70 When Every Hand is a Winner: Developing Critical Thinking with a Card Game Deborah Davis Velery Fasano Jennifer Starling Texas A&M University-Central Texas Abstract Increasing student’s critical thinking is the focus of many current education discussions. Experts in reading agree that the keys to building critical thinking include: engagement, novelty, cooperative learning, and discussion. Wiggins and McTighe (2005) insist that deep learning and critical thinking can be developed by using questions based on six facets of understanding: explain, interpret, apply, see from various points of view, empathize with various participants, and thinking metacognitively about each subject or element of study. This article describes how these ideas were turned into a card game to not only motivate students to participate but to engage students in critical thinking. Increasing the ability of students to Tom Torlakson, revealed that like Texas, think critically is at the forefront of California was also moving into a focus discussions in education. In fact, a on developing critical thought, “like the simple search of the Reading Teacher new standards, state testing will focus journal archives using the term “critical on critical thinking and problem-solving thinking” reveals sixteen articles from skills” (Calvert, 2013, p. 2). The 2013 and forty-two from 2012. It is not American Federation of Teachers just the authors from The Reading President, Randi Weingarten, proves Teacher who are thinking about critical this is a national focus in her statement thinking, but the test makers, policy “the common core is about problem- makers, teachers and parents also seem solving, critical thinking and teamwork” to be engaged in the conversations (Bloom, 2013, p. 2). Even President regarding critical thinking (Bloom, 2013; Obama refers to the need for increasing Obama, 2009; Texas Education Agency, critical thinking in the education of all 2012). The Texas Education Agency students (Obama, 2009). (TEA) demonstrated their commitment to critical thinking when they stated, Critical thinking is not a new idea or “Even at the initial phase-in level, the topic of conversation for teachers. STAAR passing standards require Teachers recognize the value of critical students to demonstrate more in-depth thinking in the process of educating knowledge, critical thinking, and children. This recognition is application skills than did the Texas demonstrated in their efforts to take Assessment of Knowledge and Skills their students beyond the boundaries of (TAKS)” (TEA, 2012, para. 3). The teaching-to-the-test and just teaching California Superintendent of Instruction, what is in the book (Wiggins & McTighe, Texas Journal of Literacy Education Volume 1, Issue 1 71 2005). Unfortunately, critical thinking is teacher intentionally sets up the hard to teach (Ennis, 1993). One discussion environment. method of teaching critical thinking is through the process of infusion. The Wiggins and McTighe (2005) point out infusion of critical thinking instruction in that the intentionality to create an subject-matter requires the teacher to environment in which students make incorporate critical thinking through relevant, deep connections to learning explicit teaching, modeling and must enable the student to focus on a scaffolding (Ennis, 1989) However, for concept from many points of view. teachers who have yet to metacog- They must be able to explain, interpret, nitively assess their own critical thinking apply, see from various points of view, skills, making this type of thinking empathize with various participants, explicit is difficult. and think metacognitively about each subject or element of study. Teachers Motivation is certainly one of the most understand the need to provide these important factors in developing learning kinds of learning experiences in their and increasing critical thinking abilities classroom. The problem is that in (Ennis, 1996; Williams & Williams, today’s test driven, over planned, 2011). Games create an opportunity for sometimes scripted school day, the students to become motivated because teachers are not sure how to effectively games, by nature, lead to some form of and efficiently provide opportunities to increase in knowledge (Garris, Ahkers & promote critical thinking. Driskell, 2002; Gee, 2003; Prensky, 2006). It is that increase in knowledge Purpose of Study that produces an intrinsic appeal to the Research has shown that helping activity or situation. This appeal can students to thinking critically in today’s result in repeated engagement, classroom is difficult for a multitude of persistence, and focus (Jensen, 2005). reasons. Thus, the purpose of this study is to examine how a new card game can There are many ways to engage help teachers provide this type of students, with novelty, emotional learning. involvement, and cooperative learning being among the top characteristics Developing the Card Game found in the most engaging strategies Picking the Words on the Card and learning experiences. In addition, The words on the cards were selected teachers should employ more coopera- specifically to provide a framework for tive learning, active learning, talking and defining understanding as a multi- collaborating (Zemelman, Daniels, & faceted process so the student would Hyde, 2005). However, these ideas of begin to know the process of under- collaboration, engagement, and standing is more than just memorizing discussion are wonderful but cannot be to pass a test. The words for the game expected to happen in a way that are intentionally selected to teach on maximizes student learning unless the many levels associated with the new Texas Journal of Literacy Education Volume 1, Issue 1 72 Bloom’s Taxonomy as well as the qual- used to discuss any topic or text. The ifications for Wiggins and McTighe’s Six possibilities are limitless. Facets of Understanding (2005) as demonstrated in Table 1 located at the Playing the Card Game end of the article. The game was used to help the graduate students prepare for their final Because the words are selected in a way exam. The class of 24 students split into to provide students with a learning groups of four to six. Each group was experience that looks at information provided with a deck of pre-made cards, from a variety of difficulty levels as well an exam study guide, containing study as a variety of viewpoints, students are topics from class, and a guide to explain guided into a process for developing the words. The guide to explain the critical thinking. As the students discuss words was provided because there was from the varied viewpoints, their not enough time to pre-teach the knowledge base is deepened as well as words. Students were then instructed widened with the addition and refine- to play any card game with the ment of information thus scaffolding stipulation that at the end of each hand critical thinking. the winner would select the topic from the study guide and a word from the Creating the Discussion Guide Card winning hand for the group discussion. The development of critical thought can After class, two of the students came be easily achieved through a discussion forward with a desire to relay their guide set within a simple card game. experiences and collaborate on the Using the card game