Critical Reading, Writing, & Thinking & Across the Curriculum Techniques Richard Cain Department of Public Health.

Critical Reading, Writing, & Thinking & Across the Curriculum Techniques

Richard CainDepartment of Public Health

Apply a technique called the SEE-I approach to writing a short paragraph

Locate on an internet site, the eight Elements of Thought1 that support reasoning using the SEE-I approach.

Locate on an internet site, the nine Standards of Thought1 helpful in evaluating the quality of written work.

Blended use if Critical Thinking and Writing in an LEP Tier 2 Course

Using the Elements of and Standards of Thought in an Assessment Rubric that Focuses on the use of “ A s” for Acceptable and “I s” for Needs Improvement to Encourage Improvement over a series of assignments

Use of Critical Thinking Techniques in a 300 Level Required Course to Prepare for Class Participation from Assigned readings.

General Use of Critical Thinking Techniques with In-Class Assignments that Require Little Writing

1Foundation for Critical Thinking

objectives

Foundation for Critical Thinking. (2010). 30th International conference on critical thinking: How to teach students to master content by developing a questioning mind. Berkeley, CA. Foundation for Critical Thinking, Berkeley, California.

Nosich, G. (2009). Learning to think things through: A guide to critical thinking in the curriculum. Columbus, OH: Pearson.

Elder, L., & Paul, R. (2010). The thinker’s guide to analytical thinking: How to take thinking apart and what to look for when you do. Dillon Beach, CA: Foundation for Critical Thinking.

Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York: Riverhead.

Barnet, S., & Bedau, H. (2008). Critical thinking, reading, and writing: A brief guide to argument (6th ed.). Boston: Bedford’s/St. Martins.

sources of learning

Blended ApproachWhere did these ideas come from?

Write down on a piece of paper a thought or idea about anything you would like to tell someone

SEE-I activity

SEE-I Principles1

1Learning to Think Things Through

SEE-I principles

State (S) Brief, clear, and precise topic sentence or spoken

thought Elaborate (E)

Provide more depth, greater detail Exemplify (E)

Clarify using an example of what is meant Illustrate (I)

Paint a picture in your readers or listener’s mind using words, a simile, metaphors, or analogy

State (S)1

The initial written or spoken thought capturing the initial essence of meaning

Reflects in the student’s own words the purpose, point of view, or question of self-thought or that of another

Brief, clear, and precise It is usually the topic sentence in a paragraph

If written, it can be linked with a coordinating conjunction or semicolon

1Learning to Think things Through

SEE-I in detail

From the Foundation on Critical Thinking, Elements and Standards of Thought, bold underline is an element of thought and non-bold underline is a standard of thought

Elaborate (E)1

Provides meaning in depth and precision Can begin written or spoken statement using

phrases such as: “What I am saying…” “In other words…,” “To elaborate…” “What the author means…” “To expand…”

Accurate, fair, no assumptions without supporting information

Supporting information may come from (Example – E)1Learning to Think things Through

SEE-I in detail

From the Foundation on Critical Thinking, Elements and Standards of Thought, bold underline is an element of thought and non-bold underline is a standard of thought

Exemplify (E)1

Clarifies by providing an example of the initial thought or reading

Can be from student’s own experiences (or as I add in class, from the reading or something the student heard)

May express multiple viewpoints (Breadth)

At this point, consider the importance of in-text citations and references

If written, this is an excellent place for the student to paraphrase a reading or provide a quotation in written work of another with proper citation

Literature review synthesis

May be an application, a comparison or contrast, the argument that is for or against the topic, a hypothesis about how something could be changed, or the question about the assumptions or values of the author.

Accurate, relevant, and no assumptions without supporting information1Learning to Think things Through

SEE-I in detail

From the Foundation on Critical Thinking, Elements and Standards of Thought, bold underline is an element of thought and non-bold underline is a standard of thought

Illustrate (I)1

Clarifies by providing a vivid example Allows the student contextualize what is meant by

allowing the reader or listener visualize something Illustrates student’s point of view and from own

experience, or observation Paints a picture in the reader or listener’s mind using

words that brings the idea into focus It could be:

An analogy A simile A metaphor

Relevant, significant, and fair1Learning to Think things Through

SEE-I in detail

From the Foundation on Critical Thinking, Elements and Standards of Thought, bold underline is an element of thought and non-bold underline is a standard of thought

State (S): Brief, clear topic sentence

PCH 359 – Environmental Health is an “overview of the interdependency and interrelationship of the major environmental stressors and their impact on the health and well-being of human populations.” 1

SEE-I course intro

Course Description (Used on first page of course syllabus)

1Southern Connecticut State University (n.d.). 2009 – 2011 undergraduate catalog. New Haven, CT: Author

Elaborate (E): Provide depth, greater detail

To expand the catalog description, the field of environmental health is broad and affects nearly every aspect of our daily lives.

SEE-I course intro

Course Description (Used on first page of course syllabus)

Exemplify (E): Clarify using an example of what you mean.

