1. Critical Thinking in the Classroom Pitt County

2. Technology Disclaimer “The digital tools used during the course of the NCDPI trainings have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the NCDPI trainings.”

3. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/http://region1rttt.ncdpi.wikispaces.net/  Add the Region 1 wikispace to your favorites.  Click “Region 1 Events” in the left menu.  Click “Critical Thinking” to access the interactive agenda for today. Click “Agenda”.  Complete the Google Form “Who is in the room?” on your interactive agenda. 3

4. Norms To be actively involved Value differences Agree to disagree Listen Don’t take it personally Be honest Stay focused on established purpose and goals Refrain from conducting side bar conversations 4

5. Introductions Your Name School System Your Role 1 Professional Learning Goal for this Session

6. Housekeeping Sign In Parking Lot Penzu.com Breaks Reflection Your input is essential and valued! FreeDigitalPhotos.net

7. The Quick Brain Teaser If there are eighty-five marbles and you take away 2, how many marbles do you have?

8. Introduction to Critical Thinking 1. What is Thinking? 6. Barriers to Critical Thinking 2. Types of Thinking 4. Critical Thinking Standards 5. Benefits of Critical Thinking 7. Characteristics of a Critical Thinker 3. What is Critical Thinking?

10. Affinity Diagram Individually and Silently Consider the characteristics of a Good Thinker Write one thought that comes to mind per sticky note. Use as many sticky notes as you need. As a table group Categorize similar ideas Identify top five characteristics Be prepared to share with the group

11. What is Thinking? Thinking is a purposeful, organized cognitive process that we use to make sense of our world.

13. Types of Thinking Problem Solving Decision Making Problem Solving Decision Making CriticalThinking Analyzing Analyzing Evaluating Evaluating ReasoningReasoning NewIdeas CreativeThinking Right Left

15. What is Critical Thinking? WARNING: THIS MAN IS NOT THINKING CRITICALLY!! Source: http://profmulder.home.att.net/introwhatis.htmhttp://profmulder.home.att.net/introwhatis.htm

16. What is Critical Thinking? “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. “ - Michael Scriven & Richard PaulMichael Scriven & Richard Paul

17. What is Critical Thinking? Critical Thinking Critical Thinking is the general term given to a wide range of cognitive and intellectual skills needed to: Effectively identify, analyze, and evaluate arguments. Discover and overcome personal prejudices and biases. Formulate and present convincing reasons in support of conclusions. Make reasonable, intelligent decisions about what to believe and what to do.

18. What is Critical Thinking? Problem Solving Decision Making Problem Solving Decision Making CriticalThinking Analyzing Analyzing Evaluating Evaluating Reasoning Reasoning Right Left core critical thinking skills Don’t need to memorize definitions! Just understand and practice the core critical thinking skills emphasized in this course.

19. What is Critical Thinking? CRITICALTHINKINGSKILLS Analyzing Reasoning Evaluating Decision Making Problem Solving

20. The Quick Brain Teaser A woman gives a hobo 50 cents; the woman is the hobo’s sister, but the hobo is not the woman’s brother. How can this be?

22. Critical Thinking Standards (CTS) The most significant critical (intellectual) thinking standards: Clarity Accuracy Precision Relevance Depth Breadth Logic Fairness

23. CTS - Clarity Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example? Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf Clarity is the gateway standard

24. CTS – Accuracy Is that really true? How could we check that? How could we find out if that is true? Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf This chicken weighs over 300 pounds. A statement can be clear but not accurate

25. CTS – Precision Could you give more details? Could you be more specific? Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf A statement can be both clear and accurate, but not precise A statement can be both clear and accurate, but not precise Yao Ming is TALL!

26. The Quick Brain Teaser Guess the vegetable that you treat like this: You throw away the outside Cook the inside Eat the outside Throw away the inside

27. CTS – Relevance How is that connected to the question? How does that bear on the issue? Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf I studied hard all semester, therefore I should get A+. A statement can be clear, accurate, and precise, but not relevant to the question at issue. A statement can be clear, accurate, and precise, but not relevant to the question at issue.

28. The “Connect” Game As a warm up or focusing activity try this: Suggest a word for the day like: “Olympics” Next person says a word that is connected with the previous word like: ‘Gold’, ‘USA’, and so on. Players take turns passing the object and saying a connecting word They are allowed thinking time, but can be challenged by any other player to explain the connection between their word and the previous word

29. CTS – Breadth Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint? What would this look like from the point of view of...? Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf A line of reasoning may be clear, accurate, precise, relevant, and deep, but lack breadth. A line of reasoning may be clear, accurate, precise, relevant, and deep, but lack breadth. Headache !!! You got 0 marks for “Participation”, because you didn’t participate in the class discussion at all.

