|
Critical
Thinking: Bill Ziegler recommends materials from the Virginia
Assessment Group (VAG), which he attended in 2001. He has some materials, but
notes that you can read
 | some papers by Wolcott and Lynch at-- |
http://www.wolcottlynch.com/page6.html
| The DTC LRC has King and Kitchener's Developing Reflective Judgment. |
| Paul, Richard, & Nosich, Gerald M. (1991). A proposal for the assessment of higher-order
thinking at the community college, college, and university levels. Paper prepared for Workshop on
Assessing Higher-Order thinking and Communication Skills in College Graduates, Washington,
DC, Nov. 17-19, 1991. ERIC ED 340 762 (This 50-page document can be ordered
from AskERIC.) |
| Bill says: "I found some nifty sites in preparing for VAG":
|
| In this book found in the ERIC database, although several chapters might be interesting, the ones that pertain
most to college teaching and research might be best obtained via Inter-Library Loan. I'd suggest chapters 16, 17, 31 for sure and maybe
36, 37, and 38.
ERIC_NO: ED338557
TITLE: Critical Thinking: What Every Person Needs To Survive in a Rapidly Changing World.
AUTHOR: Paul, Richard W.; Binker, A. J. A., Ed.
PUBLICATION_DATE: 1990
ABSTRACT: A collection of papers that individually and collectively make the argument that critical thinking needs to be
placed at the heart of educational reform make up this volume. Thirty-nine papers are organized into three main sections:
Section I is entitled: What Is Critical Thinking? This section contains the following papers: (1) The critical thinking movement
in historical perspective; (2) Toward a critical society; (3) Critical thinking in North America; (4) Critical thinking--what,
why, and how; (5) Critical thinking in the strong sense and the role of argument in everyday life; (6) Background logic, critical
thinking, and irrational language games; (7) Critical thinking--fundamental to education for a free society; (8) Critical
thinking and the critical person; (9) Critical thinking, moral education, and rationality--an integrated approach; (10) Critical
thinking and the nature of prejudice; (11) Critical thinking and bias; (12) Ethics without indoctrination; (13) Critical thinking,
moral integrity, and citizenship--teaching for the intellectual virtues; (14) Dialogical thinking--critical thought essential to the
acquisition of rational knowledge and passions; and (15) Power, vested interest, and prejudice--on the need for critical
thinking in the ethics of social and economic development.
Section II, entitled How To Teach for It contains: (16) The critical
connection--higher order thinking that unifies curriculum, instruction, and learning; (17) Dialogical and dialectical thinking; (18)
Using critical thinking to identify national bias in the news; (19) Socratic questioning; (20) A strategy for developing dialectical
thinking skills; (21) Strategies--35 dimensions of critical thinking; (22) Critical thinking in the elementary classroom; (23)
Critical thinking in elementary social studies; (24) Critical thinking in the elementary language arts; (25) Critical thinking in
elementary science; (26) Teaching critical thinking in the strong sense--a focus on self-deception, world views, and a
dialectical mode of analysis; (27) Critical thinking staff development--the lesson plan remodelling approach; (28) The
Greensboro Plans--a sample staff development plan; and (29) Critical thinking and learning centers.
Section III, entitled, Grasping Connections--Seeing
Contrasts, contains: (30) McPeck's mistakes-- why critical thinking applies across disciplines
and domains; (31) Bloom's taxonomy and critical thinking instruction--recall is not knowledge; (32) Critical and cultural
literacy--where E. D. Hirsch goes wrong; (33) Critical thinking and general semantics--on the primacy of natural languages;
(34) Philosophy and cognitive psychology--contrasting assumptions; (35) The contribution of philosophy to thinking; (36)
Critical thinking and social studies; (37) Critical thinking and language arts; (38) Critical thinking and science; and (39)
Critical thinking, human development, and rational productivity. An appendix contains two additional items: (40) What critical
thinking means to me: the views of teachers; and (41) Glossary: an educator's guide to critical thinking terms and concepts.
A list of recommended readings is included. (DB)
DESCRIPTORS: *Critical Thinking; *Curriculum Development; Educational Change; Educational Improvement;
Educational Innovation; *Educational Objectives; Futures (of Society); Student Educational Objectives; Teaching Methods
PUBLICATION_TYPE: 010; 141
PAGE: 575
CLEARINGHOUSE_NO: SO030494
AVAILABILITY: Center for Critical Thinking and Moral Critique, Sonoma State University, Rohnert Park, CA 94928
($19.95).
EDRS_PRICE: Document Not Available from EDRS.
REPORT_NO: ISBN-0-944583-04-0
LEVEL: 3
LANGUAGE: English
GEOGRAPHIC_SOURCE: U.S.; California
NOTE: 575p. |
|
| Another ERIC resource-- |
ERIC_NO: ED433877
TITLE: Teaching Critical Thinking at the Community College.
AUTHOR: Robinson, Shawn
PUBLICATION_DATE: 1996
ABSTRACT: Teaching critical thinking is what employers ask of educators and what teachers expect from their students.
