Promoting Critical Thinking Using
Web Based Resources and Activities
Seton Hall June 2015
Deb Park
Rutgers University, Camden
How can we promote deeper thinking in
our courses?
Sharon R. Sears, and Brian L. Burke:
Easy access to information makes the memorization of
basic facts—once the hallmark of education—largely
irrelevant in the modern world. The vast amount of
information available calls instead for honing of different
skills.
While students are repeatedly reminded not to believe
everything they read or see on TV or other media
devices, many still consider on-line open source sites to
be acceptably reliable sources of information.
How to Judge the Reliability of
Internet Information
•Who is the author or sponsor of the page? On the page you are citing, or on a page linked
to it, that individual or organization should be identified, that individual's qualifications should
be apparent, and other avenues of verification should be open to you. On the other hand, a page
created by a person or an organization that does not provide this information is not a good
source to cite.
Are there obvious reasons for bias? If the page is presented by a tobacco company
consortium, you should be suspicious of its reports on the addictiveness of nicotine. Is there
any advertising? If the page is sponsored by Acme Track Shoes, you should be suspicious of its
claims for Acme track shoes' performance.
Is contact information provided? If the only identification available is something cryptic,
such as "Society for Ferruginous Retorts," be suspicious of the page's reliability. If the page is
sponsored by a reputable person or organization, there should be some other way to verify that
reputation, such as an e-mail or postal address. (Note that a tilde [~] in the page's address
usually indicates a personal home page and may require more searching for reliability.)
•Is there a copyright symbol on the page? If so, who holds the copyright?
Is this page a "zombie," or one considered "walking dead" because the person who
posted it no longer maintains or updates it? Even though the information is "alive" in that it is
still accessible, it is "dead" in that it could well be several years old!
What is the purpose of the page? Why is this information being posted--as information,
as a public service, as a news source, as a research tool for academics, as a personal ax to
grind, or as a way to gain attention?
How well organized is the page? Is the page easy to navigate? Is it complete? When was
the page last updated? Is the information on it current? How credible are the links it
provides?
Is the information on the page primary or secondary? That is, is it a report of facts,
such as a medical researcher's article counting cases of "mad cow" disease in England in 1997,
thus making it primary information, or is it an Internet newsgroup discussion about "mad
cow" disease, thus making it secondary information? The papers and reports you write for
your college classes need to be based on primary information whenever possible. The further
away from the primary sources your own sources are, the less reliable the information is.
Can you verify the information on the Web page some other way? For
example, can you check the page's bibliography (if there is one) against your library's
holdings or check the information against a source in the library?
If you are worried that the information may lack credibility, try starting
with a source you know is reputable. For example, if you have to do a project on
the latest in cancer research, you can begin your search at major cancer research
institutes, such as Mayo Clinic in Rochester, Minnesota .
Finally, remember that even though a page might not meet your standards
as a citable source, it may help you generate good ideas or point to other
usable sources.
Also, be sure not to stop your search at the first page you find--shop around and do
some comparing so that you can have points of reference.
Beware of hearsay and rumors! For information seekers it can be impossible to
tell where in the chain the information is coming from, but that makes a difference in
the information's reliability. So it never hurts to check against a library reference
Even college students need this advice!
http://www.mhhe.com/mayfieldpub/webtutor/judging.htm
Critical evaluation of information
USING RESEARCH STUDIES
NOVA :
http://www.pbs.org/wgbh/nova/body/aging.html
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
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)
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)
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/or post on
the forum and then ask them to
participate in a class discussion / respond
to other posts on the forum

Forum/Discussions
WEEK 5 Cultural Receptivity
Complete the Cultural Proficiency Receptivity Scale
Open this link to access the CPRS scale:
https://sakai.rutgers.edu/access/content/group/23889129-bde0-41b1-9ec36c1cae55dd35/HANDOUT Cultural Proficiency Receptivity Scale(1).pdf
Choose ONE of the 4 questions below to address in the Forum for Week 5.
