assessments

Teaching for Critical Thinking with Richard Paul

What specific strategies for critical thinking will you incorporate into your curriculum and class activities? (Formulate your plan as concretely as possible.)

I will immediately start incorporating these skills into the next unit on paragraphs; I will figure out the purpose of learning the types of paragraphs and the readings used to develop those; I will begin to write questions to help them see value of the various types; I will be sure they have the data to back their topic sentences up.
I will add a glossary to my course; I will do role discussions of how my critical thinking concepts link to all learning, "The Big Picture." Loved this!
Encouraging students to view the text as the thoughts of its author; Create methods that encourage students to question information provided; Encourage students to self-evaluate; Incorporate the elements of thought; Work with the three types of questions.
I am planning on using Dr. Paul’s strategy for the logic of a chapter in a textbook. I have been setting up guided reading for my students, but I can see the value of putting the onus on the student. I also like the idea of using index cards to randomly call on students during lectures, at regular intervals, to check for learning.
1. Random sample grading of homework assignments.
2. Utilizing elements of learning critical thinking to formulate course syllabus.
3. Coaching, facilitating course content instead of taking/assuming enormous workload.
4. Assess intellectual standards of students and incorporate into curriculum development.
I plan to assign students in my culture and health course to write questions using the elements of thought for each chapter. I also plan to use 3x5 cards with students’ names on each card to use when calling for answers.
1. Random grading of written assignments in order to have more writing — each class period.
2. The "deck of cards" method of deciding whom to call on.
3. Phil. Chairs — (suggested by a group member).
Spell out intellectual standards; Teach students to assess own work; Textbook as thinking of author.
I intend to use the Engaged Lecture approach beginning with the next chapter.
The ideas included in The Miniature Guide to Critical Thinking will be very helpful. I plan to use several of those ideas. This workshop has helped me to begin thinking about what I am doing and how I can help my students thinking about their thinking. I plan to use the "Questions of Elements of Thought" immediately. I plan to use his ideas on class management in the portfolio concept.
to their group what they have learned (renumbered 14 and 11). Idea #16 — I could have students do this activity in the classroom, summarizing the important points of a chapter covered in class, for example, Mechanics or Strengthening spelling. I would then have them develop test questions to answer in writing. I could also have them test each other using the test questions developed. Idea #18 with a variation of #11 — After reading an essay from the text on a chapter (Language Awareness, for example), I could have the students explain what they understood and then what they didn’t. I would have them discuss it in groups and then in the large group. A pressing deadline for every class. I plan to have my writing students approach writing from the standpoint of SEXI — statetheir point, elaborate (expand on it) their point, provide examples and illustrate their point. I would like to try random sampling for some short writing assignments in my developmental writing class. Hopefully, this is discussed in the notebook or the book.
This would not be my primary mode of grading.
1. I will have two students teach each other the objective of my lesson.
2. I will prompt more questions during class, and either give or ask, examples and illustrations.
3. I will train them to think and analyze.
1. Pair up students and have each teach each other key concepts.
2. Have nine assignments, grade only eight assignments. Don’t let know which assignment won’t be graded.
3. Make each topic into a question.
4. Teach students how to make questions — elaborate, exemplify, illustrate.
5. Incorporate the thought of thinking like a programmer.
Glossary; Daily written project; Sample grading.
As a homework assignment have the student complete a "The logic of _______" paper on an important concept in preparation for the next class. Put students into groups to discuss homework and give feedback. Have students write their own glossary in their own words. Divide students into groups and have them discuss their understanding of the terms. Cards with student names.
Students will take more responsibility for their learning:
1. Will write everyday on a common topic — will present three to four analyses over the semester.
2. Glossary of terms in own words.
3. Students will develop a midterm and final in groups.
For Faculty Development:
1. Establish a team distribution list on email of our colleges’ participants and share, in turn, strategies for facilitating study habits across the curriculum (a la R. Paul’s mini guide) and support ourselves in this effort.
2. Plan/propose a weeklong summer institute centering on elements and standards of CT, and intellectual traits.
Use of daily assignments with random grading; Directed learning groups; "Pack of cards" lecture x15 — call on someone to summarize.
Selections of portfolio
1. Glossary
2. Polemics (arguments) with limited point of view.
3. Collections (web URLs/blurbs) of contrary polemics.
4. Rewrites prompted by instructor and peer and self review.
5. Precise-like recapitulations of abstracts.
6. Classification/Method exercises more frequently.
  - Assignment collection regularly, everyday.
  - Self-assessment and peer assessment of writing on one or two dimensions of "intellectual standards."
