1. Critical Mass Centering Critical Thinking in the Classroom
Marc David
Sociology and Anthropology

2. Critical thinking skills: the “holy grail” of higher ed
Dissatisfaction with previous results in activities and assignments meant to foster it
All the more “disappointing” in light of how skilled, sharp, capable our students are
Oft mentioned, invoked as crucial – yet “rarely” specified or taught.

3. What’s differs about this instructional method from other ones
What’s differs about this instructional method from other ones? How was course design and execution modified from my “default” approach?

4. An experiment in teaching critical thinking
Four elements or “pieces” to this experiment
Conceptual core: center critical thinking’s “essence”
Course design: craft units that “stage debates”
Classroom teaching: “unpack” concepts and facilitate skill acquisition
Assignments: More practice, by thinking critically in writing
Plus:
Some evidence of student achievement

5. The essential “moves” of critical thinking
First piece
The essential “moves” of critical thinking

6. Center critical thinking’s “essence”
Rather than leaving critical thinking ambiguous or implicit, define and foreground its essential moves in teaching and assignments
Aim: to make critical thinking the object of instruction, such that students are aware of and intentional about its cultivation
Conceptual core

7. The “basics” of critical thinking, defined
Evidence
When claims and contentions are made, to what degree are they grounded in documented empirical evidence?
Alternative explanations/competing theories
What potentially fruitful explanations or interpretations of the material are neglected or omitted? 
Does the author explicitly consider competing theories about the matter in question?
Assumptions
What are the assumptions that the author operates under? To what degree are these assumptions valid and accurate?

8. Second piece
Course design

9. Craft units that “stage an academic debate”
Assemble course materials that simulate disagreement over a “live” issue in the field: the use of a concept, a debate over interpretation, different approaches to social phenomena, etc.
Aim: to create more “leverage” for students to critically assess arguments
Course design

10. Units that facilitate critical thinking
First: A monograph as “anchor text” and “main argument” Thesis-driven and argumentative Empirical, evidence-based exposition Ideally, explicitly references opposing views/competing theories
Anchor
Text
(Main argument)

11. Units that facilitate critical thinking
Next: shorter texts that challenge or modify claims in the main argument Best: Texts that explicitly engage anchor text’s theories/claims from alternate/competing perspectives Good: Texts whose arguments can easily be “made to speak” to the main argument n.b.: these texts may come from different disciplines or fields – but best if they “overlap” in clear ways
Opposing
view
Anchor
Text
(Main argument)
Opposing
view

12. Units that facilitate critical thinking
Finally: text that defines or illuminates in depth a key concept Conceptualizes an idea that is central to all positions – i.e., the debate “turns” on this “key term” Need not engage the debate as framed by the anchor text
Opposing
view
Anchor
Text
(Main argument)
Key
concept
Opposing
view

13. Edmonds: Plastic surgery enhances women’s agency
Main argument
Edmonds: Plastic surgery enhances women’s agency
Opposing view #1: de Beauvoir
Key concept: “Agency”
Opposing view #2: Bordo
Alternate explanation/
case study: Shin

14. Maxed out
n.b. – this particular course implemented a “maximal version” of the approach, i.e., after several introductory lectures The entire course – four distinct units – were each structured in the same way, Such that this design, classroom activities, and assignments were “run through” four times

15. Third piece
Classroom teaching

16. “Unpack” concepts and facilitate skill acquisition
Structure classroom activities such that students a) are introduced to the “substance” of critical thinking and b) given opportunities to engage in it
Aim: to model and practice critical thinking during class sessions
Classroom teaching

17. Freewrite + pair and share (to enable skill-building and comfort re forwarding and testing “personal” interpretations)
Exercises that require focused reflection on key claims (“Hatful of quotes,” “Quotes to affirm and challenge”)
Explicit classroom discussion about
quality of evidence
challenges from competing theories
assumptions and their validity

18. Fourth piece
Assignments

19. More practice, by thinking critically through writing
Building off of practice during class sessions, craft assignments that explicitly call for the evaluation of evidence, competing theories, and assumptions
Aim: to practice critical thinking skills in writing
Assignments

20. “Critical analysis” assignment prompt
The task In this assignment, assess the quality of the argument made by Peter Redfield in Life in Crisis by evaluating its “basics.” By this, I mean the fundamental aspects of empirically based arguments -- the assumptions that underlie the attempt to explain the phenomenon, and the evidence marshalled to support specific claims about it. Along with assumptions and evidence, you should consider the author’s engagement with alternative explanations or competing theories about the phenomenon, either explicitly or by inference. Below is the list of questions about these three dimensions of critical analysis, from which you should respond to questions relating to at least two of them.

21. Evidence of student achievement
Finally . . .
Evidence of student achievement

22. I learned to critically read books and articles and to look for arguments that lack evidence. Through reading more critically and considering the strengths of other authors, I learned how to structure my own convincing arguments and improve my own papers. The requirement that I examine these assumptions made by authors has caused me to develop a skill that will allow me to better examine the various forms of literature that I encounter in my college career, and also has a great deal of applicability when examining the actions that people take. I feel like the most valuable lessons I learned from this course came from my peers. Hearing others’ thought processes, listening to their opinions and examples, and being able to question and confirm ideas helped in my understanding of the topics.