omplex Critical Thinking Is . . . to Piedmont College "gathering information from various sources, analyzing that information, and using the analysis to draw conclusions and
make decisions." mass communications Analyzing Ethical Issues Authentic Activities such as . . . real-life applications debates discussions creating products research presentations Reading responses Constructing explanations Discussions Knowledge from multiple sources Reflection & Synthesis Critical Thinking has Changed Piedmont... not . . . lectures absence of feedback rote memorization answering questions in textbooks Vincent Ruggiero * study the details of the case * identify the relevant criteria * determine possible courses of actions * decide which act is most ethical Avoid Common Errors of Inquiry 1. overgeneralization overgeneralization 2. "mine is better" thinking 3. double standard 4. unwarranted assumptions 5. oversimplifications 6. hasty conclusions Ruggiero, V. (2004). Thinking critically about ethical issues (6th ed.). Boston: McGraw Hill Higher Education. Critical thinking in everyday life
Three basic activities: Brookfield, S.D. (1987). Developing Critical Thinkers. San Francisco: Jossey-Bass. Richard Paul things are not as they appear 1. critical thinking is not just thinking, but thinking which entails self-improvement summary - CRITICAL THINKING IS . . . SELF-IMPROVEMENT (in thinking) THROUGH STANDARDS (that assess thinking) Paul, R. (1992). Critical thinking: Basic questions & answers. retrieved on 6/2/2006 from http://www.criticalthinking.org/aboutCT/CTquestionsAnswers.html can be applied to all disciplines Paul, R. Elder., & Bartell, T. (2004). A brief history of the idea of critical thinking. retrievved on 6/2/2006 from http://www.criticalthinking.org/aboutCT/briefHistoryCT.html ANALYSIS
EXPLANATION http://www.insightassessment.com/pdf_files/what&why98.pdf actively conceptualizing analyzing synthesizing and/or evaluating information observation experience reflection reasoning communication generated by It is education business arts & sciences 2. this improvement comes from skill in using standards by
which one appropriately assesses thinking two crucial elements: by michael scriven & richard paul A WORKING DEFINITION
OF CRITICAL THINKING Stephen Brookfield Peter Facione to the EXPERTS 1. decision-making 2. identifying and challenging assumptions 3. exploring and imaginging alternatives Grant Wiggins and Jay McTighe 6 Facets of Understanding 1. Explanation 2. Interpretation 3. Application 4. Perspective 5. Empathy 6. Self-Knowledge With the increase that we have seen in Critical Thinking with our majors, we have made some programmatic changes within the department. As a department, we have prided ourselves in helping mold future theatre professionals. The future professionals may have strengths in particular areas of the art form, but we find it essential to train them in as many areas of theatre as possible.
The programmatic change occurred in the area of our mainstage season. With a wider breadth of knowledge, a keen analytical sense and the ability to weigh the positives and negatives of each artistic choice, our students are accepting major design (costumes, makeup, lights, sound and set) positions and directorial positions within our mainstage season. Critical Thinking has allowed the Theatre majors at Piedmont College put solid theory into beneficial practice. Without Critical Thinking, our majors would have second guessed every artistic choice they made. This skill has allowed them to make justified and artistic choices that they will use throughout their career paths. Theatre Department Music Department As a part of our goal of improving critical thinking in our students, the department developed a Performance Assessment Evaluation used by the faculty to evaluate student performance. Criteria on the assessment tool includes musicality, interpretive skills, technical demand, and ancillary details such as stage presence, attire, and poise and confidence. This assessment tool, which has been used for two years, has been highly successful in evaluating students’ critical thinking as it pertains to their performance.
In addition, the Department of Music developed a departmental outcome four years ago to properly assess the students ability to think critically about music and how well we as a faculty are addressing critical thinking issues as they relate to music. All music students must attend a minimum number of on-campus performances each semester. Attendance is monitored by music faculty. All music students must write a critical review of a minimum number of performances attended. These written reviews teach the students how to intelligently critique performances and performers. The students, in turn, begin to think more critically about their own performances and how to improve upon them. NursingSee the full transcript