Thinking Critically about the Teaching of Critical Thinking
Bill Roberson, Ph.D.
University at Albany, Statue University of New York
Fall 2010 Teaching Effectiveness Institute
Friday, August 13, 2010
Are we really successful at teaching critical thinking? To answer this question, participants in this interactive workshop will learn about the challenge of teaching critical thinking and experience practical, immediately usable notions of critical thinking, which will help make visible what is often left invisible in the work of the university faculty. Participants will experience a sequence of increasingly complex learning activities designed to clarify the challenge of teaching critical thinking. The final outcome of the workshop will be participants’ application of “A Simple Plan,” which can be used by anyone across disciplines to develop assignments that promote critical reflection. In this workshop participants will be asked to assume the role of learners in unfamiliar contexts, and experience the excitement of challenges that foster an authentic engagement with new ideas. This workshop will benefit both new and experienced faculty from all disciplines as they consider incorporating critical thinking in their teaching.
- Session 1 - Thinking Critically [PDF] (4.5 MB)
- Session 2 - Let Data Drive Inquiry [PDF] (7.8 MB)
- Session 3 - The Courage to Think [PDF] (9.0 MB)
- Session 4 - Mastering the Interactive Lecture [PDF] (1.0 MB)
Bill Roberson is the Director of Institute for Teaching, Learning & Academic Leadership at State University of New York at Albany. He has been in pursuit of teaching excellence since 1987 and this pursuit has become the focal point of his professional activity and practice in curricular and instructional innovation. His primary area of interest is the design of courses, activities and assignments that ensure intellectual engagement of students and the development of their ability to think critically. Dr. Roberson draws on examples from a range of disciplines as well as professional fields to show the transferability and universality of key cognitive structures and processes that shape learning and teaching. Foremost, he is an advocate for transforming the way we define and structure learning experiences for novices in our disciplines.
Last Updated: 7/18/2014