Active Learning Strategies to
Promote Critical Thinking
Richard Cain, PhD
[email protected]
Objectives
 Emphasize the theoretical framework of analytical thinking
as presented by the Foundation for Critical Thinking.
 Address concerns that teaching critical thinking my
compromise the emphasis on teacher accountability.
 Demonstrate instructional techniques using critical thinking
exercises that demonstrates how to incorporate course
competencies into a learning or assessment strategy.
Critical Thinking
Creating the Safe-Classroom
 Critical thinking is not being critical to evaluate or judge oneself or
others’ behaviors.
 We’re going to “think” or “reason” though ideas.
 Begin by meeting students where they are at:
 A “holistic—possibility orientation” is based on one’s assets.
 Reinforces Self-Determination Theory (Gillard, n.d.). (See reference
below regarding youths’ experiences at camp)
 Stress autonomy, mastery, and purpose in learning.
 The purpose to learn will automatically connect to subject mastery
when students are given the autonomy to choose projects that
match their learning interests, and feel valued (Ryan & Deci, 2000).
Gillard, A. (n.d.). Self-Determination theory. Retrieved from
http://www.acacamps.org/sites/default/files/images/volunteers/care/documents/CARE_Self_Determination.pdf
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American
Psychologist, 55(1), 68-78.
Incorporate Short Writing Assignments
One-page Essays & Final Written Project
 Each individual essay
 Focuses on one analytical style that provides the thinking framework for the
student’s writing


Students choose a wellness concern that is important to them
Students connect their choice of wellness concern to concept(s) discussed in class
 Is connected to only 1 or 2 course competencies
 The wellness concepts in the students’ essays do not have to be thematic,
although a student may choose to create a theme


Depending upon your content you may need to centralize competencies around a
common theme or students may become confused
Final Project
 At the end of the semester students combine the four essays incorporating all
competencies
 The students must show transition between the essays, although the wellness
concerns do not have to be related
National Health Education Standards
 National Health Education Standards
 “. . . promote and support health-enhancing behaviors for students
in all grade levels—from pre-Kindergarten through grade 12.” (Centers for
Disease Control and Prevention, 2013a, para. 1)
 Standard 4 – “Students will demonstrate the ability to use
interpersonal communication skills to enhance health and avoid or
reduce health risks” (Centers for Disease Control and Prevention, 2013b).
 To address competencies, teachers need to begin identifying the
key concepts and ideas, and develop the essential questions for
learning using the standards (e.g., NCATE, NHES – CDC, CHES,
etc.)
Centers for Disease Control and Prevention. (2013). National health education standards. Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/
Centers for Disease Control and Prevention. (2013b). National health education standards (standard 4). Retrieved from
http://www.cdc.gov/healthyyouth/sher/standards/4.htm
Personal Wellness:
Thinking Frameworks – Source Material
Click on Image to access online PDF document
 Analyzing Problems
 Analyze a Character in a Story
 Thinking Through Conflicting Ideas
 Reflecting Upon Important Ideas
Learned
 The Foundation for Critical Thinking:
Where to Begin (Great site for critical thinking
resources for teachers and students).
Elder, L., & Paul, R. (2009). The aspiring thinker’s guide to
critical thinking. Tomales, CA: Foundation for Critical
Thinking Press.
The Lesson: Communication Strategies
Nonviolent Communication
(a sample overview for purpose of this presentation)
Its purpose is to guide us to reframe how we express ourselves
and hear others by focusing our consciousness on what we are
observing, feeling, needing, and requesting (Rosenberg, 2003).
Center for Nonviolent Communication website
Rosenberg, M. B. (2003). Nonviolent communication: A language of life (2nd ed.). Encinitas, CA: Puddledancer Press.
The Dichotomy of Giraffe and Jackal
Giraffes
Jackals
O  Make factual Observations
Make evaluations
F  Share true feelings
Share thoughts
N  Express universal needs
Give strategies
R  Make actionable & present
requests
Make Demands
Nonviolent Communication
Ears “in” and Ears “out”
Jackal out
Jackal in
Giraffe out
Giraffe in
Blame others
Blame self
Fight
Flight
Express
Empathize
Power over
Power under
Power with
Power with
Hear my needs Hear others’ needs
Personal Wellness: Essay Example
Reflecting Upon Important Ideas Learned
 Critical thinking is strongly connected to “how” and “why” statements. Se the word
“because” below, as this gets the student to begin thinking about the connection
between the content and the competency.
 The important lesson that I have learned is nonviolent communication. I am going to
use the competency, “identify decisions, behaviors, and lifestyles favorable to the
advancement and protection of the well-being of the self” in this essay because
learning how to properly and successfully communicate with others can positively
affect all aspects of a person’s life and personal wellness.*
*The competency is from the college course and not the National Health Education
Standards.
Selected Writing (Confidential, with permission granted, 2012)
Essay Example: Analytical Framework
Reflecting Upon Important Ideas Learned

