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

2. www.todaysmeet.com/crit Please go to: www.todaysmeet.com/crit
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3. 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

4. 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

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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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.

13. 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.)

14. 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

15. 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

16. 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…

17. 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

18. 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

19. 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.

20. 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.

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

22. Post your responses to question (1)
What assumptions is Karen operating under in this scenario?
Post your responses to:

23. 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:

24. 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:

25. 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

26. 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:

27. 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

28. 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,

32. 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?

33. 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:

34. 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

35. 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.

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

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

38. 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

39. 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.

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

41. 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:

42. 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 ( nd Ed.)