We
know that we want to teach high school students to think critically, but where is the best place to start? In a situation where the most you seem to be able to get out of a
kid is “This sucks!”-- where do you begin?
The Paul and Elder framework for critical thinking has three
main components--standards, elements of thought, and intellectual traits--which can help us out.
The
movement of the components of the framework is cyclical as the thinking (if
properly implemented) perpetuates and improves itself—that is, the standards
must be applied to the elements of thought in order to develop the intellectual
traits which help us better evaluate our thinking based on the standards, which
are applied to the elements of thought, and so on… So, determining where to
“jump” into the cycle is a decision we want to carefully consider.
One of
the best hooks we can use for teens is anything that points directly back to
them. Tressidder (2010), certified family, parent, and teen coach, notes that
teens are “by definition, narcissistic.” Ask any veteran high school teacher and you’ll
hear rousing support of that point. This is Generation Me! I’m thinking we can use that inherent
narcissism to draw students into the cycle via the intellectual traits, which focus on the thinker.
High
schoolers will no doubt be interested in whether they have certain traits (such
as Intellectual Courage and Intellectual Autonomy), and they might also have some misconceptions about
Intellectual Humility. The opening discussion on the traits will need to be very compelling
and open. The introduction is half the battle as we have to somehow convince
the most stubborn, narcissistic group of inhabitants on the planet that intellectual
traits are desirable and worth the effort to cultivate.
In a
society where it’s all about the “bling,” it’s no easy task. We have to
convince adolescents to do what most adults don’t do: look at things
from multiple perspectives in a reflective, mindful way, basing their decisions
on relevant facts as opposed to opinions and bias.
Here’s
what might work. (Again, this is just a way to begin the discussion. The idea
is that you’ll revisit the traits throughout the year—this isn’t a one-time
deal.)
Pre-assessment: Have students write down what they think about these statements
(or possibly create a quick online survey with a Likert scale that runs from Strongly Agree to Strongly Disagree:
When I have to solve a problem, it’s
important that:
I make sure I have all the facts, and if I don’t, that I can identify
that I still need to gather information.
I
don’t take things for granted and that I ask questions.
I
endeavor to see things from the other person’s (or others’) point of view.
I
don’t give up, even when things seem frustrating.
1. First,
we’re not going to discuss the definitions and “go over” the traits.
Rather, we want them to pose a problem to figure out. We want them to “do” something. Just telling
them all of this stuff will most likely turn them off to it.
Give
them some options: write down a problem you’re having or have had with someone
else (that you’re willing to share), examine a problem you’ve seen other people
having with each other, or consider a problem that you’ve seen evident here at
school.
2. Have
them summarize the situation in one part and offer their thoughts about the situation
in another part. Clarify that the first part is similar to a police
report: just the facts about what happened, when, and who said what. The
second part is what they think about the first part.
You’ll
probably have to give them a model. You might find a relevant scenario at The Daily Dilemma to use for a
parallel. Follow through on each of the steps.
3. After
they’ve posed their problems and noted what they think about them, it’s time to
share. You might consider a collaborative online approach, here, such as an
online discussion forum, Google docs, Padlet, or another online app. Students comment
on each other’s thinking and provide their own thoughts and advice.
4. Then,
we have them reflect on their thinking about the problem. Introduce the concept
of Intellectual Traits. Provide students with a handout or link to online doc
with relevant questions as definitions for the traits. Consider starting with
these four from Elder and Paul (1998):
- "In this situation, what do I really know? What do I think I know but am not completely sure of? What do I need to learn? What do I still need to figure out?" (intellectual humility)
- "Am I uncritically accepting what I have learned, or do I have the courage to question what I have learned? Am I afraid to question certain beliefs or practices because I may be rejected for questioning them?" (intellectual courage)
- "Am I honestly trying to imagine this situation from this other person's point of view? Can I accurately state another person's point of view--which is in conflict with my own?" (intellectual empathy)
- "Am I thinking through this issue in a way which does justice to its complexity, or do I come to a conclusion too quickly? Do I give up when figuring things out becomes frustrating?" (intellectual perseverance)
I find
these four traits to be the most tangible of the list, so students might be
able to grasp them a bit more readily. We want them to use these questions to reflect
on their thinking. Their goal is to review the second part of their submissions
to determine the extent to which they’ve reflected the traits. This is going to
be clunky—don’t expect perfection.
5. Your
role at this point is to ask questions designed to elicit deeper thinking and
guide students in the right direction with their evaluations of their thinking.
This might be a good spot to incorporate some questions based on the standards
as a sort of segue:
·
Clarity:
How clear is my thinking? To what extent is my point readily understood by
myself and others?
· Accuracy:
How accurate is my thinking? To what extent is my information true and correct
without distortion?
·
Precision:
How precise is my thinking? To what extent is my information exact and specific
to the necessary level of detail?
·
Relevance:
How relevant is my thinking? To what extent does my information and input
relate to the issue at hand?
·
Depth:
How much depth is there to my thinking? To what extent am I engaging with the
complexities of the issue?
·
Breadth:
How far my does my thinking reach? To what extent am I considering the issue
within the necessary contexts and relationships?
·
Logic:
How logical is my thinking? To what extent do my conclusions follow from the
evidence?
·
Significance:
How significant is my thinking? To what extent can I identify and focus on the
most important aspects of the issue at hand?
·
Fairness:
How fair is my thinking? To what extent am I able to avoid privileging my own
biases?
6. After these exercises, consider having
students take the survey again. Has their thinking changed? If so, why? This final reflection may help them arrive at
the conclusion that intellectual traits are worth having. Again, this will be something that you have
keep reinforcing over and over, but I hope that I’ve given you some inspiration
for where to start!
You
can also find additional free resources.for Paul and Elder’s
Framework for Critical Thinking on their site, specifically designed for high
schoolers.
Quapla’!
References
Elder, L., & Paul, R. (1998). Critical
thinking: Developing intellectual traits. Journal Of Developmental Education,
21(3), 34.
Tresidder,
T. (2010, Jan 30). Narcissistic, needy,
or normal? What’s really going on with my teen? Retrieved July 28, 2014
from http://www.selfgrowth.com/articles/narcissistic_needy_or_normal_what_is_really_going_on_with_my_teens_behaviour
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