Folks:
I have taken a bit different approach to this topic in that I went for practice then theory. I gave the students an assignment where they critique a piece of peer-reviewed literature. I provide the criteria (content strengths/weaknesses and format strengths/weaknesses) and approach and we practice in class on one the assigned readings for the course. They then find another article and conduct the same analysis on this article. After they conduct their analysis they have to make a recommendation based on their critique as to whether or not the article should be included in an anthology-type reader for the class. I adapted this assignment from Bean, John C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd Edition. San Francisco: The Jossey-Bass Higher Education Series, John Wiley and Sons.
After the student have completed the assignment, THEN I discuss how their assignment was all about critical thinking. I try to avoid the term before the assignment as I have difficulty helping the students understand that "critical" does not mean criticize. Also, this assignment helps students build information fluency.
This assignment has worked very well for juniors in forestry (my home unit) AND in a film noir class I teach to first year students, including first semester first year students.
So, not really an answer to your question-just another way of approaching the idea.
Hope this helps.
Bruce
PS If anyone wants a copy of the assignment, please let me know.
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Lori Ann Roness
Sent: Thursday, February 16, 2017 9:09 AM
To: [log in to unmask]
Subject: Re: Video or Paper Introducing Critical Thinking to Students
I used to assign some critical thinking documents to students as background documents but I dropped them eventually because the students never read them and I chose to integrate the concepts more actively. These are the documents I assigned:
1. Critical Thinking in Everyday Life: 9 Strategies http://www.criticalthinking.org/articles/sts-ct-everyday-life.cfm
2. Critical Thinking & Teaching Students How to Study and Learn (Part One) http://www.criticalthinking.org/articles/sts-ct-teaching-students-study-learn-p1.cfm
3. Critical Thinking: Teaching Students How to Study and Learn (Part Two) http://www.criticalthinking.org/articles/sts-ct-teaching-students-study-learn-p2.cfm
4. Critical Thinking: Teaching Students How to Study and Learn (Part Three) http://www.criticalthinking.org/articles/sts-ct-teaching-students-study-learn-p3.cfm
Critical Thinking: Teaching Students How to Study and Learn (Part Four) http://www.criticalthinking.org/articles/sts-ct-teaching-students-study-learn-p4.cfm
I would strongly recommend going to criticalthinking.org It had a lot of good information and years ago, I was in touch with someone there specifically about pedagogy who ended up being extremely helpful. It has been a while since I've reviewed that website but I see that it is still active and it might have some good tools for you.
Good luck.
Lori Ann
On 2017-02-16, 11:49 AM, "Kusar, Mika" <[log in to unmask]> wrote:
Hello,
I teach an undergraduate Organizational Behavior course and use TBL. Often students see OB concepts as common sense and/or do not recognize underlying complex underlying dynamics. They make assumptions that their initial assumptions are correct and fail to investigate further. Additionally, because we experience Organizational Behavior every hour of every working day, the difference between memorizing the concept and/or theory and being to apply it in the moment is monumental.
I am looking for any powerful videos and/or papers to help students learn what critical thinking is and how it transforms their approach to situations-perhaps clarifies the difference between memorizing facts and being able to apply those in the moment.
Also, I commonly have students apply several theories to a situation and rank the theories in order of those that best explain the situation and outcomes. They must use the theory to determine what the theory would predict, outline the central tenets of the theory, and then test the theory on the situation. I'm not sure they feel that is a useful exercise so if anyone has recommendations about introducing the significance of critically appraising theories, I would welcome those as well.
Sincerely,
Mika Kusar
Lori Ann
--
Lori Ann Roness Consulting
Ph/Fx: (506) 536-2223
Email: [log in to unmask]
Specializing in research, proposal development and community development for First Nations, Aboriginal communities, Aboriginal organizations, non-profit organizations, and for-profit companies.
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