IDE 656 Computers as Critical Thinking Tools

1. Koszalka, T. (Su �07) IDE 656- Introduction IDE 656 � Computers as Critical Thinking Tools May 29 to June 14 5:00 to 9:00 pm (M-Th) Final projects due June 29 Faculty: Tiffany A. Koszalka

2. Koszalka, T. (Su �07) IDE 656- Introduction What is critical thinking? Critical thinking can be seen as having two components: a set of skills to process and generate information and beliefs, and the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: the mere acquisition and retention of information alone, (because it involves a particular way in which information is sought and treated,) the mere possession of a set of skills, (because it involves the continual use of them,) and the mere use of those skills ("as an exercise") without acceptance of their results. From: http://www.criticalthinking.org/University/univclass/Defining.html

3. Koszalka, T. (Su �07) IDE 656- Introduction A definition of critical thinking Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. From: http://www.criticalthinking.org/University/univclass/Defining.html

4. Koszalka, T. (Su �07) IDE 656- Introduction Another definition of critical thinking Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome� the kinds of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task�[it] involves evaluating the thinking process �[it] focuses on a desired outcome. Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. 1996.

5. Koszalka, T. (Su �07) IDE 656- Introduction Another definition of critical thinking Critical thinking is best understood as the ability of thinkers to take charge of their own thinking. This requires that they develop sound criteria and standards for analyzing and assessing their own thinking and routinely use those criteria and standards to improve its quality. Elder, L. and Paul, R. "Critical Thinking: Why we must transform our teaching." Journal of Developmental Education 18:1, Fall 1994, 34-35.

6. Koszalka, T. (Su �07) IDE 656- Introduction 35 dimensions of critical thought Affect � Independence, feelings, perspective, intellect, confidence, etc. Cognitive Macro abilities � Generalizing, clarifying, questioning, connecting Cognitive Micro skills � Compare and contrast, infer, predict, distinguish http://www.criticalthinking.org/resources/TRK12-strategy-list.shtml Go to this site, review these dimensions � given these dimensions, develop a response to �what is the purpose of prompting critical thinking during learning?�

7. Koszalka, T. (Su �07) IDE 656- Introduction What is the purpose of critical thinking? "The purpose of critical thinking is, therefore, to achieve understanding, evaluate view points, and solve problems. Since all three areas involve the asking of questions, we can say that critical thinking is the questioning or inquiry we engage in when we seek to understand, evaluate, or resolve." Maiorana, Victor P. Critical Thinking Across the Curriculum: Building the Analytical Classroom. 1992.

8. Koszalka, T. (Su �07) IDE 656- Introduction Lessons designed to promote critical thinking Skeleton (4-6th grade) � what dimensions of CT are prompted? Critical thinking aspects � S-1 thinking independently S-30 examining or evaluating assumptions S-33 evaluating evidence and alleged facts Writing argumentative essays � what dimensions of CT are prompted? Critical thinking aspects � S-26 reasoning dialectically: evaluating perspectives, interpretations, or theories S-12 developing one's perspective: creating or exploring beliefs, arguments, or theories S-28 thinking precisely about thinking: using critical vocabulary S-31 distinguishing relevant from irrelevant facts S-34 recognizing contradictions S-18 analyzing or evaluating arguments, interpretations, beliefs, or theories S-3 exercising fairmindedness S-13 clarifying issues, conclusions, or beliefs S-15 developing criteria for evaluation: clarifying values and standards S-14 clarifying and analyzing the meanings of words or phrases S-16 evaluating the credibility of sources of information S-33 evaluating evidence and alleged facts

9. Koszalka, T. (Su �07) IDE 656- Introduction Activities that prompt critical thinking embedded questions simulations case studies, problem-based learning metacognitive strategies (guided note-taking) e.g. creating own study guide placing new knowledge into a 3D model of the 'world' putting collected data into a personal 'scrapbook' developing a student portfolio selecting and evaluating resources creating checklists or evaluation schema creating a model conducting an interview creating an 'expert' lecture taking sides, becoming the expert, defending position taking a journey through a new environment and exploring all aspects working collaboratively to socially negotiate tasks

10. Koszalka, T. (Su �07) IDE 656- Introduction Learning with computers (mindtools) Learning with computer (mindtools) requires � Thinking harder about a subject matter domain Thinking deeply about the domain Engaging in meaningful learning Active - manipulative Constructive � articulative / reflective Intentional - purposive Authentic � complex / contextual Collaborative � socially negotiated

11. Koszalka, T. (Su �07) IDE 656- Introduction Mindtools you may explore � Databases (Semantic Organizing Tool) Spreadsheets (Dynamic Modeling Tool) Intentional search tools (Interpretation Tool) Microworlds / simulations (Dynamic Modeling Tool) Visualization tools (Interpretation Tool) Expert Systems (Dynamic Modeling Tool) Systems Modeling tools (Dynamic Modeling Tool) Concept maps (Semantic Organizing Tool) Presentation/Hypermedia tools (Knowledge Construction Tool)

12. Koszalka, T. (Su �07) IDE 656- Introduction Creating CT learning activities � Blueprint for the learning activities Lesson title and overview Target audience Expected learning outcomes Key concepts (subject matter) Materials and resources for lesson Evaluation criteria Steps for conducting lesson (teacher/learner) Rationale for computer tool chosen

13. Koszalka, T. (Su �07) IDE 656- Introduction Gagne�s 9 Events of Instruction Gain attention: Interest learners, facilitator / learners pose questions Inform learner of objectives: Explain / present goals, requirements, learners identify goals, expectations Stimulate prerequisites recall: Verbal-, written-, graphic-or activity-driven review

14. Koszalka, T. (Su �07) IDE 656- Introduction Course Syllabus and Requirements Schedule Requirements: Participation Discussions / presentations Peer critiques / faculty consultations Prototypes (3 projects) � recommend same content, 3 ways, different tools Lesson plan Tool prototype Grading rubric Peer review / critique Evaluation Report

15. Koszalka, T. (Su �07) IDE 656- Introduction For next class (tomorrow) Read chapters 1-5 (at least) and briefly review the others to get a �feel� for the tools we will be studying Develop a list of 5 learning activities that prompt critical thinking � NOT using computers Review CT information and begin to explore tool(s)

16. Koszalka, T. (Su �07) IDE 656- Introduction What questions do you have?