University of LouisvilleInaugural i2a Institute: Developing

Critical ThinkersMay 29, 2009

Social Sciences & Critical Thinking

Integration of the Paul & Elder Modeland Nosich “SEE-I” into an

Undergraduate Social Theory Course

Patricia Gagne, PhDDepartment of SociologyUniversity of Louisville

Overview of Today's Presentation

Introduction to the course

Integration of the Nosich “SEE-I” method into classroom discussion

Integration of the Paul and Elder model into writing assignments

Benefits of the course restructure

Introduction to the Course

Social Theory (Soc 320WR) is a survey course of classical and contemporary theories.

The “Miniature Guide to Critical Thinking” is assigned and explained in one lecture.

Nosich’s “SEE-I” method is used in classroom discussions and in writing assignments.

Integration of Nosich’s “SEE-I” method Integration of Nosich’s “SEE-I” method into classroom discussioninto classroom discussion

S-Statement E-Example E-Elaboration I-Implications

Writing is used to :Writing is used to :

Teach the material, Foster development of a sociological

imagination,Teach critical thinking,Teach theoretical data analysis,Develop writing skills.

All assignments involved :All assignments involved :

1. Gathering data,1. Gathering data,

2. Explaining theory and concepts,2. Explaining theory and concepts,

3. Summarizing data,3. Summarizing data,

4. Analyzing the data,4. Analyzing the data,

5. Drawing logical conclusions.5. Drawing logical conclusions.

Criteria of the Paul & Elder Criteria of the Paul & Elder model were incorporated into all model were incorporated into all

writing assignments.writing assignments.

Writing Assignment using Paul & Elder Criteria:

Refer to Page 2 of Assignment Guidelines

All criteria are also in the Grading Rubric

Explain the Theory and Concepts

Be sure to explain the theory and concepts in your own words, using original examples and the critical thinking tools of accuracy, completeness, clarity, precision, depth, and breadth.

Explain the theorist’s 1) Purpose, 2) Goals, and 3) Assumptions

Students are instructed to be 1) Accurate, 2) Complete, 3) Clear, and 4) Precise and to provide Depth and Breadth by using Examples and Elaborations in their explanations.

Analyze the Data

Provide one or more example(s) for each concept and explain accurately, completely, and with depth and clarity, why the examples fit with the concepts. Explain accurately, completely, and with depth and clarity how the concepts connect together theoretically.

Conclusions and Implications

In this section, your conclusions should follow logically from your data and analysis.

This section will be graded on logic and the quality of data you use to support your conclusions, as well as accurate use of the data and clarity of the argument.

When grading papers, I used the Nosich and Paul & Elder language

E.g., I like that you have provided original examples to provide greater clarity of explanation.

E.g., Your explanation here is accurate and complete but needs greater depth (or clarity, etc.)

Inclusion of the SEE-I and Paul & Elder Inclusion of the SEE-I and Paul & Elder model in class discussions and assignments model in class discussions and assignments

does at least nine things for students:does at least nine things for students:

Turns passive learners into active learners,

Enlivens the classroom and makes discussion relevant to students’ lives,

Encourages students to learn the theories,

Encourages students to identify what’s wrong with the theories,

Provides a language to teach students how to think and write,

Encourages students to think conceptually and analytically about the social condition,

Teaches them to think and write logically and to support their statements with evidence,

Encourages students to develop the intellectual courage to disagree with the theorists and the professor, and

Encourages them to think within the discipline–or to develop a “sociological imagination.”

For faculty, the Paul & Elder model For faculty, the Paul & Elder model does at least four things:does at least four things:

Provides a means of fostering meaningful discussion and participation in the classroom,

Helps me encourage students to think,

Helps me encourage students to disagree with me and the theorists we’re studying,

Provides a language by which to assess student work.

Student Feedback:Student Feedback:

On the Paul & Elder model: “The Miniature Guide to Critical Thinking is helpful and can be used for writing done outside this class.”

Student Feedback:Student Feedback:On the development of critical thinking in papers:

“I think you should consider a bigger focus on the papers… I learned exponentially more on the papers [than the tests]”

Student Feedback:Student Feedback:On the use of critical thinking language in grading papers:

“I really appreciate the amount of time she spends grading papers and providing truly constructive feedback. She makes it clear what is lacking and what is done well.”

Debate = a process of inquiry and advocacy to arrive at a reasoned decision on a proposition.

Course Description(Revised based on PE Model)Debate is a method for making decisions. Debate forces us to ask questions and critically analyze

information which will help us make decisions. Debate also requires an ability to articulate and defend

our decisions to others in order to persuade them to understand and accept our recommendations.

This course is designed to increase and enhance our abilities to critically examine, analyze, and persuade others to acknowledge and accept our position on an issue, yet recognizing that there are different viewpoints held by others which we must be willing to understand and critically examine as well.

Collaborative debate is the willing exchange of this kind of persuasive and logical communication designed to deepen our understanding of an issue in order to determine the most effective decision for an organization or group.

Characteristics of a Good Debater?

_____________________________ _______________________________

_____________________________ _______________________________

_____________________________ _______________________________

_____________________________ _______________________________

_____________________________ _______________________________

Characteristics of a Well-Cultivated Critical Thinker*

•Raise vital questions and problems, formulating them clearly and precisely •Gather and assess relevant information, using abstract ideas to interpret it effectively •Come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

•Think open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences

•Communicate effectively with others in figuring out solutions to complex problems *http://louisville.edu/ideastoaction

Intellectual Traits of Critical Thinkers Intellectual Humility – open to all ideas, recognize limitations of one’s

knowledge Intellectual Courage – not afraid to share and face all ideas and truth Intellectual Empathy – recognize others’ thoughts and their journeys Intellectual Autonomy – being rational & in control – not persuaded to

abandon process Intellectual Integrity – true to one’s own thinking Intellectual Perseverance- using the process in spite of the difficulty

and obstacles Confidence in Reason – confident that the process will better serve

the individual and the group Fairmindedness – treating all viewpoints alike removing prejudice and

individual advantage

http://louisville.edu/ideastoaction

Preparing to Debate

Final Project – Experiential Learning

This assignment is intended to provide you with an applied debate situation with an objective of increasing the student’s awareness of the conflicting interests of various groups involved in organizational issues.

A team of 6-8 students will be presented with a decision question at the University of Louisville and will work for that client or department. 

The “debate” will be organized as a set of 2 round-table meetings, one week apart.

The group will divide in half to consider the debate topic from opposing points of view.

The task– i.e. a collective responsibility – will be to debate the issue to be resolved, eventually negotiate and formulate one course of action or recommendation to propose to the department that includes  

1.    The recommendation2.    Evidence and support for the recommendation3.    Potential consequences of the recommendation

Rubric for Roundtable 1 (Universal Standards)