Researcher, Academic Writer, Web developer
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June, 2023S
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PhD
in
Abstract
The major challenges confronting society are complex and
interdisciplinary, and current solutions to today’s and tomorrow’s
intractable problems are not working. This complexity requires
a different type of professional; one who is equipped to work in
a very different and collaborative way to find new solutions.
This paper disentangles the impact of critical thinking skills
across education policy, curriculum and assessment in the age
of (AI) on the education process. It discusses the education
processes and the importance of thinking critically for a student
who attends any education program. Developing the ability to
think critically is an important element for modern education
approaches and models.
The policy covers (AI) use for personalized learning, enhanced
resource discovery, adaptive feedback, learning analytics,
formative and summative assessments, and exam proctoring.The key finding from this study, contrary to extant findings,
is that this study intends to give a framework on the concept
of thinking critically while setting an education policy, teaching,
learning and means of assessment. All fields must work
together and simultaneously to improve
education. The skill of
thinking critically is generally accepted as a very vital stage in
every field of learning, particularly in the last decades.
This research study pays the attention to the importance of
implementing critical thinking skill to form a good citizen that
can solve problems, make a decision, do a project, do a task,
do a case study, express himself democratically and do a
research in team work.
Critical thinking is one of the twenty-first-century skills and an
essential aspect of formal education. The current study aimed
to analyze the education policy documents to get an
understanding of policy recommendations for developing critical
thinking in secondary students
These critical thinking skills are needed inside the classroom.
Lesson should be carved with life skills ingrained in them to
sow in students a positive attitude consisting of self-reliance,
emotional, social competencies and interpersonal skills.
The ability to understand another person’s perspective and see
the world through another person’s eyes is beneficial for all
forms of social
interactions and relationships.
As students start to ask themselves “What is life like for that
person?” and “How can I relate to their experience to understand
how they feel?” they will begin to expand their worldview and
ability to solve problems.
Research Aims :
1-I need to help my education community
2-I need to help my country, Egypt.
3-I need to offer my education solutions to the whole world.
4- I add new ideas thoughts and knowledge to humanity.
5-My research contributes to my current work in my field.
6- I implement my research practically inside all education
associations.
Research Case Study ( 2 ) :
East Anglia University, Norwich schools, Norfolk, East
Anglia, England, UK
I was sent to the East Anglia University, Norwich, Norfolk,
England, UK as a governmental education scholarship.
In the UEA, professors taught us about the British Curriculum
theoretically. I was sent to primary, middle, high schools and
different colleges to see the piratical side of our curriculum
inside the classrooms.
In a middle school in Norwich, inside a classroom, I was
introduced to the learners as an Egyptian teacher guest from
Egypt. I was asked by 2 learners inside the classroom about
ancient and modern Egypt. The dialogue changed into projects
to do. The class learners made a decision to go on a trip to
London to do their projects using the critical thinking practically.
learners were divided into 4 groups to do projects.
Group: 1 :
Group 1 was asked to do a practice, research and analysis
comparison between ancient and modern Egypt using my
guide as a source of knowledge and a visit to the school library
to explore more knowledge. It was a
case study.
Group: 2 :
Group 2 was asked to do a practice, and synthesis research
of a geographical project about Egypt in terms of its position,
weather and climate all over the year including temperature,
rains, pressure and winds for the 4 seasons. There, the learners
used the electronic earth design where they pointed to Egypt.
They discovered the temperature, saw the rains and heard
the sound of the winds of the weather of Egypt electronically in
the science museum of London .
Group: 3 :
Group 3 was asked to go to the science museum too in London,
to watch, explore, reason and argue the video events and
changes of the 4 stages of a volcano before, during and after
the volcano eruption and
wrote an evaluation report.
Group: 4:
Group 4 was asked to do an interview for the 3 tasks or projects
of the other 3 groups in the form of reasoning and arguments
Real communication was created efficiently. We were observing
and encouraging implementing the critical thinking skills.
The week after, with the attendance of Mrs Louis Black,
the representative of East Anglia University, the class
teacher, the 2 assistant teachers the school headteacher
and I met inside the same classroom. We worked as
monitors, supporters, cheerers and observers. All of us
were excited. The classroom teacher used her video
camera to register that wonderful educational event of
that academic assembly.
