Robert Jensen

“EXTRA!! EXTRA!! READ ALL ABOUT IT!”: 

“EXTRA!! EXTRA!! READ ALL ABOUT IT!” Getting Behind the News to Develop Critical Thinking Skills & Information Competencies

A Roadmap for the Morning: 

A Roadmap for the Morning Getting behind the news: What does it look like? What are the learning objectives? What’s the context for this activity? Getting behind the news: Let’s do it. Getting behind the news: What was it like for you? Doing this in my classes: Let’s put our heads together and see.

Getting Behind the News: It Looks Like This: 

Getting Behind the News: It Looks Like This Start with a print news article. Read and analyze the news article. Conclusion Reasons Find and read the empirical research referred to in the article. Compare the news report with the actual research.

Slide4: 

Find and read additional research related to (but not noted in) the article. Compare the additional research with the news article and the research cited in the article. Re-examine the article’s argument in light of the empirical research. Write a letter to the editor based on your synthesis of the news article and the empirical research.

Learning Objectives I: 

Learning Objectives I Write out the argument (i.e., conclusion and reasons) found in a newspaper article. Distinguish relevant from irrelevant text. Reading fluency and comprehension. Find and highlight in some way any research referred to in the article that is related to the argument. Note: Author name(s) Location of the original research report Date of publication (month, year)

Learning Objectives II: 

Learning Objectives II Find the original research report. In a print journal On the World Wide Web Compare/contrast the original research report with the news article. Find a second research report. Compare/contrast with the news article and the first research report.

Learning Objectives III: 

Learning Objectives III Write a letter to the newspaper editor. ORGANIZED, COHERENT, and FOCUSED State the point of the news article. State key concepts from the news article. State key elements of the research. Evaluate the research. Synthesize concepts and research results from the news article and research articles.

Context: The Course: 

Context: The Course Senior capstone course for psychology majors (has included philosophy, English, & liberal studies majors). Title: Controversial Issues in Psychology

Course Elements: 

Course Elements Foundation Argument analysis conclusion reason(s) Argument evaluation word ambiguity evidence analogies Application Writing/speaking one’s own position Analysis & evaluation of others’ arguments Media analysis & evaluation

Context: Critical Thinking Principles: 

Context: Critical Thinking Principles Browne & Keeley: Asking the Right Questions. A Guide to Critical Thinking. They focus on specific elements of critical thinking which are: identified described practiced

Elements I: 

Elements I What the writer wants me to think/conclude. The writer’s support (reasons). Identify different types of reasons. Write out the reasoning structure.

Elements II: 

Elements II Evaluating the argument. Word ambiguity Reasons Analogies Appeals to authority Case studies Personal experience Research evidence Look for rival causes

Context: Learning Principles: 

Context: Learning Principles Critical thinking is thinking. The thinking here involves talking to oneself. Students have already learned to do this. Students are asked to talk to themselves in response to what they read in the class.

Context: Learning Principles: 

Context: Learning Principles Not all the words read are relevant to thinking critically. So, a student’s talking must be in response to only some of the words in a text, but not to others. Learning process: discrimination Student is prompted to look for cues in the text Student responds and receives feedback Occurs repeatedly

Context: Learning Principles: 

Context: Learning Principles Conceptual responding emerges. “conclusion” vs. “non-conclusion” “reasons” vs. “non-reasons” “argument” vs. “non-argument,” etc. Students are prompted to talk out loud about and “reflect on” (i. e., talk to themselves about) their own thinking.

GETTING BEHIND THE NEWS: 

GETTING BEHIND THE NEWS Let’s Try it Out

GETTING BEHIND THE NEWS: 

GETTING BEHIND THE NEWS What Was It Like for You?

DOING THIS IN MY CLASS: 

DOING THIS IN MY CLASS Let’s Put Our Heads Together and See