Fye critical thinking pdf

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FYE 105! !

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Learning to Think Critically:! !

(Putting rigor into FYE 105)!

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The Heart of FYE 105 is ! !

Critical Thinking! !

and ! !

Problem Solving!

For first-year freshmen, there is a lot of new information they need in order to negotiate the complex processes of college.! !

Information without the accompanying mental processes for learning that supports critical thinking and problem solving is very shallow.

It is absolutely true that critical thinking, problem-solving, and transfer learning is dependent on having a deep foundation of factual knowledge. !

However, how that deep foundation of factual knowledge is learned is the key to critical thinking, problem-solving, and transfer learning.

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Information alone without the mental processes of critical thinking and problem solving limits the application potential of that information.! !

Along with the information, the FYE learner needs to be able to use the information to:! !

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evaluate choices,! calibrate of risk and reward, ! solve problems ! prioritize ! thinking ahead, ! do long-term planning!

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The mental processes for doing so have to be taught along with the content information for most FYE learners.

Misconception! !

It is often assumed that first-year freshmen can and will, with their new fye information, be able to apply what they are learning.! !

Let’s take a little journey into the critical thinking and problem solving mind of the typical 18 to mid 30s year old first-year freshmen.

Development of Executive Function!

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The term executive function is used to describe the

capacity that allows us to control and coordinate our

thoughts and behavior.

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calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

In adults, various parts of the brain work together • to evaluate choices, • make decisions and • act accordingly in each situation.

The teenage brain doesn't appear to work like this.

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calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

Teenager: makes most decisions using the back of the brain.

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calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

The prefrontal cortex, the seat of executive function, does not begin deep development until around the age of 18 and continues until the ages of 25 or early 30s.

Pruning Synapses back to front

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calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

From around the age of 12 to 18 the brain prunes vast amount of synaptic connections that the learner is not using from the back of the brain to the front of the brain, and by the around the 18th year has reached the prefrontal cortex.

As the brain prunes unused synaptic connections, it also is laying down a fatty insulation on synaptic connections that the learner has strengthened by having been used frequently. The pruning and myelination make the brain more efficient and faster. Potentially the speed can be three thousand time faster.

Dendrites Myelin Sheath

Axon

Neuron Ends Cell Body

The more myelin the circuit attracts, the stronger and faster its signal strength becomes. It turns out that myelin, not the nerves, is what builds the speed, precision and timing that creates great learners.

For FYE 105 learners, it is important that the information they are learning is routed through the hippocampus and on to the prefrontal cortex if they want to be able to use the information for critical thinking and problem solving.

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calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

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calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

The neural pathways for encoding information is how it is retrieved, and the instructor and learner want the information encoded through the prefrontal cortex.

With this foundation of knowledge about most of our FYE 105 first-time freshmen, instructors and learners are ready to take advantage of the learners more developed and powerful prefrontal cortex.! !

The goal of education is transfer and for the FYE 105 learner that means learning in ways that increase the probability that critical thinking and problem solving will occur when needed.! !

Follow along as we explore the role of working memory and what we know about what the learner needs for transfer learning to occur.!

Think of working memory as very limited temporary storage of new information where it can be manipulated.

Working Memory

Working memory is very limited; it can only hold around 4 unrelated items for about 10 15 seconds - not enough for critical thinking.

Here is the Key: “If we are unable to attend to the information in our working memory, the information lasts only as long as the neurons that hold and maintain their electric charge—a few seconds…. Then it's gone…” (Carr, 2010, p.193) !

If we don’t attend and reflect, we don’t learn anything new.

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A common denominator and basis of all executive functioning

is the ability to hold things in mind, step back, and reflect.

Without this capacity, it is difficult to have perspective, judgment, or control.

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The first impulse is to think, “Well that sounds easy.”

It is not, and it has to be taught and integrated in all instruction and learning. In fact, unless the learner is holding the new information in mind, stepping back mentally, and reflecting, the prefrontal cortex is not activated.

ALL DEEP LEARNING BEGINS with holding the new information in mind, stepping back mentally, and reflecting and just saying “think about your thinking does not work. It has to be modeled and practiced a lot.

What does this mental process look like:

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calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

3. reflecting; an internal conversation

2. stepping back mentally

Working Memory 1. holding the new information in mind

Many of today’s first-time freshmen have two drawbacks: !

First, they have not been shown how to learn so that they can think critically. !

Second, the pace and technology of the culture they grew up in does not foster reflection when learning; in fact the rewiring of the brain that occurs prompts immediate response and the anticipation of the next stimulus, and this interrupts the ability to reflectively ponder the situation. (Think texting, cell phone vibrations, etc.)

Beyond holding the new information in mind, stepping back mentally, and reflecting, the learner must ensure with mental processes while stepping back and reflecting on the information in working memory that the new information (facts and ideas) are understood in the context of a conceptual framework that is organized for understanding, not just recall. !

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that the new information is being developed into a deep foundation of factual knowledge.

Let’s sum up what the FYE instructor needs to have happen in the learning activities, which the FYE learner needs to have happen mentally: !

First, the learner needs to be holding the new information in mind, stepping back mentally, and reflecting. !

Second, within the process of reflecting, the learner needs to ensure that they are applying mental processes (coming soon) that result in !

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Understanding facts and ideas in the context of a conceptual framework !

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Organizing knowledge in ways that facilitate retrieval and application

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Developing a deep foundation of factual knowledge

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Again, the common denominator and basis of all executive functioning is the ability to hold things in mind, step back, and reflect. !

Some of the most powerful reflecting internal dialogue) happens when the learner asks him/herself the following questions: !

