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Paul/Elder Critical Thinking Model

3 Components:

Ice Breaker - Serial Testimony

  • Share your name, campus, and discipline.
  • What kind of thinker are you (in your personal life / in your profession)?
  • When does that thinking serve you well? When does it cause challenges?

Intellectual Traits

What is critical thinking?

  • elements of reasoning = ways of thinking about something; we might embed these into our learning/teaching activities
  • intellectual traits = intellectual habits we want to help students cultivate
  • intellectual standards = how we assess our own and students' thinking

Explore Intellectual Traits

Paul/Elder Model - Dr. Gerald Nosich

Outcome 2: Identify Intellectual Standards (Paul/Elder Model)

Used to Assess Thinking

  • Robert Ennis: Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do.
  • Matthew Lipman: Critical thinking is skillful, responsible thinking that is conducive to good judgment because it is sensitive to context, relies on criteria, and is self-correcting.
  • Richard Paul (Paul/Elder Model): Critical thinking is thinking about your thinking, while you're thinking, in order to make your thinking better.

Ice Breaker - Serial Testimony

"Autocratic administration of time in the

service of the democratic distribution of time."

(Dr. Peggy McIntosh, director of the Gender, Race and Inclusive Education Project )

Outcome 1:

Identify Intellectual Traits

reasonable, reflective, skillful, involves standards and criteria,

is self-correcting

  • Groups of 3-4.
  • Each person gets 1 minute.
  • No one interrupts (no questions/comments).
  • If the speaker has finished speaking, maintain silence until time is called.

Explore Intellectual Standards

Used to Assess Thinking

Written Reflection (20 min.):

Today's Learning Outcomes:

Expert Groups - 20 minutes

Each expert group explores

2-3 Intellectual Traits:

Large Group Share

3 minutes per trait

Small Group Round Robin (8 minutes):

What intellectual traits/habits are important in your discipline and/or course? Why?

  • Share your name, campus, and discipline.
  • What kind of thinker are you?
  • When does that thinking style serve you well?
  • When does it cause challenges?
  • Each expert states his/her trait and explains it to the group.

Think of student-constructed work (speech, lab report, essay, research paper, case study, experiment, etc.) you use in your course, and design/redesign your formative or summative assessment tool (e.g., a rubric) to incorporate 3-5 of the Intellectual Standards as descriptors/measures of critical thinking/learning.

Participants will be able to:

  • identify intellectual traits/habits that you want students to develop
  • identify intellectual standards used to assess critical thinking/learning
  • What is the trait? How is it important in your discipline/course?
  • Who is an exemplar of this trait in your field/discipline? Why?
  • What activities are you currently doing that cultivate this trait/habit in students?
  • What activities could you add to intentionally help students develop this trait/habit?

Questions?

Thoughts?

Not every standard needs to be assessed in every learning activity.

Sample rubrics:

http://www2.gsu.edu/~mstnrhx/457/rubric.htm

http://ed.fullerton.edu/seced/files/2012/11/EDSC_Writing_Rubric.pdf

Explore the critical thinking elements, standards, and traits further at:

http://www.criticalthinking.org/ctmodel/logic-model1.htm#

Intellectual Traits & Standards

workshop presented by

Michele Lima and Shawn Pollgreen

April 9 and 10, 2015

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