30. CTS – Depth How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors? Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf A statement can be clear, accurate, precise, and relevant, but superficial. A statement can be clear, accurate, precise, and relevant, but superficial.

31. CTS – Logic Does this really make sense? Does that follow from what you said? How does that follow? But before you implied this and now you are saying that; how can both be true? Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf Superman sees through anything. Superman sees through walls. Superman sees through You. When the combination of thoughts are mutually supporting and make sense in combination, the thinking is "logical.“ When the combination of thoughts are mutually supporting and make sense in combination, the thinking is "logical.“

32. CTS – Good Thinking is… CLEAR CLEAR……….....rather than........UNCLEAR ACCURATE ACCURATE…....rather than…….INACCURATE PRECISE PRECISE……....rather than…….VAGUE RELEVANT RELEVANT…….rather than…….IRELEVANT CONSISTENT CONSISTENT….rather than……INCONSISTENT LOGICAL LOGICAL……….rather than……ILLOGICAL COMPLETE COMPLETE……rather than……INCOMPLETE FAIR FAIR…………….rather than…....BIASED Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdfhttp://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf

34. Benefits of Critical Thinking Academic Performance –understand the arguments and beliefs of others –Critically evaluating those arguments and beliefs –Develop and defend one's own well-supported arguments and beliefs. Workplace –Helps us to reflect and get a deeper understanding of our own and others’ decisions –Encourage open-mindedness to change –Aid us in being more analytical in solving problems Daily life –Helps us to avoid making foolish personal decisions. –Promotes an informed and concerned citizenry capable of making good decisions on important social, political and economic issues. –Aids in the development of autonomous thinkers capable of examining their assumptions, dogmas, and prejudices.

36. Barriers to Critical Thinking Lack of relevant background information Poor reading skills Poor listening skills Bias Prejudice Superstition Egocentrism Socio-centrism Peer pressure Mindless Conformism Mindless non-conformism Provincialism Narrow-mindedness Closed-mindedness Distrust of reason Stereotyping Unwarranted assumptions and stereotypes Relativistic thinking Scape goating Rationalization Wishful thinking Short-term thinking Selective perception / attention Selective memory Overpowering emotions Self-deception Face-saving Fear of change Common Barriers

37. Barriers to Critical Thinking Self-centered thinking self-interested thinking self-serving bias Group-centered thinking Group bias Conformism Beliefs that are presumed to be true without adequate evidence or justification Assumption Stereotyping Believing that something is true because one wishes it were true. The truth is “just a matter of opinion” Relativism  Subjectivism  Cultural relativism Five Powerful Barriers to Critical Thinking: Egocentrism UnwarrantedAssumptions Sociocentrism RelativisticThinking WishfulThinking

38. Mini Quiz Which critical thinking barrierdoes Suzie exhibit? Which critical thinking barrier does Suzie exhibit? A) Stereotyping B) Self-interested thinking C) Wishful thinking D) Relativistic thinking Suzie: I can't believe I got a B- on this marketing paper. My friend Sarah turned in this same paper in a different marketing class last semester, turned in this same paper in a different marketing class last semester, and she got an A. Ali : Don't you realize it's wrong to plagiarize someone else's work? Suzie: That's your opinion. What's wrong for one person isn't necessarily and she got an A. Ali : Don't you realize it's wrong to plagiarize someone else's work? Suzie: That's your opinion. What's wrong for one person isn't necessarily wrong for another, and I say there's nothing wrong with plagiarism- wrong for another, and I say there's nothing wrong with plagiarism- as long as you don't get caught. as long as you don't get caught.

39. In a 1989 international study of 13-year-olds, Koreans finished first in mathematics and Americans finished last. Yet when asked whether they thought they were "good at mathematics," only 23 percent of Koreans said "yes," compared to 68 percent of Americans. Which critical thinking barrier do the American students exhibit: A)Self-interested thinking B)Group bias C)Self-serving bias D)Conformism Mini Quiz

41. Characteristics of a Critical Thinker Are you OPEN MINDED about other people’s view? Are you HONEST to yourself (or others) when you are wrong? Do you have the COURAGE and PASSION to take initiative and confront problems and meet challenges? Are you AWARE of your own biases and preconceptions? Do you WELCOME CRITICISM from other people? Do you have INDEPENDENT opinions and are not afraid to disagree?

