Using Critical Thinking to Motivate First Year & Junior Transfer Students A Faculty Learning Community, October 2013 May 2014

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1 Using Critical Thinking to Motivate First Year & Junior Transfer Students A Faculty Learning Community, October 2013 May 2014 Arum & Roska s study of critical thinking and analytical reasoning on a broad range of college campuses (Arum & Roska 2011) encourages supplementing emphasis on co-curricular activities, now widely used to increase student engagement and therefore retention, with classroom practices that engage students more rigorously in critical thinking tasks. At first glance, the goal of enhancing critical thinking may appear entirely distinct from that of raising graduation rates. John Tagg (2003), however, argues that consistent and explicit assessment of critical thinking and analytical reasoning across the curriculum including frequent feedback (vs. simply evaluation) to students on their progress in critical thinking skills and discussion of its importance in a wide range of contexts enhances student motivation at a very deep level, especially when practice of such skills is tied to students own life goals. Tagg s argument is based on the evidence of existing programs at innovating institutions where faculty developers are promoting a paradigm shift in the way teachers, students and administrative staff alike view education, moving away from prioritizing the formal, atomistic organizational processes of delivering instruction (e.g., segmented courses, grades, transcripts) and towards holistic structures that result in actual learning. The learning outcomes of critical thinking and analytical reasoning, then, are keys to student success and confidence, and thus to retention and graduation. To change the culture of our institution as a whole in a way that significantly impacts graduation rates, the learning outcomes of critical thinking and analytical reasoning must be addressed at the start, beginning with first year entering and transfer students. This FLC proposes to use formative assessment of critical thinking to increase first-year student motivation, and thus retention and eventual graduation rates, especially by promoting the usefulness of critical thinking & analytical reasoning skills, aptitudes and dispositions across courses and disciplines. Many FYE faculty, as well as faculty who teach courses that enroll many freshmen and/or first-year transfer students, already do or want to engage students individually &/or collaboratively in solving real-world problems, through guided activities assigned to student groups &/or focused whole class discussion. But last year s FLC, Using Student Groups to Teach Critical Thinking revealed that assessment instruments and habits have not yet evolved to the level of allowing repeated and consistent feedback to students about analytical reasoning and problem solving skills. This FLC will engage 10 faculty who teach in either in the FYE program, or in prospective First Year Friendly courses, in developing and using assessment instruments both to (a) refine classroom activities and discussion techniques to target critical thinking and problem solving processes more effectively and (b) to provide more consistent and systematic feedback to students on their progress. The AACU s VALUE rubrics for critical thinking and problem solving and the CLA s scoring standards for assessing performance tasks and analytical arguments will provide the frameworks for such assessment, which will include both written work and of students in the classroom. John Tagg s explanation of Instruction vs. Learning Paradigms in The Learning Paradigm College will provide the conceptual framework for understanding how such formative assessment fits in with and contributes to broader transformations in academic culture. Following several sessions orienting participants to VALUE rubrics and CLA scoring standards, faculty will take turns presenting examples of course learning objectives; rubrics, surveys &/or other assessment instrument for a team activity, discussion or individual writing assignment; notes or video to orient students to the importance of critical thinking/problem solving and terms being FLC: Formative Assessment of Critical Thinking Page 1 of 7

2 used to assess it;. Participants will review these materials for each contributor and offer feedback for refinement, which individual faculty will then use to refine their overall approach with 1-2 other related activities or assignments. The second month of the spring will be dedicated to peer classroom observation to assist in evidence gathering; faculty will visit one peer in their own or a similar discipline and one in a completely different discipline. FLC Facilitator Joël Dubois, Faculty Associate, Center for Teaching & Learning Professor of Asian Religions & Cultures, Humanities & Religious Studies Department FLC Outcomes & Deliverables The FLC outcomes and deliverables are as follows: A. Conceptual Clarification: Instructional vs. Learning Paradigms Through reading of John Tagg s The Learning Paradigm College, participants will be able to: Distinguish between the Instructional and Learning Paradigms, viewed as lenses, as habits of practice, and as distinct language forms for describing what goes on in academic culture. Contrast the ramifications of viewing academic culture through these two paradigms. Relate their own teaching practices & experiences of engaging students in individually and/or collaboratively solving real-world problems to Tagg s proposed goal of fostering a hot cognitive economy. Communicate the concept of the Learning Paradigm to students in their courses. B. Action Research: Formative Assessment of Critical Thinking Drawing on the AACU s VALUE rubric for the assessment of critical thinking and problem solving and the CLA s scoring standards for assessing performance tasks and analytical arguments, participants will be able to: Identify precisely the critical thinking/analytical reasoning processes needed to address the real-world problems posed for students in one or more of their classes. Build on the concept of the Learning Paradigm (see A above) to develop and/or refine ways to make first-year students aware of the nature and value of critical thinking processes, especially as they apply across courses and disciplines and to students own life goals. Develop rubrics, surveys &/or other assessment tools tailored to one or more of their classes, and/or refine existing ones, that (a) refine classroom activities and discussion techniques to target critical thinking and problem solving processes more effectively and (b) provide repeated and consistent feedback to students on their progress in gaining mastery of the above mentioned analytical processes. Gather evidence of student learning in targeted critical thinking/problem solving skills throughout the semester, and analyze student progress both in terms of level of ability and percentage of students who demonstrate ability. FLC: Formative Assessment of Critical Thinking Page 2 of 7

