An Inquiry Group Investigation: Are We Teaching Critical ... GroupInvestigation.pdf · An Inquiry...
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An Inquiry Group Investigation: Are We Teaching Critical Thinking Skills?
General Education ConferenceMay 2, 2008
Gina Cicco, Ed.D.Hostos Community College
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Agenda•
The Inquiry Group▫
Goals
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Progress
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Critical Thinking Skills▫
Bloom’s Taxonomy
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Anderson’s Revision
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Checklist ▫
Faculty and Student Assessment
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Conclusion▫
The Future of the Inquiry Group
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Questions and Comments
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The Inquiry Group
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How did it begin?
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What is it?
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What do we do?
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When do we meet?
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How has it evolved?
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The Inquiry Group and General Education
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Thematic Foci within General Education▫
Academic Inquiry and Literacy Skills
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Item 15…
“Utilize higher-level critical and analytical skills in reading and in personal and professional settings.”
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Principles…▫
Three: “Teach the Arts of Inquiry and Innovation”
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Five: “Connect Knowledge with Choices and Action”
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Seven: “Assess Students’
Ability to Apply Learning to
Complex Problems”
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The Inquiry Group Goals•
Departmental Participation
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Vehicle for Addressing “Big Questions”
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Reflection
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Assessment of Critical Thinking in Teaching and Learning
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Improve Faculty and Student Practices
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Increase Student Involvement in General Education Discourse
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Utilize Quantitative and Qualitative Data for Syllabi and Program Revision
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Defining Critical Thinking Skills
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What is critical thinking?
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Can it be taught?
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How can it be assessed or quantified?
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Bloom’s Taxonomy▫
Learning Domains
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Cognitive, Affective, Psychomotor
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Bloom’s Taxonomy
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Bloom’s Taxonomy Benjamin Bloom, 1956•
Knowledge: Drawing out factual answers, testing recall and recognition
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Comprehension: Translating, interpreting, and extrapolating•
Application: To situations that are new, unfamiliar, or have a new slant for students
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Analysis: Breaking down into parts, forms•
Synthesis: Combining elements into a pattern not clearly there before
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Evaluation: According to some set of criteria, and state why
From Maynard (2004)
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Anderson’s Update
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Anderson’s Update (Lorin Anderson, 1990s)•
Nouns changed to verbs
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Remembering: can the student recall or remember the information?
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Understanding: can the student explain ideas or concepts?
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Applying: can the student use the information in a new way?
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Analysing: can the student distinguish between the different parts?
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Evaluating: can the student justify a stand or decision?
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Creating: can the student create a new product or point of view?
(From Overbaugh & Schultz, 2008)
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Checklists
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Likert scale of 0 to 5▫
0= Never
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1= Rarely▫
2= Sometimes
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3= Often▫
4= Very Often
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5= Always
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Artifacts to be supplied
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Assessment #1, For Faculty
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Assessment #2, For Faculty
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Our Progress•
Regular Meetings
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Departmental Participation
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Mission Statement
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Consultant Advice
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Informal Inquiry of Critical Thinking Skills▫
Higher-Order Thinking Skills
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Bloom’s Taxonomy Model
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Self-Assessment▫
Checklist
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Syllabus Revision
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Student Participation▫
Assessment
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Brown-Bag Lunches
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The Future of the Inquiry Group•
Greater Dialogue Among Faculty and Students▫
Advisement
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College-Wide Assessment/Rubric
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In-Depth Course Assessment•
In-Depth Student Assessment of Higher-Order Thinking Skills
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Continued Emphasis on Teaching and Learning•
Ongoing, Periodic Assessment and Revision
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Improving Online Courses▫
Discussion Boards
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Web-Enhanced Courses
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Conclusion
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Summary of Progress and Expected Outcomes•
College-Wide Participation▫
Inter-departmental dialogue
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Questions•
Comments
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Thank you!