42. The Quick Brain Teasers A clerk in the butcher shop is 6 feet ten inches tall. What does he weigh? A man and a dog were walking down the street. The man rode, yet walked. What was the dog’s name? How do you make seven even?

43. 1.7 Characteristics of a Critical Thinker Critical ThinkersUncritical Thinkers Have a passionate drive for clarity, precision, accuracy, relevance, consistency, logicalness, completeness, and fairness. Often think in ways that are unclear, imprecise, inaccurate, etc. Are sensitive to ways in which critical thinking can be skewed by egocentrism, sociocentrism, wishful thinking, etc. Often fall prey to egocentrism, sociocentrism, wishful thinking, etc. Are intellectually honest with themselves, acknowledging what they don’t know and recognizing their limitations. Pretend they know more than they do and ignore their limitations. Listen open-mindedly to opposing points of view and welcome criticisms of beliefs and assumptions. Are close-minded and resist criticisms of beliefs and assumptions. Base their beliefs on facts and evidence rather than on personal preference or self-interest. Often base their beliefs on mere personal preference or self interest. Are aware of the biases and preconceptions that shape the way they perceive the world. Lack awareness of their own biases and preconceptions. Think independently and are not afraid to disagree with group opinion. Tend to engage in ‘group think’, uncritically following the beliefs and values of the crowd. Are able to get to the heart of an issue or problem, without being distracted by details. Are easily distracted and lack the ability to zero in on the essence of a problem or issue. Have the intellectual courage to face and assess fairly ideas that challenge even their most basic beliefs. Fear and resist ideas that challenge their basic beliefs. Love truth and curious about a wide range of issues.Are often relatively indifferent to truth and lack of curiosity. Have the intellectual perseverance to pursue insights or truths, despite obstacles or difficulties. Tend to preserve when they encounter intellectual obstacles or difficulties.

44. Group Activity How creative can you be? With your group discuss, identify and rank the Top 10 characteristics/traits/behaviours of an EXCELLENT: EXCELLENT: LECTURER and STUDENT Choose one member of your group to record your answers on chart paper and another member to be the group reporter. 10 min Brainstorm together and identify 10 characteristics for each item above. (e.g. try to remember the best lecturer(s) you have ever had and then identify their characteristics…).. 5 min Prioritize and rank the chosen characteristics of each item above according to importance (e.g. Top 10). 15 min Group presentation & discussion Be creative

45. Summary 1. What is Thinking?Thinking is a purposeful, organized cognitive process that we use to make sense of our world. 2. Types of ThinkingCreative & Critical Thinking 3. What is Critical Thinking?Critical Thinking is the general term given to a wide range of cognitive and intellectual skills needed to: Effectively identify, analyze, and evaluate arguments; Discover and overcome personal prejudices and biases; Formulate and present convincing reasons in support of conclusions; and Make reasonable, intelligent decisions about what to believe and what to do. Critical thinking skills emphasized in this course, include: Reasoning, Analyzing, Evaluating, Decision Making and Problem solving. 4. Critical Thinking StandardsClarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic and Fairness 5. Benefits of Critical ThinkingAcademic performance, workplace and daily life. 6. Barriers to Critical ThinkingExamples include Egocentrism, Sociocentrism, Unwarranted Assumptions, Wishful Thinking, and Relativistic Thinking 7. Characteristics of a Critical Thinker Open-mindedness, independent thinking, self-aware, passionate, insightful, honest and intellectual humility, intellectual courage, and welcome criticism, etc.

46. From Critical Thinking to Revised Blooms How are they connected? 46

47. Revised Bloom’s Taxonomy Remembering Analyzing Understanding Applying Evaluating Creating

48. Remembering The learner is able to recall and restate learned information. Recognizing Listing Describing Identifying Naming Locating Can you recall information?

49. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting Exemplifying Summarizing Inferring Classifying Comparing Can you explain ideas and concepts?

50. Applying The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing Can you use the same information in a different situation?

51. Lower Level Questioning Remembering, Understanding, Applying Appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarizing content

52. Higher Level Questioning Analyzing, Evaluating, Creating Appropriate for: Encouraging students to think more deeply, creatively, and critically Problem solving Encouraging discussions Stimulating students to seek information on their own

54. Let’s Look at Corduroy Original Lesson: Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end?

55. Remodeled Lesson What was Corduroy doing in the store after it closed? Why do you think it was important to find the button? Was it really necessary for him to have a button in order for him to be bought? How did the girl feel after she bought Corduroy? How do you know how she felt? If your favorite animal could think, what would he or she have thought about being bought?

