Institute/Session Summary:

The link between active engagement in the learning process and critical reading and thinking strategies has been well established through research in the field of education (Menjuk, 2003). Yet, even though we know that students need to be actively engaged, the problem of how to do that can remain elusive. Educators need instructional strategies that allow for individual differences yet challenge and motivate all students.

This session is designed for classroom instructors who wish to encourage active engagement, critical reading, and critical thinking. Student dispositions toward critical thinking, instructional strategies for learning activities and an academic problem solving model will be shared. Handouts of disposition models, assignment templates and samples, and a reference list will be provided.

Since not all students view learning in the same way, it is helpful to consider the variety of dispositions to learning that may exist in any classroom. William PerryÂ’s (1970) model and the more recent Wolcott/Lynch (2006) model are helpful in designing and applying learning strategies that will engage all students. Participants, in this session, will be provided with handouts and discussion that describe learning dispositions and an opportunity to match student writing samples with identifying characteristics on a hybrid intellectual development model.

Understanding student dispositions to learning can provide a foundation for providing meaningful instruction and class activities. Kurfiss (1988) found that professors often give assignments that require critical reading and thinking skills but leave students on their own for acquiring those skills. In order to help students develop their critical thinking skills it is necessary to provide scaffolding activities that can nudge (Cross, 1981) them along in their intellectual development. Participants will be introduced to several templates and sample assignments that provide scaffolding to help students develop their critical reading and thinking skills. Discussion will be provided on how these assignments actively engage students in the learning process.

Finally participants will have the opportunity to create possible applications for the assignment templates in their own classes. The presentation will culminate with the sharing of participant ideas.

The presenters both teach critical reading and thinking at California State University, Fullerton. They have a combined 35 years of experience teaching college reading classes. Both are active members of CRLA and have served in a variety of capacities including co-authoring the CRLA position statement on Rights of Adult Learners.

Informal Listing of References

Cross, K.P. (1981). Adults as Learners.
Kurfiss, J. (1988). Critical Thinking: Theory, research, practice, and possibilities.
Menjuk, P. (2003). Linguistics and the Teaching of Language Arts, in Handbook of Reasearch on Teaching and Learning the English Language Arts.
Perry, W.G. (1999). Forms of Ethical and Intellectual Development in the College Years.
Wolcott, S. (2006). College Faculty Handbook: Steps for Better Thinking

Presenter1 Name: Kathryn Bartle Angus
Presenter1 Institution: California State University, Fullerton
Presenter1 Bio: Kathryn Bartle Angus earned an MS in Education with a specialization in Reading at California State University, Fullerton. She has been teaching academic reading and critical reading and thinking classes at California State University Fullerton for over 20 years and is the currently serving as the coordinator of the Undergraduate Reading Program. Kathryn is a frequent CRLA presenter and co-author of the CRLA Position Statement on Rights of Adult Learners.

Presenter2 Name: JoAnne Greenbaum
Presenter2 Institution: California State University, Fullerton
Presenter2 Bio: JoAnne Greenbaum earned an MS in Education with a specialization in Reading at California State University, Fullerton.   JoAnne teaches undergraduate critical reading and thinking courses at California State University, Fullerton.  Additionally, she teaches a postsecondary reading strategies course that is part of the Online Postsecondary Reading and Learning Certificate program developed at CSUF.  JoAnne has served CRLA as a co-leader of the College Reading SIG since 2004, and she is a co-author of the CRLA Position Statement on Rights of Adult Learners.