We suggest that institutions begin with a foundational workshop in critical thinking.Any of these strands can be combined to focus on the goals and needs of your institution.
We suggest that institutions begin with a foundational workshop in critical thinking.Any of these strands can be combined to focus on the goals and needs of your institution.The third session demonstrates how the basic elements of thought (purpose or goal, problem or question at issue, assumptions, data or facts, concepts and theory, implications and consequences, alternative points of view) can each be made the focus of questions.Tags: Essay On Friendship ConflictEssays On Social MediaRaisin Sun Deferred Dreams EssayTeamwork Case StudyCompare And Contrast Essay Summer Or WinterExpository Writing AssignmentsDecisions In Paradise Part Ii Essay
The session begins with a general introduction to critical thinking and to its significance not only to the academic but also to the vocational and personal success of students.
This first session closes with questions and answers.
This think tank will focus on combining Socratic questioning sessions with practice in peer and group assessment.
Participants will learn how to design instruction so that Socratic questioning plays a significant role in learning and so that students, as well as instructors, initiate and use it.
The speaker demonstrates how a testing program can be devised which is coordinated with faculty development, in-house student and programmatic assessment, and a long range instructional improvement plan.
Emphasis is placed on the theory which aims directly at teaching students how to assess each other's work.Learning to think critically is learning to assess our own thinking and improving our thinking as a result of that assessment.When we teach well, we use assessment for multiple purposes.This is strongly recommended for those who have not previously taken a foundational workshop in critical thinking.It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.It will include a review of the basic concepts of critical thinking: the elements of thought, the intellectual standards, and critical thinking abilities and traits.It will then relate these foundational concepts, understandings, and skills to the art of Socratic questioning.Participants are introduced to the fundamental logic of all assessment: its contrast with subjective preference, its basis in assessment goals, the requirement of objective facts, relevant criteria, valid reasoning, and a fair application of criteria to data. The common features, advantages, and disadvantages of available critical thinking tests are presented and discussed.A case is made for the use of an essay test (such as that available from the International Center for the Assessment of Thinking) suitable to intradisciplinary as well as interdisciplinary testing of critical thinking.Specific topics include: the intellectual standards essential to in-depth, higher-order learning; the basic vocabulary of critical thinking; the micro-skills and macro-abilities of critical thinking; the importance of precision in language usage; how to question students Socratically; how to design assignments, activities, and tests that require critical thinking; and how to assess critical thinking skills and abilities.This will provide for an in-depth introduction into the theory and practice of Socratic questioning.