3 Gather attitudinal data regarding the extent to which students find such skills relevant to other courses and to their own life goals. Provide feedback to FLC peers regarding student progress in said critical thinking processes, based on observation of class sessions in which such processes are targeted. C. Deliverables: Action Research Instruments, Evidence & Analysis The deliverables include: 1. A series of 2-3 related assignments for a course taught during spring 2014, which engages students individually &/or collaboratively in solving real-world problems through guided activities assigned to student groups &/or focused whole class discussion. 2. A set of rubrics, surveys &/or other assessment tools drawing from the language of the VALUE rubric for critical thinking and the CLA s scoring standards for assessing performance tasks and analytical arguments, designed to measures a critical thinking/analytical process central to the course and targeted in the featured assignments. 3. Action research report analyzing evidence from student work and attitudinal surveys, and articulating new goals for the future, to be posted on the University's teaching and learning website. 4. Participation in sessions of the Problem-Based & Team-Based Learning Collaborative throughout Focus on pedagogies that engage students both individually and collaboratively in solving real-world problems, either through focused whole class discussion or guided activities assigned to student groups FLC Schedule & Activities (10 x 2 hour meetings - Fridays, 10 am 12 pm) Mtg # 1 Meeting Month October 25 Topic and Meeting Activity Introduction to FLC Instruction vs. Learning Paradigms Critical Thinking & Problem Solving VALUE rubrics & the CLA Discussion Reflection: in what ways to the Instructional & Learning Paradigm manifest in & out your classroom? Homework Activity Due Video & John Tagg on the Instruction Paradigm ( ryvg-wm) Tagg, preface & part I: A New Paradigm? (p.xii-xvi, 1-38) 2 November 8 Critical Thinking & Problem Solving VALUE rubrics CLA: test format & scoring standards Discussion & analysis of sample assessment materials (posted on SacCT): HRS 70 course learning objectives & student orientation video VALUE rubrics for critical thinking & problem solving CLA Report for CSUS Tagg, parts II: The Foundation: The Learners & Learning (p.39-86) & V: Transforming the College (p ) FLC: Formative Assessment of Critical Thinking Page 3 of 7

4 3 4 rubrics & survey for a team application activity, with sample student submissions & dialogue capture rubric for discussion/individual November 22 Discussion of 2 participants assessment rubrics for a team activity, with **OR** rubric for discussion/individual December 20 Discussion of 2 participants assessment **OR** Tagg, part III: The Learning Environment of the College (p ) Deliverable #1: 2-3 related problem-based assignments for student groups &/or class discussion Tagg, part IV: A Design for Learning (chapters 10 & 11, p ) 5 January 17 Discussion of 2 participants assessment **OR** Tagg, part IV: A Design for Learning (chapters 12 & 13, p ) 6 February 28 Report on Action Research plans targeted critical thinking & analytical reasoning processes assessment & feedback approaches plan for classroom observation Deliverable #2: rubrics, surveys &/or other assessment tools to measure critical thinking/analytical process targeted in the featured problem-based assignments Tagg, part IV: A Design for Learning FLC: Formative Assessment of Critical Thinking Page 4 of 7

5 (chapters 14-16, p ) 7 March 21 Classroom Observation (no meeting this month) determine assessment goals prior to class sessions ( , phone or in person) gather evidence during observation report and process evidence with faculty observed (in person) Review syllabus and activity/assignment for class observed (x2) Prepare notes for faculty member being observed (x2) 8 April 18 Discussion of 2 participants assessment **OR** Additional explore additional online or print reading addressing the issue of critical thinking/problem solving assessment &/or Learning Paradigm practices (see bibliographies below and in Tagg, The Learning Paradigm College) 9 May 9 Discussion of 2 participants assessment **OR** Deliverable #1: revision(s) of problembased assignments for student groups &/or class discussion Deliverable #2. revised rubrics, surveys &/or other assessment tools for featured problem-based assignments 10 May 23 Culminating event Presentation of Action Research Report highlights & setting new goals for the future Focus group: assessment of FLC Deliverable #3: submit Action Research Report analyzing evidence and articulating new goals for the future Deliverable #4: submit report of participation in Problem-Based Learning collaborative and proposal for future contribution Deliverable Due Dates FLC: Formative Assessment of Critical Thinking Page 5 of 7

