Helping College Students Develop

Critical Thinking Skills

Angela Provitera McGlynn

Biography
Professor Emeritus of Psychology, MCCC
Author of several books and numerous

articles; regular contributor to The

Hispanic Outlook in Higher Education
Latest books: see slide towards end of
presentation
National Consultant on Teaching and
Learning Issues; Trainer for
Transformation Associates, LLC
Web site:
www.mccc.edu/~amcglynn/index.html
E-mail address: amcglynn5@verizon.net

Objectives
Participants will learn:

What critical thinking, also known as deep

thinking, entails
How to develop discussion questions that
promote critical thinking
How to use specific teaching strategies that
promote critical thinking

Question
What is the one thing you hope to learn from

todays webinar?

What is Critical Thinking?

Critical thinking describes the process we

use to uncover and check our
assumptions.

Stephen Brookfield, (2006, Developing Critical Thinkers, p. 11)

What is Critical Thinking?

Critical thinking is, in short, self-directed, selfdisciplined, self-monitored, and self-corrective
thinking. It requires rigorous standards of
excellence and mindful command of their use.
It entails effective communication and
problem solving abilities and a commitment to
overcome our native egocentrism and
sociocentrism.
Paul and Elder, (2006, p.4)

What is Critical Thinking?

Critical thinking is the art of analyzing

and evaluating thinking with a view to
improving it

(Paul and Elder, 2006, p.4)

What is Critical Thinking?

The critical thinker

Raises vital questions and problems,
formulating them clearly and precisely
Gathers and assesses relevant
information, using abstract ideas to
interpret it effectively
Comes to well-reasoned conclusions
and solutions, testing them against
relevant criteria and standards

What is Critical Thinking?

The critical thinker

Thinks open-mindedly within alternative
systems of thought, recognizing and
assessing, as need be, their
assumptions, implications, and practical
consequences, and
Communicates effectively with others in
figuring out solutions to complex
problems

What is Critical Thinking?

There are four common threads that appear

in most descriptions of critical thinking:

Reasoned Thinking
Problem Solving
Fair-minded Evaluation
Informed Judgments
Nancy Halstead and Janice Tomson, (ETS Project, June 2006)

What is Critical Thinking?

It is deeper than memorization and recall of

factual information. When students think

critically, they think deeply; they not only know
the facts, but they take the additional step of
going beyond the facts to do something with
them.
Critical thinking involves reflecting on the
information received, moving away from
surface memorization and toward deeper
levels of learning.

(Joe Cuseo, Questions that Promote Deeper Thinking,

Oncoursenewsetter)

What is Critical Thinking?

It Involves a shift away from viewing learning

as the reception of information from teacher

or text (in pre-packaged form) to viewing
learning as an elaboration and transformation
of received information into a different form by
the learner.
(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)

What is Critical Thinking?

This broad definition of critical thinking does

not equate critical thinking with the cognitive

process of evaluation or critique; instead, it
incorporates evaluation as one specific form
or type of critical thinking. This is an important
distinction, not only for the purpose of
definitional clarity, but also for the practical
purpose of combating the prevalent student
misconception that critical thinking means
being being critical.
(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)

Developing Discussion Questions to

Promote Critical Thinking
a) What are the implications of ___?
(b) Why is ___ important?
(c) What is another way to look at ___?
Questions that ask students to reflect on their

own thinking processes and to identify what

particular form of critical thinking they are
using metacognition

(Joe Cuseo, Questions that Promote Deeper Thinking,

Oncoursenewsetter)

Developing Discussion Questions to

Promote Critical Thinking
After students have communicated their ideas,

either orally via group discussions or in writing via

minute papers, I periodically ask them to reflect
on what type of critical thinking my question was
designed to promote and whether they think they
demonstrated that critical thinking in their
response. I typically ask them to record their
personal reflections in writing, either working
individually or in pairs; in the latter case, their task
is to listen and record the reflections shared by
their partner.

(Joe Cuseo, Questions that Promote Deeper Thinking,

Oncoursenewsetter)

Developing Discussion Questions to

Promote Critical Thinking
One distinguishing characteristic of high-

achieving college students is that they tend to

reflect on their thought processes during
learning and are aware of the cognitive
strategies they use (Weinstein & Underwood, 1985).

