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The
page provides resources for educators or trainers who would like to help others
develop critical thinking, professional problem solving, or other higher-order
thinking skills.
Click
on a hyperlink for a document you would like to access.
- College Faculty Handbook: Steps for Better Thinking
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Chapters in this handbook include: (1) critical thinking learning
outcomes, (2) critical thinking performance patterns, (3)designing
coursework to foster critical thinking development, and (4) assessing
students' critical thinking skills. The handbook appendix includes
several detailed assessment examples. Although the handbook uses the
term "critical thinking," the materials apply equally to other learning
goals that rely on higher-order thinking skills.
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- For a working draft, send email to:
Susan K. Wolcott
(version Jan. 2006, 2 files, pdf format, approx. 1.3 mb
total size)
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- Steps for Better Thinking Materials
- Steps for Better Thinking
- (1-page graphic model, version Feb. 9, 2006)
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Word 2003 format
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pdf
format
- Steps for Better Thinking Performance Patterns
- (1-page overview of 5 patterns of performance for
open-ended tasks, version Jan. 26, 2006)
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Word 2003 format
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pdf format
- Steps for Better Thinking Competency Rubric
- (1-page assessment rubric that focuses on skill building,
version Feb. 9, 2006)
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Word 2003 format
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pdf
format
- Steps for Better Thinking Rubric
- (1-page comprehensive assessment rubric, version Feb. 9,
2006)
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Word
2003 format
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pdf format
- Templates for Designing Assignments
(formerly Task Prompts)
- (1-page lists of prompts for questions aimed at Steps 1,
2, 3, and 4 in Steps for Better Thinking, version Feb. 9, 2006)
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Word 2003 format
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pdf format
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- Developmental Guide
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This paper: (a) describes a professional problem solving model and its
theoretical basis, and (b) provides evaluation rubrics with college
classroom examples. (1998 version. For newer materials, see
the "College Faculty Handbook" listed above.)
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pdf format
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- Assessment Illustrations
- See
the "College Faculty Handbook" listed above
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The Reflective Judgment Model: Implications for Service-Learning and
Reflection
- This very
short paper contains a table that describes different levels of
reflective judgment (King & Kitchener), the likely responses of students
to service-learning activities such as reflection, and developmentally
appropriate reflection questions that educators can use with students
operating at each reflective judgment level.
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pdf format
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Illustration of Student Assignment, Handout, Self-Assessment Form, and
Classroom Activities
- Example of a
handout given to students as part of a course module on critical
thinking. Students were given an open-ended assignment to be turned in
on the day the module began. The handout walks students through the
Steps for Better Thinking model and helps them explore what it means in
the context of the assignment.
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pdf format
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Expanding/Contracting the Quantity and Quality of Information Analysis
- Handout given
to students for discussion of factors that can limit information
analysis. Could also be applied to ethical/moral reasoning (see
Wolcott, 2000, A Brief Discussion of Moral Reasoning as Open-Ended
Problem Solving under Publications and
Working Papers).
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pdf format
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- Materials
for Student Self-Evaluation
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Worksheets that can be used to guide student self-evaluations.
Use in conjunction with an open-ended assignment and classroom
discussion.
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Problem Solving Skills Worksheet
- This
worksheet is described in
Wolcott, S. K. (1999). Developing and Assessing Critical
Thinking and Life-Long Learning Skills Through Student
Self-Evaluations. Assessment Update 11(4, July-August),
pp. 4-5, 16.
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pdf format
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Describing Your Approach to an Open-Ended Problem
- Worksheet asking students to describe how
they addressed an open-ended problem. The first page of
the file briefly describes how to use the worksheet with
students.
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pdf format
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Steps for Better Thinking: Self-Evaluation Form
- Another format for the student
self-evaluation worksheet.
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pdf format
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Describing Your Approach to a Real-World Problem
- Worksheet asking students to describe and
reflect upon their experiences with an open-ended problem
outside of the classroom context, including students' clinical
experiences. The first page of the file briefly describes
how to use the worksheet with students.
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pdf format
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