This is best exemplified by Moeller (2005, p. 1) when he states “many aspects of human well-being are influenced by the environment, and many diseases are initiated, promoted, sustained, or stimulated by environmental factors; for this reason, the interactions that people have with their environment are an important component of public health.”1

SEE-I course intro

Course Description (Used on first page of course syllabus)

1 Moeller, D. W. (2005). Environmental health (3rd ed.). Cambridge, MA: Harvard University Press.

Illustrate (I): Paint a picture in your reader’s mind using words, using a simile, metaphor, or an analogy.

To illustrate the catalog description and Moeller’s point, we use the ecological model in this class as a framework to think about and reason through determinants of health due to our interactions with the environment and relevant approaches to achieve desired outcomes.

SEE-I course intro

Course Description (Used on first page of course syllabus)

Course Description (Used on first page of course syllabus)

• Elaborate (E) • Provide more depth, greater detail.

To expand the catalog description, the field of environmental health is broad and affects nearly every aspect of our daily lives.

SEE-I course intro

Students were provided with a handout containing a description of the SEE-I approach and asked to identify each component on the course syllabus.

SEE-I assignment

State (S) - Teacher

PCH 359 – Environmental Health is an “overview of the interdependency and interrelationship of the major environmental stressors and their impact on the health and well-being of human populations.” 1

1Southern Connecticut State University (n.d.). 2009 – 2011 undergraduate catalog. New Haven, CT: Author

SEE-I assignment

State (S) - Student

“The author’s purpose is to inform students of the description of the environmental health course and give students some idea of what they will be learning about throughout the semester.”

Elaborate (E) - Teacher

To expand the catalog description, the field of environmental health is broad and affects nearly every aspect of our daily lives.

SEE-I assignment

Elaborate (E) - Student

“The catalog description of the course is given and is also compared to D. W Moeller, the author of Environmental Health. Moeller’s point of view is used to further describe how environmental health affects people.”

SEE-I assignment

Exemplify (E) - Student

“Moeller brings to light the fact that diseases start and continue on in the different environmental conditions we have all around the world and that by studying these conditions and diseases in a particular area we can try to understand the affect they have on people (or a group of people) and their overall health.”

Exemplify (E) - Teacher

This is best exemplified by Moeller (2005, p. 1) when he states “many aspects of human well-being are influenced by the environment, and many diseases are initiated, promoted, sustained, or stimulated by environmental factors; for this reason, the interactions that people have with their environment are an important component of public health.”2

2 Moeller, D. W. (2005). Environmental health (3rd ed.). Cambridge, MA: Harvard University Press.

SEE-I assignment

Illustrate (I) - Student

“Moeller’s quote gives a much more visualized idea on how the course is going to go. I can picture myself learning about the lifecycle of a certain disease or virus. I would [sic] learn about how this disease starts by how it is contracted, then it’s [sic]affect it would have on the human body or certain populations of people exposed to this disease, and how people would overcome this disease through different medication or treatments.”

Illustrate (I) – Teacher

To illustrate the catalog description and Moeller’s point, we use the ecological model in this class as a framework to think about and reason through determinants of health due to our interactions with the environment and relevant approaches to achieve desired outcomes.

SEE-I assignment

Plagiarism TutorialPurpose: The purpose of this assignment is to help you to:1. Learn about and explain what plagiarism is;2. Critically think through times and situations when people may resort to

using plagiarism in their writing;3. Understand the risk associated with plagiarism as a student in this course

and as a professional.

Instructions: Using the SEE-I approach:1. Define plagiarism. For this question, be sure to provide your reference.

Remember to quote any phrase or sequence of three or more words and cite the page or paragraph number. Correctly list your reference according to APA style.

2. What fault lies in the following logic: Plagiarism is bad and I plagiarized; therefore, I am a bad person.

3. Provide one example of plagiarism a student may resort to when under distress to complete an assignment on time. Back your answer up with a solution to this problem using the SEE-I approach.

4. Provide one example of plagiarism a student may resort to when not interested in an assignment. Back your answer up with a solution to this problem using the SEE-I approach.

5. Provide one example of plagiarism a student may resort to when confused about the requirements of assignment. Back your answer up with a solution to this problem using the SEE-I approach.

6. Consider the professional implications of plagiarism as applied to the field of environmental health.

SEE-I assignment

Plagiarism TutorialPurpose: The purpose of this assignment is to help you to:1. Learn about and explain what plagiarism is;2. Critically think through times and situations when people may resort to

using plagiarism in their writing;3. Understand the risk associated with plagiarism as a student in this course

and as a professional.

Instructions: Using the SEE-I approach:1. Define plagiarism. For this question, be sure to provide your reference.

Remember to quote any phrase or sequence of three or more words and cite the page or paragraph number. Correctly list your reference according to APA style.

