Engaging Students in Critical Thinking
Skills in Class and Beyond
John Bandman
CUNY &
The Art Institute of N.Y.C.
jbandman@hunter.cuny.edu
Fan-Wei Kung
Queen’s University
Belfast, UK
fkung01@qub.ac.uk
Applied Linguistics Winter Conference, March 1, 2014
Columbia University
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What is critical thinking?
“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”
“disciplined self-directed teaching”
(criticalthinking.org)
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When do we think critically?
Thinking outside the box
• Asking questions then questioning
answers
• Analyzing the reading or discussion
• Logically addressing an issue
• Evaluating the truth of a claim or
argument
•
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2 Kinds of Good Arguments
•
Deductive
• Premise is valid, therefore conclusion must be valid
• Example:
• Premise: Columbia University is in New York City.
• Conclusion: Therefore, Columbia University is in the United
States.
[it isn’t possible for Columbia University to be in NYC but not
in the United States]
•
Inductive
• Premise is valid, conclusion is probably but not always
true
• Example:
• Premise: New York is cold four months a year.
• Conclusion: So ice cream is not popular during that time.
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What is involved?
 Making logical inferences
(based on the information presented)
 Drawing logical conclusions
(based on the information presented)
 Applying higher levels of thinking
◦ Bloom’s Taxonomy of Learning
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Why is it important?
•
Greater support for premises of an
argument
> stronger argument for the conclusion
> “winning” the audience’s confidence
More success at selling others on
your idea
• Stronger confidence building
• Marketability for leading roles
•
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Bloom’s Taxonomy of Learning
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Applying Higher Order of
Learning/Thinking
http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988
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Showing Depth of Knowledge
http://theteachablemoments.wordpress.com/2012/03/08/dok-is-not-a-verb-and-it-is-not-blooms-taxonomy-in-a-circle/
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Critical Thinking in Writing
Persuasive/Argumentative tone
 Basic essay anatomy

◦ Introduction: Thesis statement, statement of issue,
background of issue
◦ Body:
 1. Support for writer’s argument (Premises: data,
facts, quotes, personal experience, media)
 2. Refuting opposing viewpoints (If not a
controversial topic, then playing devil’s advocate)
◦ Conclusion: Brief summary of most salient points as
they address the thesis
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Clarity in Writing
•
Ambiguity: Is there more than 1 meaning?
• I am pleased to say that this candidate is a former
colleague of mine.
• In my opinion, you will be very fortunate to get
this person to work for you.
• Grammar: Misplaced modifiers or words
• After driving into two parked cars, the police arrested
the drunk drivers. (Who drove into the cars?)
• Multiple meanings by placement of “Only”
Paul paid $400 to his parents for the rent.
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Critical Thinking in Reading
Analyzing (developing inferential
meaning)
 Reading through author’s lens
 Drawing conclusions
 Responding to questions not explicitly
stated
 Asking “what-if” questions

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Critical Reading Questions





What lessons/morals could the reader learn?
What information would it help the reader to
know before coming into the work?
What is the author’s tone? Is s/he objective or
subjective?
Would the author’s gender/age/nationality
affect the plot?
Which other readings can you compare to parts
of this story/article/book?
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Critical Thinking Skills in Class
•
Activity: Conducting/Listening to a job interview
• Critical thinking skill: evaluating career options,
identifying main ideas
•
Activity: Interviewing a classmate
• Critical thinking skill: recalling information about a
classmate
•
Activity: Listening to a broadcast (radio, podcast,
etc.)
• Critical thinking (CT) skill: categorizing information;
reflecting on ideas
•
Activity: Watching a show (Youtube, DVD, etc.)
• Critical thinking (CT) skill: ranking important aspects,
distinguishing between main ideas and details
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Critical Thinking Skills in Class
•
Activity: Watching or listening to a debate
• Critical thinking (CT) skill: discussing pros and cons;
drawing inferences; comparing ideas; assessing both sides
•
Activity: Listening to or reading a news report
• Critical thinking (CT) skill: ranking important aspects;
drawing conclusions; organizing a group presentation;
explaining ideas and opinions
•
Activity: Playing or watching a game
• Critical thinking (CT) skill: identifying strategies; goal
setting; forecasting
•
Activity: Discussing typical foods from the L1’s
country
• Critical thinking (CT) skill: deducting meaning from
context
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Critical Thinking in Speaking - How is the
message delivered?
What is the message? (Facts, opinions, stories, examples, etc)
 How does your message travel? (Words, body language, etc)
 Sounds/Tone
◦ External: Machines, doors, hallways, outside noise
◦ Internal: Confidence vs. nervousness, self-doubt, prejudices
 What is the context setting?
◦ Physical: lighting, seating, location, time
◦ Cultural: business, education, religious institution, leisure