Four Questions whether getting an overview of the chapter or reading the chapter, the reader should always have three question they are always asking: 1. {What Do I Know} What do I already know? (Dendrites of Prior Knowledge) 2. {Are There Explanations or Examples} Are there explanations or examples in the book? (Connection to Dendrites of Prior Knowledge) 3. {Prediction} Can I predict where this is going? (Anticipate what is next) 4. {Conceptual framework} How does this relate to the big pictur

The Goal is Transfer Learning !

As FYE instructors, we need to reinforce the content of our courses by helping the learner !

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understand facts and ideas in the context of a conceptual framework !

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organize knowledge in ways that facilitate retrieval and application

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develop a deep foundation of factual knowledge

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VERY IMPORTANT: both the instructor and the learner must identify the conceptual framework of subject or topic and reinforce the understanding of facts and ideas in the context of that conceptual framework.

Let’s consider a lesson on Campus Resources The learner brings prior knowledge, but far too often does not bring a deef foundation of factual knowledge about campus resources. !

Campus resource information is fairly straight forward and a great opportunity to start helping the learner to “hold new information in mind, step back mentally, and reflect before moving toward more demanding information such as career planning. !

Now, what we want the leaner to experience and develop is understanding campus resources while reflecting in the context of a conceptual framework while organizing the knowledge in ways that facilitate retrieval and application.

The Overarching Conceptual Framework: !

What is the Overarching Goal of FYE 105? !

We want the learner to be able to think critically and be able to solve problems as they negotiate the complex world of college. !

What do we want the learner to take from this unit about campus resources? !

We want the learner to be able to think critically and be able to make decisions as they find the need to call upon campus resources.

A Simple Example for Practice: FYE introduces students to campus resources to support the transition to college life and learning.

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There are some facts, such as the campus resources available, what services the resources offer, and their location, but that is merely isolated information.

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For future critical thinking and problem solving to occur, the learner needs to not only hold this information in mind, step back, and reflect as they learn about each campus resource, but they must also begin understanding what they are learning in the context of the conceptual framework of the course.

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For example, the Writing Center, its location, and services need to be understood and organized around the conceptual framework of the FYE course if the learner wants to be able to think critically and be able to make decisions as they find the need to call upon campus resources.

Writing Center Location FYE support the transition to college

Services Campus Resources

Learning skills

Reflection Prior knowledge: How well do I write?

Prediction: Am I likely to need help?

Conceptual Framework: How do the writing center services relate to supporting my transition to and success in college.

Critical Learning for Critical Thinking and Transfer Learning

Campus Resources

Learning Skills

FYE: support the transition to college

Reflection Prior knowledge: How well do I write?

Prediction: Am I likely to need the service? How is my grammar and spelling or punctuation?

Conceptual Framework: How does the writing center services relate to supporting my transition to college?

Writing Center (services, location)

Reflection Prior knowledge: How well do I write?

Prediction: Am I likely to need the service?

Conceptual Framework: How does the writing center service relate to supporting my transition to college?

campus resources

services

FYE transition to college Writing Center

Working Memory

Critical Learning for Critical Thinking and Transfer Learning

Campus Resources

Learning Skills

FYE: support the transition to college

Writing Center (services, location)

Reflection Prior knowledge: How well do I write?

Prediction: Am I likely to need the service?

Conceptual Framework: How does the writing center service relate to supporting my transition to college?

Instead of only 4 items being available in working memory, the whole neural network is available in working memory

Reflection

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I am having difficulty writing the paper for my class.

difficulty writing paper

Working Memory Facts and ideas understood and organized in the context of a conceptual framework build interconnected synaptic connections that are retrieved as a whole overriding the limitations of working memory, as well as faster retrieval.

Dendrites Myelin Sheath

Axon

Neuron Ends Cell Body

Focus your attention on something new, and you make new connections. !

Reflection involving re-exposure with elaboration strengthens the neural pathways for the information under focus. Most important - every reexposure builds an additional layer of myelin improving the speed of transmission, precision and timing.

Core Mental Processes •understand facts and ideas in the context of a conceptual framework - Identify or create the conceptual framework - Construct, relate, and systematically organize the meaning of concepts in the context of the conceptual framework - Predict: Our brains are structured to remember novel events that are unexpected. Because our brains are encoded to make and respond to predictions, they are particularly stimulated when they predict one effect and experience a different one.

•develop a deep foundation of factual knowledge, Re-exposure with elaboration:

Reflection •writing - summarizing •internal dialogue •inquiry questions

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organize knowledge in ways that facilitate retrieval and application Mentally mind map:

•by organizing facts and ideas under the conceptual framework

Strengthening Neural Networks ! and !

Increasing Myelination!

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Fixed Time Intervals for Re-exposing and Elaborating !

1.As the reader identifies what is important while reading, stop re-expose ones self to the information and elaborate on it (have an internal dialogue, what do you already know about what you are reading, write about it (take notes in your own words), explain it to yourself out loud.) !

2.When you have read a new topic or paragraph, explain to yourself what you have just read; this is re-exposure to the information.

Note: This time interval and the remaining time intervals take advantage of the opportunity to strengthen newly grown dendrites and lay down myelin. ! •When you finish studying, take a few minutes to re-expose yourself to the information and elaborate. ! •KEY: Within 90 minutes to 2 hours, re-expose yourself to the information and elaborate. (Rule: always apply reflection mental processes as important information is encountered.) ! •Review again the next day as soon as you can.

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Again, information alone without the mental processes of critical thinking and problem solving limits the application potential of that information.! !

Along with the information, the FYE learner needs to be able to use the information to:! !

• • • • • •

evaluate choices,! calibrate of risk and reward, ! solve problems ! prioritize ! thinking ahead, ! do long-term planning!

!

The mental processes for doing so have to be taught along with the content information for most FYE learners.