  - Prepare (individual), discuss (group) in class, then replicate on-line with home prepare -> chat discussion.
  - Expand the points-of-view/world view analyses to more dimensions.
1. On first day of class I will explain to the students my philosophy of education and tell students that I will require critical thinking in class. I will explain the nature of critical thinking and how I expect them to use it.
2. I will shift the emphasis on the course from the answers to the questions.
3. I would like to use the portfolio approach and have students write sentences daily and grade a few randomly — also, I will give students the opportunity to revise their sentences or re-do them for credit.
4. I would like students to generate their own glossary of terms in their own words and write a sample sentence for each glossary term.
5. I like the modeling prior to having students do the assignment.
6. I would like to design a workbook for Spanish using many of the critical thinking components.
The strategy that I will incorporate (and recommend to my colleagues) is the
Comprehensive First Day Orientation. This orientation "sets the tone" for the class and semester. I see now that simply distributing the syllabus and rules of the class is not enough. I need to talk about expected learning and behavior and strategies for success. The other strategy I plan to incorporate is the use of a portfolio. It is impossible to grade everything -- now I realize it is o.k. to grade a random sample. I used to think that if I asked them to do something, then I should collect it and grade it, now I know how to handle this situation.
As a result of this workshop, I have been newly infused with a desire to continue my own students in critical thinking. I am considering proposing a course for students, in one of the graduate programs where I work full-time, centered around the development of critical thinking. I will also incorporate many of the "elements of thought" into my courses at Rio Salado, yet doing so within the "distance learning" format with pre-designed courses and assessments poses a challenge.
Card shuffle for questions and concepts. Oral exams on concepts to be put into students’ glossaries. Assignments of concept analysis following the statement, elaborate, illustrate and exemplify.
1. To begin next week by randomly calling on students to periodically summarize what has been covered in the previous few minutes of lecture.
2. Require students to develop their own explanations for "key" glossary terms they are responsible to know (terms that are key concepts for the course).
3. Take longer to teach but allow time for student active learning exercises to reinforce key concepts.
Make use of Engaged Lecture. For example, after explaining a concept or showing them how to solve a problem I will stop and have the students pair up with their neighbor. One student will explain the concept (or problem) to the other student. Roles will be reversed on this next concept or problem. I could also call on one student and ask them to explain the concept (or problem) to the class. Have students keep a portfolio of their work. I will collect them four times during the semester and grade selected assignments (two?). Students will not know, in advance, which assignments will be graded, but will have ample opportunity to revise/correct their work. Revise my syllabus so that it highlights my expectations of the students and give a more thorough orientation to the course and how it fits into their program of study.
I gained numerous teaching strategies and have much material to apply and learn. Five things I am going to start using:
1. Teach questioning skills.
2. Make an Essence of English page for introduction; problem, definition, result.
3. Prime the Pump — have students come up with their questions (use card method to have students share).
4. Ideas for becoming a master student (y/n).
5. Stamp paper for full credit/points.
The glossary oral exams! I really think I can incorporate that into my classes with virtually little disruption to the present routine. I may not be able to start with this semester, but next semester I will attempt the random graded assignments. I also need to make my students more responsible to me (the class? each other? themselves?) during class discussions — More of them talking and less of me talking. I do some now, but I need to institute a more formalized plan (like "deck of cards" or "pair-share" moments).
Clearly implementing critical thinking expectations in distance learning/web-based curriculum; Providing a clear definition of critical thinking, accompanied by outcomes/results, in distance learning/web-based curriculum — applicable to my discipline; incorporate the elements of thought and universal intellectual standards (imbed them) in both assignment expectations/specific assignment directions and assignment score/criteria sheets — to be utilized in both in-person and distance learning courses; Regularly employ the logic of a textbook chapter in both my in-person classes and web-based classes — getting students in the routine of identifying the main purpose, key queries, key information, etc.
1. Research funding to pay for time to totally revamp curriculum within the three primary courses I teach. I would like to redo one each year.
2. Discuss possible changes to class with Department Chair and see if I can have a lower number of students in class first time I do it for each class.
3. Think about ways to involve students more in learning activities which require coming to class prepared to discuss course material and use class time to go beyond the basics and for clarification of issues.
When I return to my class next week I plan to assess my classroom activities by asking: "Am I challenging my students or setting up hurdles for them to jump over?" In my CRE 101 class I will use the "little blue book" to supplement unit three and unit four this semester. I will use Dr. Paul’s portfolio assessment next semester. I will evaluate my classes using the 32 Practical Ideas and make changes to my syllabus and curriculum.