Write a 100 word response and post by THURSDAY 11:59 pm
A disproportionately high percentage of minorities have been identified with learning disabilities,
mental retardation, and emotional and behavioral disorders. Why do you think this is the case?
Identify reasons standardized tests pose a challenge to ELL students? How might this affect a
child’s placement into special education?
Determining whether a child has normal language acquisition issues or a learning disability can
be a difficult process. Many questions must be answered before appropriate decisions can be
made. Brainstorm a list of questions you would need answered about the student you might be
assessing.
How did you feel about the CPRS questions, and your responses? Do you think this scale should
be given to all teachers?
WEEK 2:The Opportunity of Adversity
DUE THURSDAY 1/29 View video and post reaction (open full descrip
tion for link)
http://www.ted.com/talks/aimee_mullins_the_opportunity_of
_adversity.html
The thesaurus might equate "disabled" with synonyms like "
useless" and "mutilated," but ground-breaking runner Aimee
Mullins is out to redefine the word. Defying these association
s, she shows how adversity — in her case, being born without
shinbones — actually opens the door for human potential.
View the video and post a 100 minimum word response .
Aimee Mullins - Embracing Adversity
Hailey Morelos (hsm44) (Jan 26, 2015 3:46 PM) - Read by: 17 | Email | Grade |
Using the word disabled, disables ourselves from seeing the true potential everyone. The term disability
should be used only in context and not as a character trait of someone. As Aimee Mullins was reading the
research she has done on the definition of disabled and the words such as incompetent, lame, helpless, useless,
done-for, etc. I felt myself tense up with disgust and hurt from these senseless words being used for perfectly
capable people. The antonyms were the complete opposite and it seemed like, according to Webster
dictionary, that someone who is disabled cannot be the opposite such as healthy, strong and capable. I was
appalled with the “updated” revision of the entry, still including words such as lame, sick, unfit, unhealthy, and
unwell. It is disgusting that as a society, and as dictionaries in themselves, have put such a negative label on the
word disabled. That there seems to be no hope for those who may use a wheelchair or have a learning
disability. That some people still, despite the turning of centuries that they are helpless and useless. The words
we set for ourselves have so much impact on our language and views set they are merely a bunch of letters
put together. I admire Mullins point about seeing adversity as natural and embracing it. It is common for
people with physical disabilities to be treated pitifully, but adversity can be in among all of us. Each of us could
be dealing with an emotional struggle that is behind closed doors. We feel ashamed because of the label that
society puts on us so we hold back our feelings fear of having to conflict with the issue. As an adapted ability,
we should acknowledge and not challenge adversity as a point of evolving. Mullins opened up my heart and
strengthened my views and faith in everyone regardless of individual challenge. “All you need is one person to
show you the epiphany of your power and you’re off”. This quote by Aimee Mullins speaks directly to myself
and my career and life goals. I set off in this career to be that one person that opens doors for children since I
once had a door held opened for me when I was in elementary school. Mullins reassured me that I am in the
right career field and that I can successfully be that light and hope in children’s eyes.
Adversity
Katelyn Barok (kmb396) (Jan 25, 2015 3:10 PM) - Read by: 19 | Email | Grade |
At the start of Aimee Mullins video, I was surprised to see the definition of the word disabled and what it meant not
knowing of course that it was the 1980s version of it, but then when she read the updated one it just was not any better. It
was sad to see language does effect our thinking and that definition makes that very evident. However, I loved Aimme
Mullins new way of thinking and her definition that she produced that is what should be known to people. This little
change can make people feel enabled. I also liked how she spoke about adversity, which any person can relate too, and
understand how hard it was for one to overcome. As an aspiring teacher, I can be that person to hand any of students that
key to open the door for themselves. I can be that one person to instill spirit into that child that makes them succeed just
like Aimme Mullins had that one person who opened so many doors for her. All this can be achievable by starting inside
the four walls of a classroom makes it that much more exciting to inform and impact the lives of others.