as a motivator, as composition of an article. well as the structure for the discussion, students will talk about the text topic Velery’s Experience using the discussion words from their Within the college study group, Go Fish winning hands. If the student is able to was the chosen, and whoever won each discuss the topic using the word, he/she hand was to pick a subject from the gets to keep the winning points. The study guide to discuss. This was a very words printed on the deck of cards engaging cooperative activity that serve as the guide for discussion (Table promoted problem solving skills, and 2). created a comfortable environment to teach and learn. As the group dis- Although these words appear to be very cussed, all participants were teaching high-level, students at any age may be each other, while learning from each led into an understanding of what the other, as well. It was exciting to see words mean and how to use them. who was going to win the hand by Students will experience a greater obtaining a pair of cards and what they success rate if the words are pre-taught were going to pick from the guide as our as well as modeled. The cognitive skill discussion topic. It boosted all of the necessary to use these words to guide participant’s critical thinking about the discussion also needs to be pre-taught concepts on the study guide and helped and modeled. These words may be everyone feel like prepared for the test. Texas Journal of Literacy Education Volume 1, Issue 1 73 It also created a powerful and engaging learning atmosphere. Conclusion There are several expectations of the Jennifer’s Experience card game. First, as students are given This group had fun playing the card the opportunity to repeat the game, game. It was easy to learn while being they will begin to tailor their personal engaged in the game and discussion. learning to enable them to discuss the While holding the cards, one could look topic or information using the words through the words accessing prior found on the card discussion guide. knowledge to determine personal Second, once this thinking process understanding of the topic. When it becomes internalized, students will was time to talk about the information, abandon surface memorization and participation in the group discussions adopt a more thorough understanding was easier. The opportunity to discuss of information which is necessary for the information in an engaging way critical thought. Third, the type of provided an exciting learning experience thinking developed through the use of that inspired writing on this activity. the discussion cards embodies the principles and processes for critical Based on these retelling of these thinking and creates the opportunity for experiences with the game, it is clear these principles and processes to that the card game provided an become habit. engaging opportunity to participate in an active cooperative learning This is certainly an exciting time to be a experience. Moreover, this game student. With the focus on critical provided the venue for each to expand thought and the information and tools their critical thinking skills through available to guide and motivate engagement, discussion, cooperation students, there is no reason for the and focused attention to recall related classroom to be anything other than to a discussion guide. It is evident that exciting, engaging and educational. By the card game has the potential to engaging students, using a variety of promote learning in a way that words to guide discussion and focusing educationally and emotionally impacts on the many facets of understanding, the student. Apart from the student this card game has the possibility to experience, it is important to keep in become a powerful and indispensable mind that this deck of cards is designed tool in the educator’s toolbox. to produce a change in what students perceive it means to understand. Texas Journal of Literacy Education Volume 1, Issue 1 74 Table 1 Alignment of Words Six facets of Bloom’s Card game Words Understanding Taxonomy Explanation Remember/ Explain Articulate Understand Application Application Apply Use Interpretation Analysis Analyze Interpret Empathy Consider Empathize Perspective Evaluate Experience Associate Perceive Self-knowledge Self-Illuminate Self-Explicate Texas Journal of Literacy Education Volume 1, Issue 1 75 Table 2 Card Discussion Guide Explanation of the Word Card Value Word on Card Adapted from Wiggins and McTighe (2005) Ace Explain Tell all you know about the topic. Give examples, make connections to other ideas, and prove your knowledge. King Interpret Show or tell the importance of the learned information. Make sense of it. Show the meaning by telling a story. Queen Apply Demonstrate how the information may be used. Tell how it is used in real life or why it is important in real life. Jack Empathize Tell how this information would affect someone else or how someone else might look at it. 10 Associate Make connections to other knowledge or situations. 9 Consider Think how this information can/might affect you personally. What can you do or avoid by having this knowledge? 8 Self-Illuminate What do you think you understand and how do you know you understand it? Talk about what you are unsure of. 7 Experience Think about your involvement with this information and describe your experience with the information and the learning process. 6 Articulate Explain all you know about the information. Give examples, make connections to other ideas, and prove your knowledge. 5 Analyze Determine the different elements in the information and tell how they fit together. Verbally take the information or idea apart. 4 Use Demonstrate how this information may be used. Tell how it is used in real life or why it is important in real life. 3 Perceive Think how this information can/might affect you personally. What can you do or avoid by having this knowledge? 2 Self-Explicate Explain what you think you understand and how you know you understand it. Talk about what you are unsure of. Texas Journal of Literacy Education Volume 1, Issue 1 76 References Bloom, M. (2013). AFT President Randi Weingarten’s New and Improved Definition of the Common Core. Retrieved from http://stateimpact.npr.org/ohio/2013/05/14/aft-president-randi-weingartens- new-and-improved-definition-of-the-common-core/ Calvert, K. (2013). New state exams will test critical thinking, problem solving. Retrieved from http://www.kpbs.org/news/2013/jan/08/new-state-exams-will- test-critical-thinking-proble/ Facione, P.A., (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrea, CA: The California Academic Press Ennis, R. H. 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Paragon House Texas Education Association (TEA, 2012). Initial STARR results released. Retrieved from http://www.tea.state.tx.us/news_release.aspx?id=2147507166 Wiggins, G. & McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Pearson. Williams, K. C., & Williams, C. C. (2011). Five ingredients for improving student motivation. Research in Higher Education Journal, 12(August), 1-23. Retrieved from http://www.aabri.com/manuscripts/11834. Zemelman, S., Daniels, H. & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America schools. Portsmouth, NH: Heinemann. Texas Journal of Literacy Education Volume 1, Issue 1