Transcript College Student Development and the Stages of Critical Thinking

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Seven-Layer Dip:
College Student Development and the
Stages of Critical Thinking
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Dr. Kriss Boyd, Executive Director
Mr. Adrian Garza, Senior Adv. I
Ms. Amy Connolly, Senior Adv. I
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Developmental Processes Relevant to College Students:
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Chickering’s Seven Vectors of Identity Development
Super’s Theory – Five Stages of Career Development
Holland’s Theory – Six Types of Work Environments
Lorin Anderson’s revision of Bloom’s Taxonomy
Kohlberg’s Theory – College Student Moral Development
Seven Stages of Critical Thinking
Steele’s Five That Help College Students Make Good
Decisions
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Chickering’s Seven Vectors of Identity Development:
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Developing competence
Managing emotions
Moving through autonomy toward interdependence
Developing mature interpersonal relationships
Establishing identity
Developing purpose
Developing integrity
http://www.cabrini.edu/communications/ProfDev/cardevChickering.html
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Super’s Theory – Five Stages of Career Development:
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Growth: Birth-14
Exploration: 15-24
Establishment: 25-44
Maintenance: 45-64
Decline: 65+
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 Relevant Subsets of Exploratory Stage:
Age
Tasks
14-18
18-21
21-24
Plan a tentative vocational goal
Firm the vocational goal
Training and initial employment
http://taracat.tripod.com/careertheory1.html
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Holland’s Theory – Six Types of Work Environments:
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Realistic
Investigative
Artistic
Social
Enterprising
Conventional
http://www.careerkey.org/choose-a-career/hollands-theory-of-career-choice.html
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Lorin Anderson’s revision of Bloom’s Taxonomy of
Knowledge:
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Remember
Understand
Apply
Analyze
Evaluate
Create
http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
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Kohlberg’s Stages of Moral Development:
Level 1: Preconventional
Stage one: Heteronomous Morality
- Children obey rules to avoid being punished
Stage two: Individualistic, Instrumental Morality
- A child follows rules that benefit the person, but
begins to compromise for other’s needs
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Kohlberg’s Stages of Moral Development:
Level II: Conventional
Stage Three: Interpersonally Normative Morality
- Student models ‘good behavior’ of important
people.
Stage Four: Social System Morality
- Behavior reflects duty to a society in which morals
are established by the people.
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Kohlberg’s Stages of Moral Development:
Level III: Post-conventional or Principled
Stage Five: Human Rights and Social Welfare Morality
- Student promotes fundamental human rights and
welfare for all.
Stage Six: Morality of Universalizable, Reversible, and
Prescriptive General Ethic Principles
- There is equal consideration of others and self.
http://studentdevelopmenttheory.wordpress.com/morality/
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Critical Thinking as Defined by the National Council for
Excellence in Critical Thinking, 1987
Critical thinking is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from,
or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and
action.
https://www.criticalthinking.org/pages/defining-critical-thinking/766
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Sheffield and Rubenfeld discussed the following stages
of Critical Thinking:
1. Analyzing
Separating or breaking a whole into parts to discover their
nature, function and relationships
2. Applying Standards
Judging according to established personal, profession or
social rules or criteria
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Stages of Critical Thinking:
3. Discriminating
Recognizing differences and similarities among things or
situations and distinguishing carefully as to category or
rank
4. Information Seeking
Searching for evidence, facts or knowledge by identifying
relevant sources and gathering objective, subjective,
historical and current data from those sources
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Stages of Critical Thinking:
5. Logical Reasoning
Drawing inferences or conclusions that are supported in or
justified by evidence
6. Predicting
Envisioning a plan and its consequences
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Stages of Critical Thinking:
7. Transforming Knowledge
Changing or converting the condition, nature, form, or
function of concepts among contexts
B.K. Scheffer and M.G. Rubenfeld, Critical Thinking: What Is It and How Do We Teach It?, Current Issues in
Nursing, J.M. Grace, Rubl, H.K. (2001).
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Five phases George Steele listed to help students make
good decisions with suggestion actions that will
encourage growth in critical thinking skills:
1. Open the interview
- Ask about the student’s comfort
- Acknowledge that change/growth takes work
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Steele’s Five Phases:
2. Identify the problem
- Ask what may be required to make desired progress
- Discuss pros and cons of choices
- Discuss the students’ strengths and weaknesses related
to choices
3. Identify possible solutions
- Encourage the student to do the research to identify the
range of options
- Ask the student to identify a timeline for completion
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Steele’s Five Phases:
4. Take action
- Encourage the student to identify incremental goals
- Set a time/date for a follow-up appointment for the
student to discuss progress
5. Summarize the transaction
- Ask the student to repeat the plan for addressing #3 and 4
http://www.nacada.ksu.edu/Resources/Clearinghouse/View/Articles/Decision-Making.aspx