Re: Adversity
Hailey Morelos (hsm44) (Jan 26, 2015 3:56 PM) - Read by: 14 | Email | Grade |
Katelyn,
I think it is amazing that we can sometimes be ignorant with our words, yet words can also empower us. I decided to look
up the definition of disabled for myself and this is what Webster Dictionary defines disabled as: "incapacitated by illness or
injury; also : physically or mentally impaired in a way that substantially limits activity especially in relation to employment
or education" (Webster). I specifically looked up the definition of incapacitated, simply because the tem is negative and
found that definition as "deprived of strength or power; debilitated" (Oxford Dictionaries). This is a perfect example of
Mullins point of how our words hold so much power and are ultimately crippling ourselves more than the actual
"disability" that someone might have. I would like to note the synonym listed related to the word Disabled, exceptional. I
believe exceptional should be used in place of disability because it does not give a negative connotation. It places faith in
the label of the person and does not label a person "incompetent" or "unwilling".
http://www.merriam-webster.com/dictionary/disabled
http://www.oxforddictionaries.com/us/
Re: Adversity
Margaret Robinson (mar551) (Jan 29, 2015 10:19 AM) - Read by: 7 | Email | Grade |
I love that you talked about the word exceptional should be used in place of disability. Positive attitudes
will go a long way in schools if we all take approach.
http://www.schrockguide.net/bloomin-apps.html
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)
APP FOR THAT
http://www.schrockguide.net/app-for-that.html
Make good use of their smartphones!!!!
Polls Everywhere
http://www.polleverywhere.com/
Polls during class discussion:
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 codirector 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 inclass session.
JiTT Just-in-Time Teaching

JiTT incorporates web-based materials
with classroom instruction to maximize
the in-class 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

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.
Question: When studying synaptic transmission you need
to understand how information from one neuron flows to
another neuron across a synapse.
Go to: https://faculty.washington.edu/chudler/synapse.html
Read the info on this page;
Play the Interactive Word Search Game on the
neuron and neurotransmitters.
See some synapses "Up Close and Personal". Go
to:
https://faculty.washington.edu/chudler/java/em.html
Take notes and be prepared to discuss in your
small groups tomorrow in class / online forum
https://faculty.washington.edu/chudler/synapse.html
JiTT: Autism Spectrum Disorders
WEEK 10 Autism Spectrum Disorders
View Video / Explore websites and share information : reactions to
what you have read and viewed. Suggestions based on experience working
with children on the spectrum welcome!!!
Full Description
There so many great resources in the Week 10 folder - I would like to know
that you explored at least one of them. Please share what you explored and
what you learned from ONE of the resources.
Here is a list of the links that I provided for you to choose from.
When you post your comments feel free to provide new resources that you
may be aware of that could be helpful to everyone teaching children on the
autism spectrum.
Be prepared to share in our class discussion tomorrow. Come with at least 3
questions to ask/discuss in your small groups
JiTT: Autism Spectrum Disorders
Social Psychology , Sixth Edition
Cengage Learning Online Study Center
http://college.cengage.com/psychology/brehm/social_psychology/6e/students/thinking.html
Other resources on-line:
Critical Thinking has been organized around Halpern's (2003) framework for teaching
critical thinking skills across disciplines.
http://ctl.utexas.edu/teaching/learning/critical-thinking
Teaching Critical Thinking (pdf available on this page of the entire article)
http://jamiedavies.co/msc/teaching-critical-thinking-in-psychology
Psych Central
http://psychcentral.com/blog/archives/2011/01/12/critical-thinking-what-is-true-andwhat-to-do/
PPT 8 Basic Guidelines
http://wa.westfordk12.us/pages/FOV1-0006DB0B/Whittemore/thinking.htm