Critical Thinking
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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 

bulletsome papers by Wolcott and Lynch at-- 


bulletThe DTC LRC has King and Kitchener's Developing Reflective Judgment.
bulletPaul, 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.)
bulletBill says: "I found some nifty sites in preparing for VAG":
bulletAbstracts of articles on critical thinking <
bulletCritical Thinking Consortium <
bulletOhio Center for Critical Thinking Instruction <>
bulletCritical Thinking in an On-Line World <
Resources Unlimited <
bulletIn 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. 
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 

PAGE: 575 
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 
LANGUAGE: English 
NOTE: 575p.


bulletAnother ERIC resource--
ERIC_NO: ED433877 
TITLE: Teaching Critical Thinking at the Community College
AUTHOR: Robinson, Shawn 
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 
PAGE: 12 
EDRS_PRICE: EDRS Price MF01/PC01 Plus Postage. 
LANGUAGE: English 

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.  


bulletCynthia 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. 
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 
PAGE: 125; 2 
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 
AUDIENCE: Practitioners 
LANGUAGE: English 
NOTE: 125p. 

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