GETTING STUDENTS STARTED IN LEARNING TO THINK CRITICALLY Lebanese American University Stephen Brookfield University of St. Thomas (Minneapolis-St. Paul, USA) www.stephenbrookfield.com

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RECAP: How Students Display Critical Thinking Provide evidence for their assertions, arguments, statements, hypotheses Give reasons for considering an argument, theory or statement to be valid and accurate Demonstrate the ability to build arguments by showing inferential ladders & chains of reasoning Develop the intellectual flexibility to seek out alternative perspectives and viewpoints Practice continuous self-appraisal & welcome critique

RECAP: What Students Say Helps them Learn to Think Critically WHEN IT’S MODELLED EXPLICITLY & PUBLICLY BY TEACHERS WHEN ACTIVITIES ARE SEQUENCED SO STUDENTS ARE GRADUALLY INITIATED INTO PRACTICING THIS WHEN IT’S PRACTICED IN SMALL, PEER- LEARNING GROUPS

MODELING – 6 TECHNIQUES TO TRY Using Classroom Geography Assumptions Inventories Instructor Point – Counterpoint Structured Self-Critique What Do YOU Think Professor? Ending with Questions

Using Classroom Geography (1) A technique to illustrate multiple viewpoint, theories, frameworks Post 3-4 signs around the auditorium, each reflecting a distinct theory, viewpoint or analytical framework When you stand under a sign you speak ONLY in the language & perspective of that theory When students ask questions you go to different stations & answer them ONLY from that perspective The visual element of this helps students enormously

Using Classroom Geography (2) After explaining theories, frameworks & views from 3 or 4 different perspectives, divide the class into 3 or 4 groups Put a group under each of the signs you’ve just lectured from Pose the same substantive question to the whole class Each group has 5 minutes to discuss how someone working from within that particular group’s theory, framework or viewpoint would respond to the question posed Whole class reassembles & each group shares their response Teaches different perspectives & checks for understanding

Reminder: WWW.TODAYSMEET.COM/CRIT REMEMBER – POST ANY QUESTIONS YOU HAVE ABOUT HOW THESE TECHNIQUES MIGHT BE IMPLEMENTED TO WWW.TODAYSMEET.COM/CRIT

ASSUMPTIONS INVENTORIES: Talking Out Loud Here’s the Assumptions I’m Working Under Here’s Why I Think They’re Accurate & Valid – Experience as Corroboration Here’s How My Assumptions have been Confirmed / Deepened by My Practice Here’s How My Assumptions have Been Challenged by My Practice or Peers Here’s the New Perspectives & Information I’ve Discovered Over Time

For this workshop… I have assumptions about pacing & sequencing today Participant evaluations of previous workshops is the evidence I take most seriously Over time I’ve realized the importance of frequent personal disclosure I’m challenged when using personal examples is viewed as self-indulgent, arrogant, or strange I’ve understood more & more that modeling is crucial I’ve come to realize the power of team teaching

Assumptions Inventories - Students In assignments or at the end of class students post: Assumptions I had about this topic that were confirmed Assumptions I had that were challenged New assumptions about the topic I discovered Significant information I discovered that changed my perspective on the topic New perspectives on the topic I stumbled on

Instructor Point-Counter Point Here a duo or trio of faculty model a critical analysis of a concept or practice in front of the students. They seek to understand each other’s viewpoints as best they can and raise questions about each other’s positions. They clarify points of dissension and disagreement and make public the evidence or reasoning behind their disagreements.

STRUCTURED SELF-CRITIQUE If you teach solo you state an argument, summarize an analytical framework, describe a practice, or outline a theory, standing or sitting at one position in the room. You then move to another position, turn to face where you were sitting/standing, and review the arguments and practices you’ve outlined. You point out all the omissions, distortions, problems & contradictions in your position. Online you can post as another individual. (My ‘avatar’ / doppelganger online identity is Steve Shannon.)

What do YOU think professor? You give 2 or 3 Answers – Only ONE is Your Opinion Students Vote on Whether They Think Answer A), B) or C) is Correct Students Assemble in Groups Based on their Responses – all A’s, all B’s & all C’s In Answer Groups they Discuss Why They Chose Their Particular Answer Class Assembles & Groups Give their Reasons You Disclose Which Was Your Actual Opinion

ENDING WITH QUESTIONS At the end of a lecture or discussion you end by asking…. What’s been missing from this analysis? What most needs further scrutiny? What are the chief critiques of what I’ve been saying? What unresolved questions am I left with? What are the most troubling questions we’ve raised today You can respond to these or ask students to respond

OK ANY QUESTIONS? WWW.TODAYSMEET.COM/CRIT WHAT QUESTIONS DO YOU HAVE ABOUT HOW ONE OR MORE OF THESE TECHNIQUES MIGHT BE IMPLEMENTED? Post them to… WWW.TODAYSMEET.COM/CRIT

Now let’s look at SEQUENCING Begin with lots of modeling Provide a clear definition & explanation of critical thinking Test for understanding by asking students to provide examples Early on use case studies & scenarios in which students focus on understanding the decisions & reasoning of others

Scenario Analysis A brief fictional vignette – 1 to 2 paragraphs – in which a scholar or practitioner in the field, discipline or topic being investigated is making a decision or choice, or taking an action Students read this scenario & answer 3 questions: What assumptions is the scholar or practitioner operating under? Of the assumptions identified, which could the scholar or practitioner check by simple research & inquiry ? How? What’s an alternate interpretation of this scenario? A version of what's happening that’s consistent with the events described but that the scholar/practitioner would disagree with