I intend to incorporate explicit statements as to the purpose and methodology of critical thinking. These will walk students through the steps of stating, elaborating, and illustrating their ideas; I intend to create activities to help students see my course content as a systematic way of thinking; I intend to incorporate more opportunities for self-reflection by students on where they stand as critical thinking; I intend to provide guided questions to engender critical thinking on the part of my students.
Have students assume more responsibility for the topic subject. Have them do more writing on subject topic, more class discussions using elements of thought. Purposefully practice good traits of critical thinking so students could recognize it and know that it is being used. Spend more time relating back to the "core." Have students create glossaries and definitions of each chapter. Have them verify with class mates, he tested so that all are at 100% and the same page from the beginning.
I am so excited to have names/labels for what I already ask students to do in ENG 102. I believe I will start by asking if any of the bad habits of students apply to them, if they would like to improve their learning in every class and then show them the parts of critical thinking and the intellectual standards and how they apply in this class. We can practice in attitudes and in the required work for 102. They can take on more and more of the task of assessing their own thinking, their own learning, and their own research products Students already buy into and are excited by my challenges to them as "good students, but I think they will really appreciate my sharing all this language with them. Then the practice of critical thinking will become even clearer and they can become more autonomous while they see goals in intellectual endeavors for themselves. Research — clarity, accurate data with precision, using relevant evidence, with depth and breadth, logic on a significant question with fairness. My courses involve using multi-system in one system structures.
Current semester — review sessions using principles of critical thinking; Practice thinking "like a nurse" by working through real life scenarios and discussing prioritizing care interventions; Practice answering questions that will occur in real world of nursing/health care. Next semester — Use random grading; Require in-class small group work with the text, having them put sections into their own words, ask questions and clarify meaning; Use nursing process in class to check validity of thought processes (assessment planning, interactions, rationale, and evaluation); Encourage the use of a self-written glossary.
Excellent mini booklet with adaptable questions for my students. Adaptable questions for my students. Exceptional Modeling by Paul. Immediate action to the taken: I plan to first provide a page + within the course distance learning packet — upon your revision of course — I plan to structure the essays, quizzes, and tests with the critical thinking format.
Routinely ask questions that engage students in critical thinking; Use engaged lecture. Ask students to explain concepts in their own words; Model thinking skills you would likeyour students to use; Design quizzes, tests, extra credit problems and homework assignments with the improvement of student thinking in mind; Discuss "active reading" of the textbook system of interconnected ideas; If I can do just these things reasonably well, I would be ecstatic.
1. I will use the "outline" strategy with the students.
2. I think I will also use the "The Logic of _____" as part of their portfolios.
3. I like the concept of demanding assignments on time.
4. As part of classroom activities of would have students create an outline of what we are doing.
5. I will discuss "What’s the question of the floor" concept in order to help students focus. Instead of just asking them to summarize, I will get them into using "The Logic of _____" as part of the portfolio.
6. I would like to use group teaching but I have to think about this more.
The principle behind this workshop is content = thinking. One important fact mentioned was that every content area started out as a question, people thought about things, tested revised ideas. This is a wonderful precedent to set in class. Hence ideas used to get my students to think and learn about the subject matter will be in the following ways:
- Summary of previous class in a one to two page write-up. 27 write-ups to be done in a semester — randomly grade eight, but stamp each assignment as students enter the classroom. If student hasn’t done the assignment then they need to leave the room, finish and then only return. This way students take responsibility for their own learning.
- Activated knowledge — can be obtained if we periodically ask questions such as "what is the question on the floor?" This gets students to think about the subject matter.
I want to do:
1. Small groups in classroom.
2. Random grading.
3. Writing by students.
4. Challenge the students to learn on their own, prior to class.
5. Randomly call on students to explain lecture.
The recap of the previous lecture — each student hand in purpose/elaboration/example/
illustration; Stop during lecture and ask students what is the question on the floor. Intro CT at the beginning of class — tell students that they are going to be taught to be more aware of their thinking as inactive vs. active; Decrease some content (hard to do in science) to do more group activities.
Some of the strategies covered in these two days I use in my Critical Reading course but I have found some strategies that will greatly improve my curriculum. First, I like the idea of being a coach and exemplifying the material instead of "spoon feeding" the students. I know that the more you challenge students, the more that they will learn. Through coaching, you raise the expectation and get more from students. I would also like to get my students to be better able to relate critical reading to their other classes. I need to get them away from memorization and into critically reading texts according to concepts and theories learned in class. I like the idea of writing everyday. Therefore showing that they have read and understood the material. I believe through interaction with each other and within their own ideas — students learn in critical reading. I can use the daily writing and allow them to rewrite as they understand — or gain an understanding of the concepts and strategies. Right now students do not demonstrate that they have read their assignments. I can also implement portfolios in my courses. Up to now I was against portfolios but now I can see them as a real plus for my CRE 101 classes. This is a great way to make them accountable for their thinking and learning.
