Translate This Page
Humor:
Teacher: You missed school yesterday, didn’t you?
Pupil: Not very much!
A summary for my
Researching Journal
Article about:
Critical Thinking : 9
Critical thinking and higher education
‘Adventures of Discovery’
Critical thinking blasts through the surface level of
a topic. It
reaches beyond the who and the what
and launches students on a learning
journey that
ultimately unlocks a deeper level of
understanding. Teaching students how to think
critically helps them turn information
into
knowledge and knowledge into wisdom. In the
classroom, critical
thinking teaches students how
to ask and answer the questions needed to
read
the world. Whether it’s a story, news article,
photo, video,
advertisement, or another form of
media, students can use the following
critical-
thinking strategies to dig beyond the surface
and uncover a
wealth of knowledge.
Four barriers often impede the integration of
critical thinking in education:
(1) lack of training,
(2) lack of information,
(3) preconceptions, and
(4) time
First, teachers often are not trained in critical thinking
methodology. Elementary and secondary teachers know
their content and receive training in the methods of
instruction, but little if any of their training is devoted
specifically to how to teach critical thinking skills. Post-
secondary instructors pursue additional content-based
instruction during graduate school, but often have no formal
methodological training, much less skill-based instruction.
Second, few instructional materials provide critical thinking
resources (Scriven &Paul, 2007). Some textbooks provide
chapter-based critical thinking discussion questions, but
instructional materials often lack additional critical thinking
resources.
Third, both teachers and students have preconceptions
about the content that blocks their ability to think critically
about the material. Preconceptions such as personal bias
partiality prohibit critical thinking because they obviate
analytical skills such as being fair, open-minded, and
inquisitive about a topic(Kang & Howren, 2004).
For example, many business educators still continue using
two spaces after ending punctuation even though typeface
experts have documented that today’s proportional fonts are
designed for one space (American Psychological Association,
2001, pp. 290–291; Chicago Manual of Style Online,2007).
A critical analysis of the information provided on this
typesetting topic would support the use of a single space;
however, strong biases for two spaces preclude many
business teachers (predominantly typing teachers) from
changing their opinion and adopting the acceptable
procedure.
Finally, time constraints are barriers to integrating critical
thinking skills in the classroom. Instructors often have a
great deal of content to cover within a short time period.
When the focus is on content rather than student learning,
shortcuts such as lectures and objective tests become the
norm. Lecturing is faster and easier than integrating project-
based learning opportunities. Objective tests are faster to
take (and grade) than subjective assessments. However,
research indicates that lecturing is not the best method of
instruction, and objective tests are not the best method of
assessment (Broadbear, 2003; Brodie & Irving, 2007).
Sample questions from all these studies
include the following:
What do you think about this?
Why do you think that?
What is your knowledge based upon?
What does it imply and presuppose?
What explains it, connects to it, leads from it?
How are you viewing it?
Should it be viewed differently?
These questions require students to evaluate the clarity and
accuracy of their thinking as well as the depth and breadth of
their thinking. Have they considered all the alternatives?
Do they know why they think the way they do?
Students need to determine whether the content they are
using is relevant and if their thinking process is logical.
By questioning their thought process, students can begin
thinking about their thinking.
.
Research on questioning methodology also suggests that
instructors should wait for student responses ).
Too often, the students’ silence is filled by the instructor re-
wording the question or asking a different student for a response.
However, most students need at least 8 to 12
seconds to process and formulate their response, especially in
critical thinking situations (Schafersman, 1991).
If a question is based on rote memory recall, speed may be
relevant; however, thinking requires time and patience.
Give students the time they need to think critically.
The problem-solver works through a case study or activity
by responding to questions from the peer coach.
The IDEALS are to Identify, Define, Enumerate, Analyze,
List, and Self-Correct:
I identify the Problem: What is the real question we are facing?
D Define the Context: What are the facts that frame this
problem?
E Enumerate the Choices: What are plausible options?
A Analyze Options: What is the best course of action?
l list Reasons Explicitly: Why is this the best course of action?
s self-correct: Look at it again ... What did we miss?
This problem-solving technique guides students through the
critical thinking process and utilizes learner collaboration.
Similar strategies include integrating project-based learning
activities that require students to apply their knowledge by
constructing a real-world product. As a final guide to student
practice, use peer assessments to facilitate students’ critical
thinking and meta-cognitive skills