Purpose of lesson
 Learning how to emphasize with others and ourselves by identifying and communicating feelings and
needs

Important inference
 Understanding that behavior is driven by feelings caused by unmet needs

Important idea (concept)
 Good communication skills can help us to refrain from blaming ourselves and others

Important Implications
 Damage self-esteem and overall wellness (not wellness enhancing)
 Transform lifestyle to the better (wellness enhancing)

Connection to Other Ideas
 Overall wellness, Mental health, Spirituality

New questions
 Talking to others, when uncomfortable

Getting answers to questions
 It will take time and practice to self-realize and to express feelings and needs at a “power with” level
Selected Writing (Confidential, with permission granted, 2012)
Personal Wellness
Mind-mapping Example (see next two slides for model)

An end of semester project, preceded by a series of lessons on creating mind-maps

Use Transtheoretical Five Stages of Change as a framework for thinking (Prochaska &
Velicer, 1997

Used Five Stages of Change Worksheet from The Student’s Commission (2012)

Students choose 3 wellness domains that are important to them so they can examine the
interconnections

Connect wellness domains using wellness enhancing statements

Writes 3 short paragraphs expressing how the wellness statements connect the domains

A student identifies and clearly articulates in writing the mind-map demonstrates how the
competencies are meaningful to the self
Prochaska, J. O. &, Velicer, W. F. (1997). The Transtheoretical mode of behavioral change. American Journal of Health Promotion, 12(1), 38-48. Retrieved
from http://www.uri.edu/research/cprc/Publications/PDFs/ByTitle/The%20Transtheoretical%20model%20of%20Health%20behavior%20change.pdf
The Students Commission. (2012). Five stages of change (worksheet). Retrieved from http://www.tgmag.ca/drugbuzz/resources/stages_change_e.pdf
Mind-mapping Example
(More than 3 wellness concepts can be added)
Wellness Concept 1
5 positively oriented
wellness statements
that connect wellness
concept 3 and 1
5 positively oriented
wellness statements
that connect wellness
concept 1 and 2
Wellness Concept 3
Wellness Concept 2
5 positively oriented
wellness statements
that connect wellness
concept 2 and 3
Mind-mapping Example
(More than 3 wellness concepts can be added)
Wellness Concept 1
Writes 1 short paragraph
expressing how the
wellness statements
connect the domains
5 positively oriented
wellness statements
that connect wellness
concept 3 and 1
5 positively oriented
wellness statements
that connect wellness
concept 1 and 2
A student clearly
articulates in writing how
the mind-map
demonstrates how the
competencies are
meaningful to the self.
Ideally, this is a one-page
essay.
Wellness Concept 3
Writes 1 short paragraph
expressing how the
wellness statements
connect the domains
Wellness Concept 2
5 positively oriented
wellness statements
that connect wellness
concept 2 and 3
Writes 1 short paragraph
expressing how the wellness
statements connect the
domains
Assessment Criteria – Give Copy to Student
(Ideally, student and teacher negotiates the grade through 0ne-on-one discussion)
Elder, L., & Paul, R. (2007). The thinkers guide to analytical thinking. Dillon Beach, CA: The Foundation for Critical Thinking.
Assessment Criteria – Give Copy to Student
(Ideally, student and teacher negotiates the grade through 0ne-on-one discussion)
Make sure that Clarity, Accuracy,
Precision, and Relevance are tied to the
course standards; that is, what is
necessary for students to demonstrate
competency in each area that is
assessed?
Elder, L., & Paul, R. (2007). The thinkers guide to analytical thinking. Dillon Beach, CA: The Foundation for Critical Thinking.