6 Deliverable (1) 3-4 related problem-based assignments for student groups &/or class discussion (2) rubrics, surveys &/or other assessment tools to measure critical thinking/analytical process targeted in the featured problembased assignments (3) Action Research Report analyzing evidence of student work and articulating new goals for the future (4) report on participation in Problem-Based Learning collaborative and proposal for future contribution Due Date(s) Initial version in December (meeting 4); final revision in May Initial version in February (meeting 6); final revision in May early May (meeting 9) late May (meeting 10) Guiding Texts Calhoun, Emily F., Action Research: Three Approaches, Educational Leadership, October 1993, p Tagg, John. The Learning Paradigm College. Bolton, MA: Anchor Publishing, Wiggins, Grant P., and Jay McTighe. Understanding by Design. Expanded 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, Recommended Readings: Critical Thinking Anderson, Lorin W., and David R. Krathwohl. A Taxonomy for Learning, Teaching, and Assessing : A Revision of Bloom's Taxonomy of Educational Objectives. Complete ed. New York: Longman, Arum, Richard & Roska, Josipa, Academically Adrift: Limited Learning on College Campuses. Chicago: University of Chicago Press, Collins, A., Brown, H.S., & Newman, S.E. "Cognitive Apprenticeship: Teaching the Craft of Reading, Writing & Mathematics." In Glaser, Robert, and Lauren B. Resnick, Knowing, Learning, and Instruction : Essays in Honor of Robert Glaser, p Hillsdale, N.J.: L. Erlbaum Associates, Donald, Janet Gail. Learning to Think: Disciplinary Perspectives. 1st ed, The Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass, Glaser, Robert, and Lauren B. Resnick. Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser. Hillsdale, N.J.: L. Erlbaum Associates, Halpern, Diane F. Teaching Critical Thinking For Transfer Across Domains: Dispositions, Skills, Structure Training And Metacognitive Monitoring. American Psychologist, 53(4), p Halpern, Diane F. Thought & Knowledge: An Introduction To Critical Thinking. 4th ed. Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers, Lave, Jean, and Etienne Wenger. Situated Learning : Legitimate Peripheral Participation, Learning in Doing. Cambridge England ; New York: Cambridge University Press, Nelson, John. Cultivating Judgment : A Sourcebook for Teaching Critical Thinking across the Curriculum. Stillwater, Okla.: New Forums Press, FLC: Formative Assessment of Critical Thinking Page 6 of 7

7 Paul, Richard, and Linda Elder. Critical Thinking : Tools for Taking Charge of Your Learning and Your Life. 2nd ed. Upper Saddle River, NJ: Pearson/Prentice Hall, Paul, R. Critical Thinking: How To Prepare Students For A Rapidly Changing World. Foundation for Critical Thinking Press, Paul, R. & Elder, L. The miniature guide to Critical Thinking: Concepts & tools. Foundation for Critical Thinking Press, 2008 Recommended Readings: Case Method Teaching Barnes, Louis B., C. Roland Christensen, and Abby J. Hansen. Teaching and the Case Method : Text, Cases, and Readings. 3rd ed. Boston, Mass.: Harvard Business School Press, Christensen, C. Roland, David A. Garvin, and Ann Sweet. Education for Judgment : The Artistry of Discussion Leadership. Boston, Mass.: Harvard Business School Press, Herreid, Clyde Freeman. Start with a Story: The Case Study Method of Teaching College Science. Arlington, Va.: NSTA Press, 2007 McNergney, Robert N., Edward R. Ducharme, and Mary K. Ducharme. Educating for Democracy: Casemethod Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2009 Recommended Readings: Problem-Based Learning Finkel, Donald L. Teaching with Your Mouth Shut. Portsmouth, NH: Boynton/Cook Publishers, Duch, Barbara J., Susan E. Groh, and Deborah E. Allen. The Power of Problem-Based Learning : A Practical "How To" For Teaching Undergraduate Courses in Any Discipline. 1st ed. Sterling, Va.: Stylus Pub., Knowlton, Dave S. and David C. Sharp,, eds. Problem-Based Learning In The Information Age. San Francisco: Jossey-Bass, Tan, Oon Seng, Mary Sue Baldwin, Ruth O. Beltran, and Ellina Chernobilsky, eds. Enhancing Thinking Through Problem-based Learning Approaches : International Perspectives. Thompson Learning, Recommended Readings: Team-Based Learning Michaelsen, Larry K., Arletta Bauman Knight, and L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups. Westport, Conn.: Praeger, Michaelsen, Larry K., Michael Sweet,and Dean X. Parmelee, eds. Team-Based Learning: Small Group Learning's Next Big Step. San Francisco: Jossey-Bass, 2008 Michaelsen, Larry K., Dean X. Parmelee, Kathryn K. McMahon & Ruth Levine, eds. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling, VA: Stylus, Sweet, Michael, and Larry K. Michaelsen. Team-Based Learning in the Social Sciences and Humanities: Group Work That Works to Generate Critical Thinking and Engagement. Sterling, VA: Stylus Pub., FLC: Formative Assessment of Critical Thinking Page 7 of 7