Every group presented their project. Group 4 evaluated the 3
tasks through a brainstorm, arguments and reasoning
discussion. All of us saw that lovely education festival happily
and excitedly. All the critical thinking skills were implemented
practically and wonderfully through all the 5 sides of the
education process:
(Critical thinking across Education policy, Curriculum and
Assessment must work together (simultaneously) to improve
education. All the fields were practiced collaboratively. No field
was ignored. There was a great harmony. That is exactly the
same vision, mission, aim and content of my PhD thesis.
The amount of information and variety of situations tackled on
a daily basis call for new cognitive functions, namely combining
knowledge, experience and intellectual abilities. Critical thinking
is valued as a higher-order type of reasoning and a skill
transversal to the educational organisms.
We introduce some definitions suggested in the literature, and
describe the cognitive functions responsible for critical thinking
used in learning and problem solving situations. We then present
the most used
assessment procedures, illustrating with
instruments as well as programs and curricular planning
implemented in the classroom to teach and develop
critical thinking.
Critical thinking emerges from the learning-teaching process,
being gradually and deliberately acquired, and assuming a
previous and symbiotic mastery of a set of basic skills, such
as reading comprehension, argument analysis and production,
or still, search for evidence to stand for a particular point of
view (Facione, 2010; van Gelder, 2005).
The term critical comes from the Greek word kritikos meaning
“able to judge or discern”. Good critical thinking is about making
reliable judgements based on reliable information.
The Foundation for Critical Thinking calls critical thinking the
“art of analyzing and evaluating thinking with a view to improving
it.” True critical thinkers take measured steps when considering
any important issue. They ask questions and gather information,
then form and test their conclusions. They are self-disciplined,
self-monitored and self-corrective; adhere to a high standard of
excellence; and keep an open mind.
Critical thinking is a higher-order cognitive skill that is
indispensable to students, readying them to respond to a variety
of complex problems that are sure to arise in their personal and
professional lives. The cognitive skills at the foundation of
critical thinking are analysis, interpretation, evaluation,
explanation, inference, and self-regulation. When students
think critically, they actively engage in these processes:
To create environments that engage students in these processes,
instructors need to ask questions, encourage the expression of
diverse opinions, and involve students in a variety of hands-on
activities that force them to be involved in their learning.
Critical thinking and Background:
1-CT and Jesus as a Model Teacher
Previous studies have proven that Jesus is “the Master of all
teaching,” “the Master Teacher par excellence,” “the supreme
Teacher,” “the perfect Teacher,” “the greatest Teacher,” “the
paragon of pedagogy,” and “the Master Teacher”
(Robertson, 2019; Hinsdale, 2018; Kuhlman, 1987; Alfonso, 1986).
All of these works have shown that Jesus has an excellent
teaching style, is a model of superior teaching art, and is
remembered as one of the world’s masters of the technique
of teaching (Guthrie, 1975). In addition, Kemp writes that
measured by the nature of the lessons He taught, by His
method of presenting them, by the number of persons whom
they reached, and by the results they have accomplished,
He was the greatest teacher of all teachers (Kemp, 1901).
Matthew explained that teaching is one of Jesus’ most prominent
activities (Didaskalos 12, Rabbi 2, dan Kathegetes 1) (Zuck, 2002,
p. 24). Williams
(1911) states six facts of Jesus as a model teacher:
1) Jesus was an ethico-religious teacher. He loves all men as
a Father loves His children. So men should love and trust Him.
Likewise, Jesus emphasized the ethical side of human life.
Men should love one another, as the Father loves the Son and
loves men. They should forgive one another. They should even
love their enemies. He taught that men could and should know'
God as their Father, and as His children should walk and live in
the light of His love; that they should recognize their fellowmen
as brothers, and as such should love and help one another in
all the relations of life.