2. What fault lies in the following logic: Plagiarism is bad and I plagiarized; therefore, I am a bad person.

3. Provide one example of plagiarism a student may resort to when under distress to complete an assignment on time. Back your answer up with a solution to this problem using the SEE-I approach.

4. Provide one example of plagiarism a student may resort to when not interested in an assignment. Back your answer up with a solution to this problem using the SEE-I approach.

5. Provide one example of plagiarism a student may resort to when confused about the requirements of assignment. Back your answer up with a solution to this problem using the SEE-I approach.

6. Consider the professional implications of plagiarism as applied to the field of environmental health.

SEE-I assignment

Plagiarism TutorialApplication SEE-I with Critical Thinking

Skills[STATE] “While borrowing ideas from multiple sources may seem like it could lead to new thoughts or insights, one has to be careful how they group sources and theories.”

[ELABORATE] “Especially in a professional setting, combining work and data for research purposes needs to be done with care and attention to detail. Not all studies have the same purpose and not all topics or theories are tested the same. Just because two different studies deal with similar questions doesn’t mean they lead to common results and can be combined . . . . as a professional, taking results from studies . . . and applying it to your own field of study can lead to inconsistent, unfounded, or even incorrect findings.”

[EXEMPLIFY] A journal article, entitled “Effectiveness of intensive autism programmes,” is a perfect example of this occurring (Dawson & Gernsbacher, 2010). Not all of the data collected had to do with the specific research of Susan Levy and this led her and her colleagues to a result that had no [unfounded] basis.”

[ILLUSTRATE] “Ethics come into play when this result is seen and utilized . . . . it is one’s duty to conduct meaningful and testable research that leads to findings that can be understood and applied with confidence . . . . borrowing the ideas of others and combining them to produce your own new idea can have harmful consequences when your new idea is wrong.”Dawson, M., & Gernsbacher, M. (2010). Effectiveness of intensive autism programmes. The Lancet, 375(9716), 722-723.

Elements of Reasoning and Standards of Thought Check

Nosich (pp. 166 – 167) provides a checklist for students with permission copy and perform a self-evaluation.

Using Intellectual Standards to Assess Student Reasoning

Critical Thinking: Teaching Students How to Study and Learn (Part Three) – How To Analyze The Logic of An Article, Essay, or Chapter

evaluation

Guide to Critical Thinking

Evaluation Improvement System

No rewards/punishments Assessment is provided Student is responsible for seeking clarity Not based on point system until last assignment Only “Acceptable” or “Incomplete” is provided

Point System Can be discouraging Assessment is provided during instructor review Instructor provides feedback Student may revise, if required or necessary Provides grade

Blended Approach in Tier 2 LEP Course

Purpose: Help critically think through ideas,

concepts, problems, conflicts, written and spoken language to learn something in the context of wellness.

Each essay corresponds to one of the “Key Elements” in the learning objectives.

Blended Approach in Tier 2 LEP Course

Key Element: Focus1. Explain the self as a complex evolving

system within entangled complex evolving supra-systems as contrasted against a complicated determinate system.

2. Identify decisions, behaviors, and lifestyles favorable to the advancement and protection of the well-being of the self.

Blended Approach in Tier 2 LEP Course

Analytic Styles1. Analyzing Problems (pages 34 – 35)2. Analyze Characters in a Story (pages 36 – 37)3. Analyze a Concept in Wellness (page 42)4. Clarifying your Own Ideas, Clarifying what Others Say

(page 44)5. Thinking Through Conflicting Ideas (page 45)6. Reflecting Upon Important Ideas Learned (page 47)7. Analyzing a Chapter from another Wellness Textbook

(pages 38 – 39)

ELEMENTS OF THOUGHTPurpose – what is to be achieved A IQuestion – primary and secondary A IPoint of View – student’s or other A IAssumptions – beliefs taken for granted A IConcepts – key idea used in thinking A IInformation – to answer question A IInferences – direction to or conclusion A IImplications – always at least two A ISTANDARDS OF THOUGHT (25 points)Clarity – understandable A IAccuracy – correct, true, undistorted A IPrecision – contains details to solve problem A ILogic – material is connected, no

fragmentationA I

Significance – important information A IRelevance – directly connected to concept A IBreadth – more than one point of view A IDepth – complexity thought through A IFair-minded – considers others thoughts A I

Evaluation #1

ELEMENTS OF THOUGHT (25 points)Purpose (0 - 2 points)Question at Issue (0 - 3 Points)Point of View (0 - 3 points)Assumptions (0 – 3)Concepts of Reasoning (0 – 3)Information and Evidence (0 – 3)Inferences (0 – 2)Interpretations (0 – 2)Consequences (0 – 2)Implications (0 – 2)STANDARDS OF THOUGHT (25 points)Clarity (0 – 3)Accuracy (0 – 3)Precision (0 – 3)Logic (0 – 3)Significance (0 – 3)Relevance (0 – 2)Breadth (0 – 3)Depth (0 – 3)Fairness (0 – 2)

Evaluation #2