence Ask Students to Judge Validity of Different Sources Used - online, textbooks, students’ notes, course packet etc. Contain Frequent Tests of Application - How Does the Knowledge / Skill Apply in Practice or Explain New Problems? Request Source of Evidence Ask Students to Judge Validity of Different Sources Used - online, textbooks, students’ notes, course packet etc. Contain Frequent Tests of Application - How Does the Knowledge / Skill Apply in Practice or Explain New Problems?

13. I NCORPORATING C RITICAL T HINKING I NTO A SSIGNMENTS – A SSIGNMENTS S HOULD.. Ask for Frequent Examples of Application - Student Generated or Via Multiple Choice Ask Students to Identify Assumptions - Causal, Prescriptive, Paradigmatic Require a Critical Thinking Audit Ask for Frequent Examples of Application - Student Generated or Via Multiple Choice Ask Students to Identify Assumptions - Causal, Prescriptive, Paradigmatic Require a Critical Thinking Audit

14. C RITICAL T HINKING A UDIT What Assumptions Have Been Confirmed What Assumptions have Been Challenged? What New Assumptions Have Been Discovered? What Assumptions Have Been Confirmed What Assumptions have Been Challenged? What New Assumptions Have Been Discovered?

15. C RITICAL T HINKING A UDIT What Evidence Was Most Accessible What Evidence Was Most Accurate Which Evidence is Most Open to Question? What Evidence Was Most Accessible What Evidence Was Most Accurate Which Evidence is Most Open to Question?

16. C RITICAL T HINKING A UDIT Where is Further Inquiry Needed? How Did the Learning Fit the Real World? Which Assumptions Could Not be Checked Adequately? Where is Further Inquiry Needed? How Did the Learning Fit the Real World? Which Assumptions Could Not be Checked Adequately?

17. H OW I S I T A SSESSED ? Pre-test / Post test (Simulations, Scenarios) Critical Thinking Audits Standardized Tests (Ennis-Weir, New Jersey, California, CAAP, Watson-Glaser) Learning Journals Multiple Choice Questions in Each Unit Specifically on Assumptions / Evidence Pre-test / Post test (Simulations, Scenarios) Critical Thinking Audits Standardized Tests (Ennis-Weir, New Jersey, California, CAAP, Watson-Glaser) Learning Journals Multiple Choice Questions in Each Unit Specifically on Assumptions / Evidence

18. F OLLOW U P … www.stephenbrookfield.com DEVELOPING CRITICAL THINKERS (1991) TEACHING FOR CRITICAL THINKING (2012) Both published Jossey-Bass sdbrookfield@stthomas.edu www.stephenbrookfield.com DEVELOPING CRITICAL THINKERS (1991) TEACHING FOR CRITICAL THINKING (2012) Both published Jossey-Bass sdbrookfield@stthomas.edu