56. What is the difference? At your table discuss the following: What level of questioning did the original lesson focus on? Was there a point of view suggested? Was there a personal tie-in? How was the remodeled lesson different?

57. Analyzing The learner breaks learned information into its parts to best understand that information. Comparing Organising Deconstructing Outlining Structuring Integrating Can you break information into parts to explore relationships?

58. Analyzing Breaking information down into its component elements How could you incorporate two of the following activities to enhance your teaching of a concept? Turn to your shoulder buddy and discuss. Be prepared to share your ideas. Use a Venn Diagram to show how two topics are the same and different. Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. Make a flow chart to show the critical stages. Classify the actions of the characters in the book. Construct a graph to illustrate selected information. Include all labels. Make a family tree showing relationships. Devise a role play about the study area. Write a biography of a person studied. Research and prepare a report about the area of study. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, color and texture Complete a Decision Making Matrix to help you make an important decision

59. Questioning: Analyzing Which events could not have happened? If...happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Can you explain what must have happened when...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...?

60. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. –Hypothesizing- Monitoring –Critiquing –Experimenting –Judging –Testing Can you justify a decision or course of action?

61. Evaluating Activities and Products Write a letter to the editor Prepare and conduct a debate Evaluate the character’s actions in the story Write a persuasive speech arguing for/against… Prepare a list of criteria to judge… Prepare your case to present your view about… Form a panel to discuss viewpoints on… Evaluate a character’s actions in a story.

62. Questioning: Evaluating Is there a better solution to...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? Do you believe...? How would you feel if...? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? What are the alternatives?

63. Creating The learner creates new ideas and information using what has been previously learned. - Designing- Making - Constructing - Planning - Producing - Inventing Can you generate new products, ideas, or ways of viewing things?

64. Creating Activities and Products  Write about your feelings in relation to…  Write a TV show, play, puppet show, or pantomime about…  Design a CD, book, or magazine cover for…  Sell an idea.  Invent a machine to do a specific task.  Design a new monetary system.  Develop a menu for a new restaurant with a variety of healthy foods.  Write a jingle to advertise…

65. Remodeled Lesson-Journals Standard approach: “If you could have anything what you wish... “ Remodeled to make this topic a critical journal entry: What areas in peoples lives are within their control? How do decisions made when people are young affect their lives later on? When should you set future goals? What different type of goals do you have for yourself? How would you go about attaining your goals? Which goals depend on you alone, and which on others?

66. Your Turn At your table remodel this journal prompt to reflect critical thinking concepts: “List all the things that are bothering you at this moment” Be prepared to share your remodeled journal prompt with the group.

67. Questioning: Creating Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...?

68. Socratic Seminar: Appropriate Persuasive Language. Supporting Claims and Counterclaims How might you use a Socratic seminar with the content you are currently teaching? https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom

69. Let’s get to Work Choose one topic that you teach students Work with your group to write 3 analyzing level questions, 3 evaluating level questions, and 3 creating level questions to ask your students Share

70. Planning Use the remaining time to develop a concept-based, integrated unit for the content you teach What do you want students to learn (expected outcome)? What critical thinking activities and questions will provide students the opportunities to learn the concepts? How will you assess student learning (How will you know if they have learned it)?

71. References Online Resources Critical Thinking Standards (Judith P. Ruland PhD). URL: http://www.fctl.ucf.edu/tresources/content/Ruland- CriticalThinkingStandards.pdf http://www.fctl.ucf.edu/tresources/content/Ruland- CriticalThinkingStandards.pdfBooks Chapter 1 & 2: –G Bassham, W Irwin, H Nardone, J M Wallace, Critical Thinking: A Student's Introduction, McGraw-Hill International Edition, 2007 –John Chaffee, Thinking Critically, 6th Edition, Houghton Mifflin, Boston, 2000

72. Questions and Reflections Using your penzu journal, reflect upon the session. Be prepared to share with the group. –What worked? –What else do you need? –How can we help in the future?

73. Session Evaluation Visit: http://region1rttt.ncdpi.wikispaces.net/ http://region1rttt.ncdpi.wikispaces.net/ Your feedback is important to us!

74. Contact Information Beth Edwards, PD Lead, Region 1 elizabeth.edwards@dpi.nc.govelizabeth.edwards@dpi.nc.gov (252) 916-6842 Abbey Futrell, PD Lead, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838abbey.futrell@dpi.nc.gov Dianne Meiggs, PD Lead, Region 1 dianne.meiggs@dpi.nc.govdianne.meiggs@dpi.nc.gov (252) 340-0113