This course is designed as a framework for engaging students in active, critical thinking through content area subjects within the regular classroom. As a global society, it is imperative that students learn to base their thinking on reasoned judgment and for that they need critical thinking skills. This course blends theory and practical application so teachers can ready their students for the lifelong journey of being critical thinkers. The strategies and topics discussed in this course make a positive difference in academic levels for students when applied to the classroom.
Carlow University ED 630 • The College of Saint Rose EDC 694
Please note that this class is currently offered as a face-to-face class only.
The required text for this course is Developing Minds: A Resource Book for Teaching Thinking, 3rd Edition by Arthur L. Costa. 978-0-8712-0379-3
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
Assignment: Compare the delivery of the content area that you instruct to the thinking and reasoning skills identified from the McREL research. Provide a written analysis of your findings.
Assignment: Reflect on Costa’s Habits of Mind and Paul’s Elements of Reasoning. Note similarities between the two as relevant to critical thinking characteristics and skills.
State the similarities (chart form is okay) and discuss two elements that you believe relate to characteristics of critical thinkers.
Assignment: From your readings in this session and the text, outline the importance of teaching critical thinking in your classroom.
Assignment: Reflect on reading in session.
Assignment: Target five Socratic Questions to incorporate into a lesson you will use with your students. Present the framework for the lesson. Suggest an anticipated response to each question.
Assignment: Compare and contrast the problem solving-model with Problem-Based Learning and discuss how you will use it in your instruction.
Assignment: Select an article in Section VII of the text that is meaningful to you. Discuss how the article will impact your teaching and changes that will occur as a result of your knowledge.
Assignment: Develop a plan to implement the critical thinking skill strategies which you have learned through this course. Include reflections on the checklist for critical thinking programs. In your plan describe areas you will target for one year. Also reflect on resources that you will need to implement this plan.
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.