1. Designing Assignments for Critical Thinking Ann Alexander Grand Rapids Community College June 9, 2005

2. Education is not the filling of a pail, but the lighting of a fire. Education is not the filling of a pail, but the lighting of a fire. William Butler YeatsWilliam Butler Yeats

3. To enjoy to the full the conquests of daring, we must demand that it operate in a pitiless light. To enjoy to the full the conquests of daring, we must demand that it operate in a pitiless light. Igor StravinskyIgor Stravinsky

4. Agenda Background Background Instructional DesignInstructional Design Critical ThinkingCritical Thinking Examples of Activities Examples of Activities Discussion and Applications Discussion and Applications

5. Good practice in undergraduate education: 1. encourages contact between students and faculty, 2. develops reciprocity and cooperation among students, 3. encourages active learning, 4. gives prompt feedback, 5. emphasizes time on task, 6. communicates high expectations, and 7. respects diverse talents and ways of learning. - Chickering and Gamson

6. Instructional Design Two interrelated parts: Two interrelated parts: StructuresStructures WHAT do I teach? WHAT do I teach? TacticsTactics HOW do I teach it? HOW do I teach it?

7. Structural Determinations Your concept of the course Your concept of the course The general plan for implementing that concept The general plan for implementing that concept The requirements the students must meet The requirements the students must meet The grading policies in the course The grading policies in the course Performance profiles Performance profiles

8. Tactical Determinations Daily vs. Episodic Daily vs. Episodic Complex vs. Simple Complex vs. Simple

9. Critical Thinking Critical thinking is that mode of thinking - about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self- corrective thinking. Critical thinking is that mode of thinking - about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self- corrective thinking. To analyze thinking: Identify its purpose, question, information, conclusions, assumptions, implications, main concepts, and point of view. To analyze thinking: Identify its purpose, question, information, conclusions, assumptions, implications, main concepts, and point of view. To assess thinking: Check it for clarity, accuracy, precision, relevance, depth, breadth, significance, logic, and fairness. To assess thinking: Check it for clarity, accuracy, precision, relevance, depth, breadth, significance, logic, and fairness. Foundation for Critical Thinking, www.criticlathinking.org Foundation for Critical Thinking, www.criticlathinking.orgwww.criticlathinking.org

10. Relevant Tasks and Questions Draw a diagram or other graphic display that organizes the information. Draw a diagram or other graphic display that organizes the information. What additional information would you want before answering the question? What additional information would you want before answering the question? Explain why you selected a certain multiple-choice alternative. Which alternative is second best. Why? Explain why you selected a certain multiple-choice alternative. Which alternative is second best. Why? State the problem in at least two ways. State the problem in at least two ways.

11. Relevant Tasks and Questions Which information is most important? Which information is least important? Why? Which information is most important? Which information is least important? Why? Categorize the findings in a meaningful way. Categorize the findings in a meaningful way. List two solutions for the problem. List two solutions for the problem. What is wrong with an assertion that was made in the question? What is wrong with an assertion that was made in the question?

12. Relevant Tasks and Questions Present two reasons that support the conclusion and two reasons that do not support the conclusion. Present two reasons that support the conclusion and two reasons that do not support the conclusion. Identify the type of persuasion that is used in the question. Is it valid, or is it designed to mislead the reader? Explain your answer. Identify the type of persuasion that is used in the question. Is it valid, or is it designed to mislead the reader? Explain your answer. What two actions would you take to improve the design of a study that was described? What two actions would you take to improve the design of a study that was described?

13. Practice 1

14. Practice 2 Consider one of your own student assignments or activities. Consider one of your own student assignments or activities. How does it encourage critical thinking?How does it encourage critical thinking? How might you redesign it to further encourage critical thinking?How might you redesign it to further encourage critical thinking?

15. Plan of Action Identify one way you will implement the ideas from this session in the next class you teach. Write it here: Identify one way you will implement the ideas from this session in the next class you teach. Write it here:

16. Contact Information Ann Alexander aalexand@grcc.edu 616.234.4179 Thanks for attending!