TEACHING)FORCRITICAL)&) CREATIVE)THINKING #tc5815! · 2015. 8. 24. · TEACHING)FORCRITICAL)&)...
Transcript of TEACHING)FORCRITICAL)&) CREATIVE)THINKING #tc5815! · 2015. 8. 24. · TEACHING)FORCRITICAL)&)...
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TEACHING FOR CRITICAL & CREATIVE THINKING
TWEET: #tc5815
Stephen Brookfield University of St. Thomas
www.stephenbrookfield.com www.the99ersband.com Facebook: The 99ers
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Someone Who Thinks Cri/cally Can …
• IdenFfy AssumpFons Behind Thinking & AcFons • Check AssumpFons for Accuracy & Validity • Take Informed AcFon
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Someone Who Thinks CreaFvely Can …
• View Ideas & AcFons from MulFple AlternaFve Viewpoints • Generate InterpretaFons & AcFons that Differ from the Usual Mode of Thought or PracFce • Communicate Learning Through a Variety of ModaliFes & Forms – Visual, KineFc, Auditory, Symbolic
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A CRITICALLY & CREATIVELY INFORMED ACTION IS …
• One Based on Evidence / Experience that Can be JusFfied • One That Has Its AssumpFons Known & Checked • One That Stands a Chance of Achieving Its Intended Consequence • One That Has Been Viewed from MulFple PerspecFves • One That is Enacted Via MulFple ModaliFes
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KINDS OF ASSUMPTIONS
• CAUSAL -‐ purport to explain a sequence of events • PRESCRIPTIVE -‐ assumpFons about how things should happen, we should behave • PARADIGMATIC -‐ framing, structuring assumpFons viewed as obvious, common sense, taken for granted
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4 Key Intellectual TradiFons
• ANALYTIC PHILOSOPHY – logical fallacies, argument analysis – inducFve, deducFve, analogical, inferenFal reasoning
• NATURAL SCIENCE – hypotheFcal-‐deducFve method, principle of falsifiability
• CRITICAL THEORY – uncovering power dynamics & ideological manipulaFon
• PRAGMATISM – experimental & creaFve pursuit of beauFful consequences (E.g. democracy, inclusion, connecFon)
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An Example
• Clinical Depression is Caused by External Circumstances
• The Way to Deal With It Is To Reason Through It & Tell Yourself To Snap Out of It
• MedicaFons Are For Those Too Weak To Deal With The World
Rooted in Ideology: PATRIARCHY (Men are to be entrusted with making decisions by virtue of their superior raFonality & logic) Counter: A Flaw in Chemistry, not Personality CreaFvity: MedicaFon, MeditaFon, Music
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An Example • I Am Free of Racism • I Don’t See Color or Race • I Treat Everybody the Same
Rooted in Ideology: WHITE SUPREMACY (The norm for leadership is White & Whites are not racial beings. They can escape racism by moral determinaFon) Counter View: Whites as Raced, Engaging in Racial Micro-‐Aggressions, H.E. as Racialized CreaFvity: What Would Classrooms, Teaching, Content Look Like Racialized in Favor of Other Racial Groups?
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QuesFon …
• What most helps your students to think cri/cally &/or crea/vely?
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Circle of Voices (5 people)
• Individuals reflect on the discussion topic (1 min) • ParFcipants go round the circle in order -‐ each person has up to 1 minute of uninterrupted air Fme to give their viewpoint on the topic. No interrupFons are allowed
• Move into free discussion with the ground rule that every comment offered must somehow refer back to a comment made by someone else in the opening circle of voices. This need NOT be agreement -‐ it can be a disagreement, a quesFon, an elaboraFon or extension, an illustraFon, etc.
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How Is CRITICAL THINKING Learned? What Students Say …
• By Instructors MODELING, MODELING & MODELING via:-‐ • CriFcal Incident QuesFonnaire • AssumpFon Inventories • Ending PresentaFons, Discussions & Exercises with QuesFons • Chalk Talk – Visual Discussion
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An Example: Chalk Talk
• Instructor writes a quesFon in the middle of the board • 5-‐10 minutes of silence is declared • Students write responses to the quesFon on the board whenever they feel ready • Students & instructor draw lines linking comments & add quesFons & reacFons
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Cri/cal Incident Ques/onnaire (CIQ)
• MOMENT MOST ENGAGED AS LEARNER • MOMENT MOST DISTANCED • ACTION MOST HELPFUL • ACTION MOST CONFUSING • WHAT SURPRISED YOU MOST
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HOW ADMINISTERED?
• Last 5 minutes of Class • Anonymous • Frequency Analysis of Main Themes • Reported Out at Start of Next Class • NegoFaFon NOT CapitulaFon
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How Is It Learned? What Students’ say
• Consistently Providing Real World IllustraFons / Examples • Instructor Point – Counterpoint • Structured Devil’s Advocacy (Solo Point-‐Counterpoint) • Speaking in Tongues
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How Is It Learned? What Students’ Say
• What do YOU think Professor? • Drawing Discussion • Musicalizing Discussion • Incremental -‐ Begin With Basic Mental Protocol /Inquiry Applied to Topics Well Away From Students’ Experiences then Gradually Move Closer to Home (c.f. Vigorous Exercise)
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How Is It Learned? What Students Say
• When Students Have to Face & Respond to a ‘DisorienFng Dilemma’ (Mezirow) -‐ a situaFon engineered to take them by surprise / reverse / upset their expectaFons
• Dangerous (Appropriate) Disclosure • Classroom Geography – Teach from Siberia • Clashing ContradicFons: Defining Democracy • No Speech: Visual, Musical, Graphic, Symbolic, KineFc SILENCE as NORMAL
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QuesFon …
• HOW DO YOU MODEL CRITICAL &/OR
CREATIVE THINKING FOR YOUR STUDENTS?
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CIRCULAR RESPONSE (10-‐12 members)
• Go round the circle: each person has up to a minute to talk -‐ NO INTERRUPTIONS • What you say must respond to the previous speaker’s comments (can be a disagreement or expression of confusion) • Once all have spoken move into open conversa/on with no ground rules
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Follow Up … • www.stephenbrookfield.com
• TEACHING FOR CRITICAL THINKING(2012)
• THE SKILLFUL TEACHER (2006, 2nd. Ed.) • [email protected]