EVERYDAY SCENARIO ANALYSIS Karen, a wife and mother of two young children in her thirties, is considering going back to work. She has watched as her husband Jack, a busy professor, has taken on more and more work outside of his college to help provide his family a decent quality of life in the city. She sees how tired he is and hears his complaints of how he never has enough time with his family, how he's being pulled in so many different directions, & how he wished things would slow down  To ease the situation, Karen has interviewed for, and been offered, a full time job with a company in the suburbs. She intends to put the children into day care and commute back and forth each day to her work. She reckons that with the money her job brings into the home Jack will be able to give up many of his commitments outside of the college. This will give him more time with his family and reduce the pressures and tensions he feels. Overall, the family will be happier - their economic situation will be the same but the burden of producing income will be shared & Jack will be able to spend more time at home.

Answer these Questions by Yourself (3-5 mins.) What assumptions is Karen operating under in this scenario? Of the assumptions identified, which could she check by simple research & inquiry ? How could she do this? What’s an alternate interpretation of this scenario? A version of what's happening that’s consistent with the events described but that Karen would disagree with.

Find 2-3 people around you In a group of 3-4 colleagues share & then compare the responses you came up with

Post your responses to question (1) What assumptions is Karen operating under in this scenario? Post your responses to: WWW.TODAYSMEET.COM/CRIT

NOW Post your responses to question (2) Of the assumptions identified, which could Karen check by simple research & inquiry ? How could she do this? Post your responses to: WWW.TODAYSMEET.COM/CRIT

NOW Post your responses to question (3) What’s an alternate interpretation of this scenario? A version of what's happening that’s consistent with the events described but that Karen would disagree with. Post your responses to: WWW.TODAYSMEET.COM/CRIT

CREATING A SCENARIO ANALYSIS In the next workshop I’m going to be asking you to create a scenario analysis vignette that’s specific to your discipline It will be a description of a scholar who is making a choice or decision, or who’s taking an action, that would be typical in in your disciplinary, subject or topic area

Pause – Questions about Scenario Analysis? I’ll give you a minute or two to post any questions you have about the Scenario Analysis technique to: WWW.TODAYSMEET.COM/CRIT

CHALK TALK – A VISUAL TECHNIQUE Scenario Analysis focuses mostly on assumptions, reasons & evidence Chalk Talk focuses on creating multiple perspectives & identifying connections At the end of the exercise students have created a visual mind map of what their thinking is on an issue The final Chalk Talk graphic surfaces multiple viewpoints on a topic Chalk Talk usually gets above 50% participation

CHALK TALK Instructor writes a question in the middle of the board Students stand by the board to do the exercise 5-10 minutes of silence is declared Students write responses to the question on the board whenever they feel ready Students & instructor draw lines between similar comments & add reactions & comments/questions Ends when board is full or posting stops Students photo board & post on Blackboard, Canvas,

Look like?, Sound like? Or Feel like? CHALK TALK QUESTION When your students are thinking critically what does it.. Look like?, Sound like? Or Feel like?

WWW.TODAYSMEET.COM/CRIT Pause for Questions I’ll give you a minute or two to post any questions you have about the Chalk Talk technique to: WWW.TODAYSMEET.COM/CRIT

Circle of Voices Requires every student to speak but in a way that’s as non-threatening as possible – important for subsequent participation Designed to elicit a variety of perspectives & to stop the discussion being channeled prematurely into one analysis Teaches habits of careful listening for assumptions

Circle of Voices Individuals reflect silently & individually on the discussion topic or question (1-2 minutes). Then they form groups of 4 or 5. Participants go round the circle in order - each person has up to 1 minute of uninterrupted air time to give their viewpoint on the topic. No interruptions are allowed Move into free discussion with the ground rule that every comment offered must somehow refer back to a comment made by someone else in the opening circle of voices. This need NOT be agreement - it can be a disagreement, a question, an elaboration or extension, an illustration, etc.

Let’s try this question What STOPS Students Thinking Critically?

Pause for Questions I’ll give you a minute or two to post any questions you have about the Circle of Voices technique to: WWW.TODAYSMEET.COM/CRIT

Circular Response Developed by adult educator Eduard Lindeman in the 1930’s Designed to deepen analysis so that one or two leads, themes or hypotheses get probed – rather than having problem-solving discussions get distracted by too many possible avenues of analysis Designed to teach very attentive listening for understanding & subsequent questioning

Circular Response Individuals think silently about a question (1 min) Participants go round the circle in order - each person has up to 1 minute of uninterrupted air time to give their viewpoint on the topic. No interruptions are allowed Move into free discussion with the ground rule that every comment offered must somehow refer back to a comment made by someone else in the opening circle of voices. This need NOT be agreement - it can be a disagreement, a question, an elaboration or extension, an illustration, etc.

Circular Response Question How Do You MODEL Your Own Practice Of Critical Thinking For Students &/or Colleagues?

Final Pause for Questions I’ll give you a minute or two to post any questions you have about the Circular Response technique, or anything else we’ve covered today to: WWW.TODAYSMEET.COM/CRIT

RESOURCES www.stephenbrookfield.com Teaching for Critical Thinking (2012) The Skillful Teacher (2015 3rd. Ed.) The Discussion Book (2016) with Stephen Preskill Becoming a Critically Reflective Teacher (2017 2nd Ed.) www.stephenbrookfield.com