Integrative Learning to Enhance Critical Thinking TILT Summer Workshop Colorado State University May 18, 2011
Jan 01, 2016
Integrative
Learning to Enhance Critical
ThinkingTILT Summer Workshop
Colorado State UniversityMay 18, 2011
Agenda
9:00 Introductions
9:30 Workshop Objectives
9:35 Critical Thinking
9:45 Integrative Learning
10:00 Panel - Examples of IL
10:30 Break
10:45 Designing CT Assign. I
11:15 Panel – Benefits of CT and IL
12:00 Lunch
1:00 Designing CT Assign. II
1:30 Designing IL Assign.
2:45 Workshop Summary
Introductions
Workshop Facilitators:Laura Giles Jon LeydensTeresa MetzgerTae NosakaMike
PalmquistTom SillerPaul Thayer
Participants:
NameDepartmentCourses Workshop Goals
Workshop Objectives
When we finish this workshop, we should be able to
Demonstrate sufficient understanding of integrative learning concepts by applying them to courses and/or assignments designed to elicit critical thinking.
Design assignments that foster the forging of connections across diverse problem contexts (e.g., between course knowledge and knowledge in a discipline, in a core curriculum, or in practice).
Follow an interest in participating in continuing professional development work on curriculum development that involves integrative learning.
Workshop Objectives
When we finish this workshop, we should be able to
Demonstrate sufficient understanding of integrative learning concepts by applying them to courses and/or assignments designed to elicit critical thinking.
Design assignments that foster the forging of connections across diverse problem contexts (e.g., between course knowledge and knowledge in a discipline, in a core curriculum, or in practice).
What is Critical Thinking?
1
1) Critical thinking…
…is rooted in learners’ engagement with a high-quality problem, wherein inquiry is motivated by curiosity (e.g., Dewey, 1916; Meyers, 1986).
Challenge for Instructors
How do we design courses and/or assignments that inspire curiosity-driven problem engagement among our students?
What is Critical Thinking?
2
2) Critical thinking…
…involves “identifying and challenging assumptions and exploring alternative ways of thinking and acting”
(Brookfield, 1987).
Challenge for Instructors
Through course and/or assignment design, how do we inspire curiosity-driven problem engagement that empowers students to identify and challenge assumptions and explore alternative ways of thinking?
What is Integrative Learning?
Integrative Learning…
“has limited common meaning” (DeZure, Babb, and Waldmann, 2005).
Integrative Learning
“is an understanding and a disposition that a student builds across the curriculum and cocurriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus”
(Rhodes, 2010: ©American Association of Colleges and Universities)
Integrated Learning
can produce an interdisciplinary understanding, “the capacity to integrate knowledge and modes of thinking [drawn from] two or more disciplines to produce a cognitive advancement—for example, explaining a phenomenon, solving a problem, creating a product, or raising a new question—in ways that would have been unlikely through single disciplinary means” (Mansilla, 2006).
Pre-Integrative Learning
Course Knowledge
?
Disciplinary
Knowledge
Knowledge from Other
Disciplines
Practice
Integrative Learning
Course Knowledge
!
Disciplinary
Knowledge
Knowledge from Other
Disciplines
Practice
CT+IL= Overarching Workshop Questions
Through course and/or assignment design, how do we ask the kinds of questions that inspire curiosity-driven problem engagement that empowers students to identify and challenge assumptions and explore alternative ways of thinking? (Critical Thinking)
And how do we do this in ways that foster connections among ideas and experiences so students synthesize and transfer learning to new, complex situations within and beyond the campus. (Integrative Learning)
Panel: Examples of Integrative Learning Assignments That Foster Critical Thinking
Tae – Psycho-Biology
Tom – Engineering & the Brain
Paul - Why are students the way they are?
Teresa - Live Green Retreat
Designing CT Assignments
Through course and/or assignment design, how do we ask the kinds of questions that inspire curiosity-driven problem engagement?
Thinking about your course and assignment learning objectives, devise 1-2 of such questions and/or assignments.
Discuss and report back
Panel: Benefits of CT & IL?
Questions for Panelists
Why do you think critical thinking activities promote student learning?
Why do you think integrative learning activities promote student learning?
How do we educate the whole person? And for you and for your discipline, what benefits emerge from educating the whole person using IL?
Designing CT Assignments
Through course and/or assignment design, how do we empower students to identify and challenge assumptions and explore alternative perspectives/ways of thinking?
Brainstorm, discuss, and report
Designing IL Assignments
Take five minutes to create a visual representation of an integrative learning assignment, including
1. An overarching question or context that makes the assignment relevant.
2. An initial assignment description
3. Connections between this course and other knowledge/experience areas (e.g., other courses, co-curricular links, practice, life experiences, etc.)
Discuss in Groups