This paper attempts to reestablish the importance of critical thinking and how Valencia Community College's (Florida)
critical thinking competency can be developed using several teaching models. A discussion is provided on the background
of critical thinking, specifically where critical thinking skills come from. These skills have to be learned and fine-tuned
with the assistance and guidance of an external entity. Competency I of a Valencia Community College graduate states that
each graduate should be able to "think critically and make reasoned choices by acquiring, analyzing, synthesizing, and evaluating
knowledge." Nine Valencia sub-competencies that can be used in the process of assessing and measuring critical thinking,
include: (1) know what to observe and systematically make accurate observations; (2) represent observations in an appropriate
pattern to show relationships; (3) recognize problems that need to be and can be solved; (4) use sequential and holistic
approaches to problem solving; and (5) analyze information and ideas to make decisions. Some models of teaching that fit
easily into the critical thinking competency are concept attainment, scientific inquiry, inquiry training, simulation, role playing,
thinking inductively, advanced organizer, and synetics. This paper concludes with some activities instructors can use to develop
critical thinking in the classroom. (VWC)
DESCRIPTORS: *Cognitive Development; Cognitive Processes; *Community Colleges; *Critical Thinking; Learning
Strategies; Outcomes of Education; *Skill Development; Teacher Effectiveness; Teacher Role; *Teaching Methods; *Thinking
Skills; Two Year Colleges
IDENTIFIERS: Valencia Community College FL
PUBLICATION_TYPE: 120; 141
PAGE: 12
CLEARINGHOUSE_NO: JC990591
EDRS_PRICE: EDRS Price MF01/PC01 Plus Postage.
LEVEL: 1
LANGUAGE: English
GEOGRAPHIC_SOURCE: U.S.; Florida
ERIC_ISSUE: RIEFEB2000
Note: Order
this document from EDRS. If you click on the "Obtain" button
(the link at left takes you to the abstract page--hopefully), you will be carried to directions
on how to download the article from EDRS. If you aren't already an "esubscriber," you can get the article with a credit card; EDRS (ERIC
document retrieval service) will tell you the price before finalizing the deal so you can cancel if it's too
expensive. |
| Cynthia Barnes has also become a "name" in critical thinking
instruction. |
ERIC_NO: ED342453
TITLE: Critical Thinking: Educational Imperative. New Directions for Community
Colleges, Number 77, Spring 1992.
AUTHOR: Barnes, Cynthia A., Ed.
PUBLICATION_DATE: 1992
JOURNAL_CITATION: New Directions for Community Colleges; v20 n1 Spr 1992
ABSTRACT: The critical thinking movement is responding nationwide to the challenge of teaching thought processes to
students. This volume contains 10 articles addressing critical thinking and the instruction of higher-level thinking skills: (1)
"Critical Thinking: What, Why, and How," by Richard Paul; (2) "Teaching Critical Thinking across the Curriculum," by John
Chaffee; (3) "Assessing Critical Thinking," by Lucy S. Cromwell; (4) "Skipping on the Brink of the Abyss: Teaching Thinking
through Writing," by James J. Sheridan; (5) "Teaching Critical Thinking in the Social Sciences," by Carol Lynn H. Knight; (6)
"The Critical Literacy Seminar: A Faculty Development and Rejuvenation Strategy," by Margaret B. Lee, Trudy H. Bers, and
Richard Storinger; (7) "Great Teaching, Great Learning: Classroom Climate, Innovative Methods, and Critical Thinking," by
Lawrence P. Litecky; (8) "Forced To Think: The Title V Mandate in California," by John Feare; (9) "Teaching Critical Thinking
in Vocational-Technical and Occupational Classes," by George A. Heyman and Elaine R. Daly; and (10) "Sources and
Information: Critical Thinking Skills Instruction in the Community College," by Diane Hirshberg. (JMC)
DESCRIPTORS: Accountability; Community Colleges; *Critical Thinking; Faculty Development; *Instructional Innovation;
*Interdisciplinary Approach; Social Sciences; *Teaching Methods; *Thinking Skills; Two Year Colleges; Vocational
Education; Writing Instruction
PUBLICATION_TYPE: 022; 071
PAGE: 125; 2
CLEARINGHOUSE_NO: JC920137
AVAILABILITY: Jossey-Bass Inc., 350 Sansome Street, San Francisco, CA 94104 (Subscriptions: $48.00 individuals;
$70.00 institutions).
EDRS_PRICE: EDRS Price - MF01/PC05 Plus Postage.
CONTRACT_NO: RI88062002
REPORT_NO: ISBN-1-55542-749-9; ISSN-0194-3081
LEVEL: 1
AUDIENCE: Practitioners
LANGUAGE: English
GEOGRAPHIC_SOURCE: U.S.; California
NOTE: 125p.
Note on ordering information: Click
here to go to the abstract page. Once there, click the
"Obtain" button and follow the on-screen instructions with your
credit card. (You can also put your credit card number on file and become
an "esubscriber.") |
|
1999