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Two Things to Keep in Mind When Getting
Started
1. Knowing the Interest of Your Students is
Essential
The
more students’ backgrounds, interests, the more appropriate
and engaging it becomes…
A
critical component in a lesson can be created, but students may
not respond to each lesson or topic equally
Tips: lesson
that is appropriate to the students’ age level,
background knowledge and language proficiency
Tailoring
lessons specifically to the interests of your students;
encourage engagement, an element that is essential to the
development of critical thinking
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Two Things to Keep in Mind When Getting
Started
2. Learning to Really "Discuss" the
Discussion Questions

Understand and communicate to your students regularly to ensure
they understand the questions they are being asked to answer

Every language course book contains some form of "discussion
questions" which are designed to give students some opportunity
to practice language use

Encourage students to really interact with the texts and materials
they are given repeatedly, which will help them to better interact
with the world around them and to become more self-aware and
reflective thinkers
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Three Classroom Techniques
1. Debate

Forces students to think about the multiple sides of an
issue and it also forces them to interact not just with
the details of a given topic, but also with one another
How it Works

Students must first be made aware of a debatable topic
and of the variety of potential positions that can be
taken on the topic. These topics can come from course
materials, from classroom discussion, or from the local
community
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Three Classroom Techniques
1. Debate (Cont’d)
Students
should then be given an opportunity to
research the topic somehow and form their own opinions
on the issue
Pairs
or small groups should be formed where likeminded students can share their opinions on the topic and
gain information from others
Think
about the potential arguments that will come from
the other side and how they can respond to these
arguments
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Three Classroom Techniques
1. Debate (Cont’d)
The
instructor should follow-up with a summary of the
opinions and views expressed by all sides and an
assessment of their strengths and weaknesses
The
class and instructor should be allowed to express
their opinions on which side made the case most
convincing; it helps the students to understand that this
type of thinking and debate process can lead to real
results and provide some sense of closure on the topic
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Three Classroom Techniques
1. Debate (Cont’d)
Things to Remember
The
debate itself can take many forms
Students need to be allowed to form their own opinions
rather than having the teacher assign "sides" to the debate
Choosing a topic appropriate to the interests of the
students is essential
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Three Classroom Techniques
2. Media Analysis
Why it Works

Gives the opportunity for students to think about
important issues like media bias and censorship

When students look at the types of issues that may bias
reporting, they are also forced to think in terms of their
biases and to reflect on these in detail
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Three Classroom Techniques
2. Media Analysis (Cont’d)
How it Works
A
form of media and topic needs to be chosen, either by
the instructor or the students, that reflects the interests
of the class and has the potential to encourage critical
thought
Time
for analysis (reading, watching, listening, etc.) must
then be provided to give the students ample time to
absorb the material they will be asked to work with
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Three Classroom Techniques
2. Media Analysis (Cont’d)
Class, small
group, or pair discussions should then be
undertaken on the content of the piece to give students
the opportunity to work out any problems or questions
they may have
Once
the students are comfortable with the content of
the piece, the instructor should then introduce questions
designed to encourage critical reflection. Some possible
examples are as follows:
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Three Classroom Techniques
2. Media Analysis (Cont’d)
Some possible examples to encourage critical
reflection are as follows:
Who
is the author? Why did they write or report this
piece?
Do you feel the facts are accurate? Why or why not?
Is the author or reporter giving equal attention to all
sides of the issue?
How does this piece make you feel personally? How do
you feel others (from other countries, cultures, political
groups, etc.) would feel about it?
Do you see examples of bias, either in the piece itself or
in the language chosen?
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Three Classroom Techniques
2. Media Analysis (Cont’d)
Things to Remember
The
focus of this type of activity does not need to be on
traditional topics like bias and censorship
Teachers
must know their students and their interests in
order to source appropriate material for classroom use
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Three Classroom Techniques
3. Problem Solving
Why it Works

Analyzing a somewhat complex problem like a city's
poor public transport system can offer students a
myriad of opportunities to analyze an issue critically

By asking students to look at pros and cons and costs
and benefits an instructor is forcing them to consider
real world problems that impact their daily lives in a
critical way
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Three Classroom Techniques
3. Problem Solving (Cont’d)
How it Works
First the class must identify a problem that is
relevant to their lives and interests. Some
examples might include:
◦
◦
◦
◦
◦
High cost of education at their school
Overcrowding in the city
Local noise pollution
Corruption of city officials
Visa difficulties for international students
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Three Classroom Techniques
3. Problem Solving (Cont’d)
Next
the class should work together to clearly define the
problem. This step is important for the completion of the
task and the instructor needs to work to make sure
everyone is starting with a similar definition
Divide
the class into pairs, groups, or teams and ask them
to list the root causes of the problem
The
instructor should then identify two or three causes
that seem appropriate to the task and ask the students to
discuss steps for their correction
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Three Classroom Techniques
3. Problem Solving (Cont’d)
The
students' ideas can be collected into an action plan
which can be posted around class or sent to an
appropriate official for review
Things to Remember
Problems
are everywhere but the instructor must think
through the steps in the process clearly before introducing
a given problem to the class
Student generated solutions need to be as concrete and
realistic as possible
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Workshop Activity
State an activity you have recently used in
class (or will use) where students can apply
their critical thinking skills both inside and
outside the classroom.
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