1. CRITICAL THINKING TOOLS Ginny Price, MS, CVT, VTS (Behavior) School of Veterinary Technology- St Petersburg College

2. CONFERENCE

3. GUIDES!

4. STRATEGIES  Writing courses for student learning http://www.deefinkandassociates.com/GuidetoCourseDesignAug05. pdf http://www.deefinkandassociates.com/GuidetoCourseDesignAug05. pdf Using active learning & critical thinking assignments to engage students’ minds  Creating learning communities Using faculty, community members & students as resources; collaborating

5. STUDENT EXPECTATIONS  This course is not like other courses…  In this course we will be thinking like a behaviorist... We will be using behaviorist language & concepts  In this course we will have assignments to help you think deeply about this subject.  We will learn how to apply new concepts and practices  My expectations are…

6. YOUR COURSES  What will students think like in your course?

7. TOOLS  The wheel: 8 elements of reasoning  SEEI  Socratic questioning

8.  Purpose  Questions at issue  Information  Inferences THE WHEEL  Concepts  Assumptions  Consequences  Points of view

9. APPLICATION

10. SEEI  State (your main problem)  Elaborate (on your main point)  Example (give an example)  Illustrate (give an analogy/metaphor)

11. APPLICATION

12. SOCRATIC QUESTIONING  Instead of telling…ask… Can you elaborate, give an example? How could we verify that? Could you be more specific? How does your answer relate to the problem? What are some of the complexities of this issue? Do we need another perspective? How does this fit together? Which of these facts are most important? How am I bias on this issue?

13. APPLICATION

14. MOTIVATION!

15. GRADE PROFILES  Use descriptions of grades in syllabus Sets expectations Use as a guide for determining grades Example: The essence of B-level work is that it demonstrates more strengths than weaknesses and is more consistent in high level performance than C-level work. It nevertheless has some distinctive weaknesses, though no major ones.

16. GRADE DEFENSE  Students submit a proposal at the end of the grading period supporting a specific grade profile using your comments on assignments, projects & exams as support.

17. QUESTIONS?