Writing Critical Thinking Questions: A Discussion of the Pacific Crest Learning Module

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Facilitator(s)

Tris Utschig, Academy Director of Professional Development

Why?

Critical thinking is a skill everyone agrees is important, yet few feel it is widely practiced with high quality. Practicing critical thinking, like any other skill, can lead to improvement. So, how can we effectively and efficiently create the conditions for high quality practice of critical thinking to help people grow their critical thinking capability? By writing critical thinking questions that produce high-quality practice! Participating in this session will provide the opportunity to hone your skills in writing critical thinking questions that can help any learner become a stronger critical thinker.

Learning Objectives

• Describe how to write CTQs for any learning context that target different Levels of Learner Knowledge and avoid questioning traps
• Explore criteria for writing high quality critical thinking questions

Performance Criteria

• Engage having fully prepared by completing the module and drafting thoughts for the exploration questions
• Contribute meaningfully to discussion using one or more appropriate roles to help develop your team’s response to the session CTQs
• Work to generalize your understanding of how to write CTQs by continuously thinking of new ways to use them and/or new contexts where you can use them

Plan

Prior to the workshop:

1. Learning module completion: Enroll and engage with each part of the Learning Module prior to the workshop.
   1. Accomplish this by visiting https://sowl.co/s/bn7eah, which is the link to purchase access.
   2. It is $4.00 and the user receives a pdf with the URL and instructions for logging in, as well as the enrolment key.
   3. The module itself allows for multiple ‘attempts’ and is not graded (though quiz answers are marked as correct or incorrect).
   4. Users are given the opportunity to download responses to all essay-type questions.
2. Respond to the Exploration Questions on the appropriate topic of the workshop forum, prior to the workshp.

Exploration Questions

Answer the following questions and post them on the appropriate topic of the Forum for this workshop session.

1. What are the five levels of knowledge and how do they map onto the three types of critical thinking questions?
2. What are the salient structural features that distinguish how each of the three types of critical thinking questions are written?
3. What is a specific example of where you would like to apply critical thinking questions to improve learning (e.g. a course, a working group, or other learning context you manage)?

During the workshop (45 min):

1. Welcome: Introductions and reasons for attending
2. Preparation: Review responses to Exploration Questions
3. Split into small groups for discussions. Use the following roles:

• Manager: keep track of time, facilitate completion of task, ensure equitable participation, contribute meaningfully to discussion
• Recorder: synthesize discussion and post results to Academy forum, contribute meaningfully to discussion
• Spokesperson: respond for team to report insights about achievement of learning objectives, contribute meaningfully to discussion
• Reflector: assess use of roles to elevate performance and share with group as you move along, contribute meaningfully to discussion

4. Groups should discuss the following Critical Thinking Questions, responding to each on the Academy Forum.
   
   Critical Thinking Questions
   1. What are some common questioning traps that might occur in your field? Why?
   2. What level of knowledge is most appropriate to shoot for (and with what type of CTQ) in your context? Why?
   3. How do you go about writing a quality factual question? Convergent question? Divergent question?
   4. How can CTQs be employed in non-traditional learning contexts such as for self-directed learners, in a mentoring or coaching relationship, or in informal learning settings?
5. Report out: Share deep insights showing how learning objectives have been achieved
6. Assessment of the session using the session assessment feedback form

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