I always look for practical tips/methods which I can incorporate into my teaching — ASAP! I feel that there are some methods I can incorporate on Monday, yet some which will need to wait until the spring semester. Now: Identify which stage of critical thinking development they are at and prompt them to become practicing thinkers, at the least and present how one can become an advanced master thinker. Spring 2002: Modify my journal requirement — instead of two journals for the semester, have one due each class period, or each week, using the method outlined in this workshop — it really sounds promising. Now: Have students create a glossary of terms, in their own words; Do less, better; Rethink what I "cover" and how I assess their learning; Expand the collaborative "jigsaw" to include active questioning. I will try having students read a piece of material, explain it, answer questions, next person explains first part, his/her part, then open to questions, etc.
Explain critical thinking first day of class and make students aware of what is expected of them regarding critical thinking; Incorporate portfolios in class; Have students assume roles and explain specific method areas in the textbook to another person; Use cards call on students to explain their understanding of others; Make students responsible for vocabulary terms during semester.
I would like to try several things that I learned about — such as: Have students look up a glossary of terms to use or will be used; Random sample grading — in my writing class, this could be very useful; Read chapters and then make questions of various headings and statements; Have students try to teach a concept or word to each other. It is my hope to use this in the next semester. Over break I will decide how I won’t be able to use them in all classes, because of my courses — speaking English, many lower levels with illiterate students.
Explain thoroughly the requirements of the class and the expectations — ask students, provide activities to discuss the level of understanding regarding the course (especially: ask them to write a brief summary); Explain the importance of becoming an active partner — take responsibilities for their own learning; Act as a facilitator; Help students discern the study and learning skills and show them how to correct the problems; Provide testing assessment and evaluation for feedback to improve instruction.
Summarizing and restating main principles in chapters as well as writing glossary items as a student activity. Encouraging the review of one’s own thinking to achieve a deeper and longer-lasting understanding of the subject. Besides teaching the content of my individual course, to foster the ability to apply these principles to any endeavor a student pursues.
I need to use questioning more at the beginning of new units, subunits, and beginning of class meetings. I can also see the need to help students understand why they are asked to do something. I also need to do more of the critical thinking in assessment and class participation. I would also like to help students learn to use critical thinking in their current portfolio assignment when they are asked to analyze current events in their subject. I need to use more engaged discussion in lecture. This gave me lots of ideas of how to improve my teaching. I obviously have a long way to go!
I will bring critical thinking concepts into my syllabus and discuss the process; Intellectual standards — I need to clearly delineate these and spend time helping my students understand this concept; Tools and the transitions between them and how to get students to think in this way (SEXI); Glossary assignment; Teacher-Learner-Teacher-Learner activity; Declarative sentence activity; Random sampling for grading portfolios. Thank you for this opportunity. I have much work to do.
I would like to, among other things, use aspects of the model for intellectual traits, for "organization," a particular type of composition I am required to use in ENG 101. I like this as a goal to work toward, as opposed to arguing a point. I will also work hard on the elements of thought, helping students to understand the terms, and using them throughout the semester.
I plan to use the "deck of cards" more regularly to increase student participation. I will also incorporate more writing in the course, for example, text summaries, glossary (in students own words), etc. Of course, with the additional writing, I will use random sample grading. Lastly, I will try the contract to encourage student accountability.
I plan to incorporate more modeling of the processes I expect from the students, as Dr. Paul did for many of our collaborative exercises; I plan to add additional writing exercises which will force students to digest and own the material we discuss; I hope to incorporate the development of student glossaries which narrow and focus the course content to 50 points or less; I plan to spend considerable time establishing the "essence" of my courses so that I can relate each of my activities and topics back to a bulls eye. This will help me and the students to achieve more; I will incorporate a number of the concepts discussed in this course into my personal and professional life in innumerable other ways.
1. Thinking about random grading of laboratory reports in chemistry laboratories.
2. Lectures in CHM 130 — random card calling of students to participate in class.
3. CHM 152 — lecture already do group activities. Hope to make them more responsible for their learning. Set up portfolios for the individuals like a glossary; mathematical formulas, etc. Random grade reports.
4. CHM 130 lab — A demo per lab. Have students evaluate the demo.
1. Basketball analogy.
2. Questioning (my efforts and from students).
3. Glossary.
4. Study habits.
5. Use: State; Elaborate; Exemplify; Illustrate.