A brief presentation explaining the terminology I will be using in my "Critical Thinking & Competencies" workshop. I argue that while "critical thinking" is an appropriate institutional outcome in higher education, instructors should be more precise in their description of cognitive (and affective and psychomotor) strategies in their classrooms. Please contact me at teaching@endicott.edu if you are interested in hosting this or other faculty development workshops.

1. Critical Thinking & Competencies Dakin Burdick, 2011 dakinburdick@yahoo.com

2. What “Critical Thinking” Means to Students First-year critical thinking and problem solving challenges reported by University of Washington students in personal interviews (n=133).

3. Propaganda in the 1930s Badge of the German American Bund. Patch of the American Liberty League.

4. “The ability to think critically... involves three things: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods.” Edward M. Glaser, An Experiment in the Development of Critical Thinking (New York: Teachers College, Columbia University, 1941), p. 123. Glaser on Critical Thinking (1941)

5. “Critical thinking has three components: an attitude of carefully considering problems, knowledge of logical inquiry methods, and skill in applying those methods.” Edward M. Glaser, “Critical Thinking: Educating for Responsible Citizenship in a Democracy,” National Forum: Phi Kappa Phi Journal, 65:1 (1985), pp. 24-27. Glaser on Critical Thinking (1985)

6. Liberal Education vs. Rhetoric “There is no point in winning an argument if you know or suspect you are wrong.” Mortimer Adler (1940). How to Read a Book. “Given a sympathetic audience, you can always find some explanation as to why the opposition is so stupid and save yourself the trouble of having to deal logically with its arguments.” Nicolas Capaldi (1971). The Art of Deception: An Introduction to Critical Thinking.

7. And that brings us back here… First-year critical thinking and problem solving challenges reported by University of Washington students in personal interviews (n=133).

8. http://www.careeronestop.org/competencymodel/pyramid.aspx?at=Y

9. http://www.careeronestop.org/competencymodel/pyramid.aspx?at=Y

11. O*Net defines critical thinking as: “Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.” http://www.onetonline.org/skills/result?s=2.A.2.a&g=Go

12. Reading Writing Mathematics Science Communication – Listening & Speaking Critical & Analytic Thinking Basic Computer Skills

13. Some Cognitive Strategies Note-taking Organizing Predicting & clarifying Prediction Prioritizing Projection Questioning & answering Reciprocal teaching Restating or Paraphrasing Reviewing Rote rehearsal Self-questioning Situated learning Situational awareness Sourcing Summarizing Thinking aloud Underlining Analogies Analyzing form and function Applying taxonomies Chunking Concept mapping Cumulative rehearsal Disassociating Elaborating Framing Giving working memory a break Graphic representations Imagery or Imagination Keyword Listing similarities or differences Metaphors Mnemonics Multiple intelligences or Active Experiencing

14. Bloom’s Three Domains of Education Cognitive: Mental Skills (Knowledge) Affective: Feelings or Emotions (Attitude) Psychomotor: Manual or Physical Skills Benjamin S. Bloom, Ed., Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: McKay, 1956.

15. So Why Identify Disciplinary Skills? It will help our students gain expertise. Identifying disciplinary competencies helps link our efforts in education to student employment. We are experts. We can and should help define those competencies.

16. Thanks! I hope you found this useful!