(Joe Cuseo, Questions that Promote Deeper Thinking,

Oncoursenewsetter)

Metacognition: Thinking about

Thinking

Developing Discussion Questions to

Promote Critical Thinking
Additional research indicates that students can

learn to engage in such meta-cognition

(thinking about thinking) if they are regularly
asked self-assessment questions, which require
reflection on their own thought processes. When
students learn to routinely ask themselves these
questions, the depth and quality of their thinking
are enhanced (Resnick, 1986)
(Joe Cuseo, Questions that Promote Deeper Thinking,
Oncoursenewsetter)

Developing Discussion Questions to

Promote Critical Thinking
Higher-level thinking questions

Open-ended questions aimed at provoking

divergent thinking
Go beyond knowledge-level recall
Should promote evaluation and synthesis
of facts and concepts
Should start or end with words or phrases
such as explain, compare, why

(Walker, S.E. Active Learning Promotes Critical Thinking)

Activity
Please develop one higher-level thinking

question in your discipline

Please share with a partner

Developing Discussion Questions to

Promote Critical Thinking
Socratic questioning

Focuses on clarification
Probes or explores the meaning,
justification, or logical strength of a claim or
position
How is X similar or different from Y?
Debate format gets students to see multiple
sides of an issue

(Walker, S.E. Active Learning Promotes Critical Thinking)

Teaching Strategies that Promote

Critical Thinking
Ask students to summarize in writing and

orally what the teacher or another student has

said
Ask students to elaborate on what has been
said either by giving examples and using their
own words
Ask students to make connections between
related concepts

PROMOTING ACTIVE LEARNING (How to Improve Student

Learning: A Miniature Guide for those who teach) by Dr.
Richard Paul and Dr. Linda Elder

Teaching Strategies that Promote

Critical Thinking
Ask students to state the most important

concept of the class thus far (Angelo and

Cross,1993)

Ask students to state the most confusing

point of the class thus far (Angelo and Cross, 1993)

Ask students to discuss any of the above with
a partner for 30 seconds, and then ask them
to participate in a class discussion

Teaching Strategies that Promote

Critical Thinking
Ask students to deliberate on real-life

situations such as mock jury trials

Ask students to write and/or present
persuasive arguments that are data and
evidence based
Get students to debate content-related
material
(Halstead and Tomson, 2006)

Teaching Strategies that Promote

Critical Thinking
Get students to keep journals on their

reactions and evaluations of what they read

for class
Create problem-solving exercises and get
students to work collaboratively
Give students essays to write that ask them
to interpret, synthesize, analyze, and
evaluate material
(Halstead and Tomson, 2006)

Teaching Strategies that Promote

Critical Thinking
JiTT Just-in-Time Teaching

developed at Indiana University-Purdue

University Indianapolis (IUPUI) and the
U.S. Air Force Academy in 1996 and has
since spread rapidly across disciplines,
various types of institutions, and course
levels

Teaching Strategies that Promote

Critical Thinking
According to Gregor Novak, Professor

Emeritus at IUPUI, who spearheaded the

development of JiTT and is now co-director of
the JiTTDL (digital library) project, the heart
of the JiTT approach is the feedback
loop formed by the students preparation
outside of class that affects what happens
during the subsequent in-class session.

JiTT Just-in-Time Teaching

JiTT incorporates web-based materials with

classroom instruction to maximize the inclass and outside-of-class learning

environments
JiTT engages students in the course material
by posting weekly questions for students that
require outside of class reading and
responses.

JiTT Just-in-Time Teaching

The instructor gathers the responses prior to

the class lecture/discussion period Just-intime to use them to clarify any

misconceptions about course content and
then guides students through follow-up inclass activities
What happens in class is determined by an
analysis of students prior responses

JiTT Just-in-Time Teaching

JiTT enhances student involvement because

students come to class having recently

completed their web assignment; therefore,
they come ready to participate. Students
typically also feel empowered since they
know that what will happen in class depends
in part on what they and their classmates
have formulated.

JiTT Fosters Class Discussions

JiTT Just-in-Time Teaching

Highly flexible, JiTT can be adapted to

different disciplines, different courses and

levels, varying class schedules, and different
instructor preferences. The basic component
is always the feedback loop between what
students do during class and what they do
prior to and after class.

Adding Tools to Your Trade/Art

What can you do that you havent tried before

to help your students develop critical thinking

skills?

Appendix

Blooms Taxonomy and Revision

Blooms Taxonomy
Bloom, B.S. (1956)

In 1956, Benjamin Bloom headed a group of

educational psychologists who developed a

classification of levels of intellectual behavior
important in learning.
During the 1990's a new group of cognitive
psychologists, lead by Lorin Anderson (a
former student of Bloom's), updated the
taxonomy reflecting relevance to 21st century
work

(Pohl, M. Website:

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomyhtm)

Blooms Taxonomy
Bloom, B.S. (1956)

Blooms Taxonomy used the categories

knowledge, comprehension, application,

analysis, synthesis, and evaluation. Anderson
and her colleagues changed the nouns to
verbs and altered the highest levels of
thinking remembering, understanding,
applying, analyzing, evaluating, and creating

(Pohl, M. Website:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy
htm)

Blooms Taxonomy Revised Version

(Anderson, L.W. et al., 2000)
1. Remembering: can the student

recall or remember the

information?
2. Understanding: can the student
explain ideas or concepts?
3. Applying: can the student use

the information in a new way?