2) Jesus was a conservative teacher. Jesus was not designedly
undermining the Old Testament teaching but was positively
building upon it a superstructure of the purest ethical and
religious teaching;
3) Jesus was a fearless teacher. He was fearless in the
presentation of those marvelous spiritual realities which He
knew the world needed. He was not afraid of the Scribes whose
teachings He necessarily opposed by teaching the spiritual
nature of the Kingdom and that love and service are greater
than external deeds which do not necessarily express a loving
heart.
4) Jesus was an exoteric teacher. Jesus did not teach abstract
truths; His language is concrete. He was a practical teacher.
He taught those truths that help to make life moral and religious.
He did not teach truth for the sake of its intrinsic beauty, but for
the sake of its power in molding character, conduct, and life.
He speaks in pictures. He uses figures of speech, the simile,
the metaphor, the apostrophe, the synecdoche, the hyperbole,
and the parable;
5) Jesus was an authoritative teacher. In Matt. 7:28-29, “the
crowds were amazed at His teaching, because He taught as
one who had authority,” meaning He did not resort to human
teaching for endorsement, as did the Scribes, He was an
original Teacher because He had a personal knowledge of
God, a rich experience of fellowship with the Father, and
He was God’s appointed representative;
6) Jesus was a cosmopolitan teacher. He taught universal
principles—love, forgiveness, righteousness, service, sacrifice
—which are still as suitable for societal relations in the
contemporary world as it was in the first century. Jesus
taught for all the centuries and for all the world.
Socrates set the agenda for the tradition of critical thinking,
namely, to reflectively question common beliefs and explanations,
carefully distinguishing those beliefs that are reasonable and
logical from those which — however appealing they may be to
our native egocentrism, however much they serve our vested
interests, however comfortable or comforting they may be — lack
adequate evidence or rational foundation to warrant our belief.
3-Critical Thinking and Plato
Socrates’ practice was followed by the critical thinking of Plato
(who recorded Socrates’ thought), Aristotle, and the Greek
skeptics, all of whom emphasized that things are often very
different from what they appear to be and that only the trained
mind is prepared to see through the way things look to us on
the surface (delusive appearances) to the way they really are
beneath the surface (the deeper realities of life).
From this ancient Greek tradition emerged the need, for anyone
who aspired to understand the deeper realities, to think
systematically, to trace implications broadly and deeply, for only
thinking that is comprehensive, well-reasoned, and responsive
to objections can take us beyond the surface.
4-Critical Thinking and Aquinas
In the Middle Ages, the tradition of systematic critical
thinking was embodied in the writings and teachings of
such thinkers as Thomas Aquinas (Sumna Theologica)
who to ensure his thinking met the test of critical
thought, always systematically stated, considered, and
answered all criticisms of his ideas as a necessary
stage in developing them.
Aquinas heightened our awareness not only of the potential
power of reasoning ,but also of the need for reasoning to be
systematically cultivated and "cross-examined."
Of course, Aquinas’ thinking also illustrates that those who
think critically do not always reject established beliefs, only
those beliefs that lack reasonable foundations.
5-Critical Thinking and Bacon
Francis Bacon, in England, was explicitly concerned with the
way we misuse our minds in seeking knowledge. He recognized
explicitly that the mind cannot safely be left to its natural
tendencies.
In his book The Advancement of Learning, he argued for
the importance of studying the world empirically. He laid
the foundation for modern science with his emphasis on
the information-gathering processes. He also called
attention to the fact that most people, if left to their own
devices, develop bad habits of thought (which he called
"idols") that lead them to believe what is false or misleading.
Newman says learning critical thinking involves teaching
students to ask questions such as:
What is the evidence for this claim?
7-Critical Thinking and Bloom's Taxonomy:
Level of critical thinking | Skills students demonstrate | Questions to ask |
---|---|---|
Lower levels | ||
Remembering |
recognize, describe, list, identify, retrieve |
|
Understanding | explain, generalize, estimate, predict, describe |
|
Higher levels | ||
Applying | carry out, use, implement, show, solve |
|
Analyzing | compare, organize, deconstruct |
|
Evaluating | check, judge, critique, conclude, explain |
|
Creating | construct, plan, design, produce |
|
Critical thinking enhances language and presentation skills.
Thinking clearly and systematically can improve the way we
express our ideas. In learning how to analyze the logical
structure of texts, critical thinking also improves comprehension
abilities.
