1 / 28

Using Critical Thinking Elements Wheel as Staff Training Tool

Using Critical Thinking Elements Wheel as Staff Training Tool. Rhonda Orman Jefferson Community & Technical College. Embellished Elements Wheel. Our Experience with the Wheel…. Embellished Elements Wheel Responding to Blinders / Blockers Practice, Practice, Practice

winda
Download Presentation

Using Critical Thinking Elements Wheel as Staff Training Tool

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. UsingCritical ThinkingElements Wheelas Staff Training Tool Rhonda Orman Jefferson Community & Technical College

  2. Embellished Elements Wheel

  3. Our Experience with the Wheel… • Embellished Elements Wheel • Responding to Blinders / Blockers • Practice, Practice, Practice • Strengths and Challenges

  4. Goals of Training Initiative • Improve communication and collaboration among staff within department • Improve department’s level of customer service to rest of college • Improve employee morale

  5. Starting Point My thinking is fine. What are they thinking?!

  6. STAGE 1: The Unreflective Thinker We are unaware of significant problems in our thinking. • Subject Matter Experts • Extensive knowledge and expertise • Unreflective Thinker ≠ Lack of Intelligence

  7. Reality Check

  8. Stage 2: the challenged thinker We become aware of problems in our thinking. Surprise Retirement Party for Prof. History • Purpose • Assumptions • Questions at Issue • Concepts • Purpose (again)

  9. Stage 3: the beginning thinker We try to improve but without regular practice. Poem Exercise • Uncomfortable • Overwhelming • Easier w/ consistent practice

  10. Stage 4: the practicing thinker We recognize the necessity of regular practice and begin to develop a systematic approach to improving our ability to think. • Practice. Practice. Practice. • Practice some more.

  11. INTERNALIZING THE ELEMENTS

  12. PURPOSEWhat are we trying to do?

  13. POINT OF VIEW (insert your Name) is at the center of my point of view.

  14. QUESTIONS AT ISSUEwhat question are we trying to answer?

  15. ASSUMPTIONSunquestioned beliefs and opinions

  16. IMPLICATIONS AND CONSEQUENCESPositive and/or Negative?

  17. INFORMATIONWhat do we know? How do we know it is accurate?(HINT: This is not opinions or beliefs.)

  18. CONCEPTSHow do we understand key terms?

  19. CONCLUSIONS AND INTERPRETATIONSDead Ends. Multiple Routes. Ongoing Journey.

  20. ALTERNATIVESWhat else?

  21. PRACTICE. PRACTICE. PRACTICE. • Using Paul/Elder CT framework as foundation for training initiative • Use of vacated space in office suite • Communication

  22. What’s Next … Carl Sagan’s Pale Blue Dot There is no hint that help will come from elsewhere to save us from ourselves. It is up to us to find solutions. It is our responsibility to deal more kindly with one another to preserve and cherish the pale blue dot, the only home we have ever known.

  23. We have a choice • How do we cherish • our department • our college • our role in higher education • our role in serving our community • Will we employ our best thinking on a regular basis? • Will we continue to practice, practice, and practice some more?

  24. CHALLENGES • Overcoming “My thinking is fine” • Critical Thinking is HARD WORK • Intellectual Work • Creating safety

  25. STRENGTHS • Application for all aspects of life • Trust built with continued practice • Facilitated improvement in multiple areas: • Communication • Customer service • Collaboration in problem solving

  26. WEAKNESSES • Slow, arduous process • No quick fixes • Buy-in voluntary • Success difficult to measure quantitatively

  27. Explicitly Teaching CT • Embedded within discipline • Other aspects of my life • Buying a new car…? • Senior thesis…? • Grad school…? Which program…?

  28. Explicitly Teaching CT We cannot solve a problem we do not admit to. We cannot deal with a condition we deny. Will we take up, or back away from the challenge to improve our thinking? Or will we retreat into that comfortable self-complacency that is “natural” to the human mind? Criticalthinking.org

More Related