4. Analysing: can the student
distinguish between the different
parts?
5. Evaluating: can the student

justify a stand or decision?

6. Creating: can the student create
new product or point of view?

1. define, duplicate, list,

2.

3.

4.
5.
6.

memorize, recall, repeat, state

classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
choose, demonstrate,
dramatize, employ, illustrate,
interpret, operate, schedule,
sketch, solve, use, write
appraise, compare, contrast,
criticize, differentiate, examine,
experiment, question, test
appraise, argue, defend, judge,
support, evaluate
assemble, construct create,
design, develop, formulate,
write

Blooms Taxonomy Questions

Bloom, B.S. (1956)

Knowledge
Who, what, when, where, how ...?
Describe
Comprehension
Retell...
Application
How is...an example of...?
How is...related to...?
Why is...significant?

Blooms Taxonomy Questions

Bloom, B.S. (1956)

Analysis

What are the parts or features of...?

Classify...according to...
Outline/diagram...
How does...compare/contrast with...?
What evidence can you list for...?

Blooms Taxonomy Questions

Bloom, B.S. (1956)

Synthesis

What would you predict/infer from...?

What ideas can you add to...?
How would you create/design a
new...?
What might happen if you
combined...?
What solutions would you suggest
for...?

Blooms Taxonomy Questions

Bloom, B.S. (1956)

Evaluation

Do you agree...?
What do you think about...?
What is the most important...?
Place the following in order of
priority...
How would you decide about...?
What criteria would you use to
assess...?

Angelas most recent books by Atwood Publishing,

888 242-7101, www.atwoodpublishing.com

References
Anderson, L.W., Krathwohl, D.R., Airasian,

P.W., & Cruikshank, K.A. (2000). A Taxonomy

of Learning, Teaching, and Assessing: A
Revision of Blooms Taxonomy of Educational
Objectives, Allyn & Bacon, 2nd. Edition.
Angelo,T.A. and Cross, K.P. (1993).
Classroom Assessment Techniques: A
Handbook for College Teachers, Second Ed.,
San Francisco: Jossey-Bass

References
Astin, A.W. (1993) What Matters in College?

Four Critical Years Revisited. San Francisco:

Jossey-Bass
Bonwell C.C. and Eison, J.A. (1991). Active
Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education
Report No. 1. Washington DC: George
Washington Univesity School of Education
and Human Development

References
Bloom, B.S. (1956). Taxonomy of

Educational Objectives, Handbook 1:The

Cognitive Domain, NY: David McKay Co., Inc.
The Case for Learner-Centered Education,
ON Course Newsletter,
http://oncourseworkshop.com

References
Brookfield, S. (2006). Developing Critical

Thinkers, from Workshop Materials,

PowerPoints, Book Extracts,
www.StephenBrookfield.com.
Brufee, K.A. (1993). Collaborative learning:
Higher education, interdependence, and the
Authority of Knowledge, Baltimore: Johns
Hopkins University Press

References
Cuseo, J. (1996). Cooperative Learning:

Pedagogy for Addressing Contemporary

Challenges and Critical Issues in Higher
Education. Stillwater, OK: New Forums Press.
Cuseo, J. Oncoursenewsletter,
http://www.oncourseworkshop.com/Learning0
30.htm
Halstead, N. and Tomson, J. Unpublished,
Critical Thinking, ETS Project June 2006.

References
Novak, Patterson, Gavin, & Christians Just-

In-Time Teaching: Blending Active Learning

with Web Technology,(1999), Benjamin
Cummings Publishers
Paul, R. and Elder, L. ((2006). The Miniature
Guide to Critical Thinking: Concepts and
Tools, The Foundation for CriticalThinking,
www.criticalthinking.org.

References
Paul, R., and Elder, D. (2002). How to

Improve Student Learning: A Miniature Guide

for those who teach: 30 Practical Ideas. The
Foundation for Critical Thinking,
www.criticalthinking.org.
Pohl, M. Website re Blooms Taxonomy,
http://www.odu.edu/educ/roverbau/Bloom/blo
oms_taxonomy.htm).

References
Resnick, L. B. (1986). Education and learning

to think. Special Report. Pittsburgh: University

of Pittsburgh, Commission on Behavioral and
Social Sciences and Education.
Walker, S. E., Active Learning Strategies to
Promote Critical Thinking, 2003 JulSep,
Journal of Athletic Training. 38(3): 263267.

References
Weinstein, C. E., & Underwood, V. L. (1985).

Learning strategies: The how of learning. In J.

W. Segal, S. F. Chapman, & R. Glaser (Eds.),
Thinking and learning skills (pp. 241-258).
Hillsdale, NJ: Lawrence Erlbaum.