Critical thinking promotes creativity.
To come up with a creative solution to a problem involves not
just having new ideas. It must also be the case that the new
ideas being generated are useful and relevant to the task at
hand. Critical thinking plays a crucial role in evaluating new
ideas, selecting the best ones and modifying them if necessary.
Critical thinking is crucial for self-reflection.
In order to live a meaningful life and to structure our lives
accordingly, we need to justify and reflect on our values and
decisions. Critical thinking provides the tools for this process
of self-evaluation.
Critical thinking is the foundation of science and democracy.
Science requires the critical use of reason in experimentation
and theory confirmation. The proper functioning of a liberal
democracy requires citizens who can think critically about
social issues to inform their judgments about proper governance
and to overcome biases and prejudice.
Critical thinking and public education:
Critical thinking helps you to think in an analytic and rational way.
It encourages students to make life decisions cautiously and
after evaluating all aspects. Also, by using critical thinking
skills in education, students can enhance their ability to solve
problems and make effective decisions. Moreover, in education,
critical thinking helps in valuing peer perspectives, better
interaction within students, and approaching problems in a
systematic manner.
Critical Thinking and Education policy:
The new National Education Policy, released by the Ministry
of Education (MoE) on July 29, 2020, aims to promote creativity
and critical thinking in 21st-century learners to encourage logical
decision-making and innovation. This way, the revised policy
strives to recognize, identify and foster each individual’s unique
capabilities and talent across the country.
The word curriculum may simply denote the material offered in
a course of study. In local school districts, however, it is more
fully defined as “the lessons and academic content taught in a
school or in a
specific course or program.”
The elements of curriculum include:
Once the district chooses educational products from a publisher,
teachers have little control over what textbooks, manipulative,
multimedia access and student materials reach the classroom.
Learning standards, objectives and district-wide assessments
are rarely negotiable.
Teachers have the responsibility to evaluate their students and
the class as a whole, and then decide how best to assist
everyone involved while meeting requirements of the curriculum.
Materials provided by the district are tools to meet these
requirements, but it takes critically thinking teachers to consider
all possibilities to ensure student success.
Critical thinking and Course content:
Critical Thinking courses promise to show their students how
the disciplinary practices being introduced in that class use at
least three of the following lenses:
(1) Reasoning
(2) Representation
(3) Cultural judgment
(4) Information literacy
(5) Meta-cognitive reflection.
Critical Thinking courses also show how those practices and
skills relate to a primary domain of thinking (e.g., scientific or
multicultural / international thinking) and at least one other
domain. By having departments and teachers articulate the
different domains in which a CT course operates, the goal is
to help everyone see the inter-related nature of courses in
different disciplines.
CT courses emphasize conscious development of a few key
skills by active learning rather than the accumulation of
knowledge by memorization. They do so by helping students
develop those skills though varied pedagogical methods that
teachers specify. The courses also ask students to demonstrate
those skills so that the teacher can assess the student’s
proficiency in higher-order cognition such as application,
analysis, synthesis, evaluation, imagination and innovation.
The critical thinking based course content enables learners to
participate, interact, think, pair, share in (pairs, peers or groups),
research, explore, experience, observe, dialogue, argue,
analyze, synthesize, solve the problem and make a decision
inside the class and in real daily
life situations.
Teaching methods play a significant role in critical skills learning
since they raise students’ consciousness of critical thinking.
This is achieved through a variety of activities designed to get
them conversing with others in order to reflect on their thoughts
and to be aware of the thinking process.
However, it is unfortunate that most educators continue to use
conventional teaching methods in schools. Some are still
impacted by how they were taught. In contrast, others are
hesitant to adopt any method or tactic since there are so many
options which can be “confusing” (Schmaltz, 2017, p.2).
If teachers provide students with a variety of teaching methods
and skills, children will adapt to diverse problems and resolve
issues.
A number of strategies can be used by teachers to contribute
to the process of critical thinking learning. The first teaching
method is based on brainstorming, which is the first step to the
activity. Brainstorming is one of the most popular methods which
stimulates
creative activity (Al-Samarraie, 2018).
This is an excellent way to quickly involve all students of the
group in work based on the free expression of their thoughts
on the issue under consideration. The purpose of such a lesson
is to create comfortable learning conditions in which learners
feel their success, their intellectual viability, which makes the
learning process itself productive. Thus, brainstorming is the
best connection with students, which is achieved by interacting
with children and asking them about their opinion and
assumptions on the subject at hand.
I explored the course content of the automated
American online :
EDX program, Harvard University, USA.
(Introduction to Data Wise) :
(A Collaborative Process to Improve Learning & Teaching )
Its course content is:
To solve an education problem,
EDX program steps are :
A-Collaborative work.
B-Creating data.
C- Digging into data.
D-Finding evidence.
E- Deciding the problem.
F-Developing
action plan.
G-Assessing progress.
4-Practice, Researching projects, Collaboration, Exploration,
communication, Using technology, Reasoning,Case study,
Making decisions, Arguing, Assumption, Analysis, Synthesis
and Evaluation as CT Teaching methods and CT learning
styles, all are in one in :
Critical thinking and Activities
1-Note-taking pairs.
2-Quiz or test questions.
3-Round Robin response.
4-Summarizing peers' answers.
5-Active review sessions.
6-Debates.
7-Interviewing.
8-Exchanging Evaluation.
9-Puzzles and paradoxes.
10-Quotations.
11-Role-playing.
12-Jigsaw group projects.
13-Solving a problem.
14-Relating concepts.
15-Analyzing and composing.
16-Comparing and evaluating.
Finally, learners can use the information they have gathered
so far to apply it to a real-world problem and come to a
decision about how best to solve it. Learners can either
choose a health issue that affects them, or ask a chatbot
to generate a list of common health issues in
society.
Teachers could set up a class debate about one of the problems.
One side argues for individual responsibility and the other for
government responsibility to tackle the issue, and have them
present their solutions to the class. The class can then vote for
the best argument and explain their choice. As a fun final activity,
they could even ask the chatbot to choose the best solution to
the problem and discuss why the answer was the same as their
own, or different.
This type of ‘referential’ question leads to much more authentic,
spontaneous and personal information sharing, and requires
more reflective and critical thought.
Examples of higher-order referential questions (here, for
a reading or listening exercise) might be:
Why does the writer use the word ‘_______in this sentence?
Why do you think the writer starts the article in this way?
Do you agree with the writer when she says ‘_____? Why?
Do you think the writer feels positive / negative / happy /
sad / worried… by the topic? Why?
What does the word/sentence ‘_______ make you think of?
At word level, a lot of meaning can be deduced from prefixes,
suffixes and stems. By getting students to identify the stem
meaning of a word, then applying prefixes and suffixes, they
will be surprised at how they can decode new meanings more
easily, as in:
Undeniable = prefix: un- + stem: -deny- + suffix: -able
If a student knows the word ‘deny’, they can build the
meaning of un- (not) + -deny- (refuse) + -able (be able to)
This kind of inductive work leads to activities with word families,
where one stem word can be explored for all its related forms:
deny, denial, deniable, undeniable, etc., building several words
form a single, known root.
3-Use project-based activities
Inform students of the goal of the project -
what product are they working towards?
Students break the project into parts and assign roles
to each group member (in first language with lower-level groups)
Students produce a plan for creation of the project, step by step
to get
everything done in good order and within the time limit
(again, in first language if necessary)
Students each work on their role for the project, keeping in
communication with each other at each step. Group members
check each others’ work for accuracy of language, quality and
how well it fits the project brief from 1)
In larger classes, further critical thinking can be developed
by having each group present their work to another group
for feedback - what do the other group(s) think of their work?
Each group writes action points to improve their product and
goes back to make any changes they think are necessary.
Each group presents their project to the class, either in
a show-and-tell style, or by moving from project to project
to view each others’ work.
4-Develop students’ reflective skills
A simple way of bringing self-reflection into he classroom
is to include a short stage at the end of each activity that
you do, or at the end of each class, which focuses on
how students performed.
Some simple questions that can prompt self-reflection after a
period of class activity are:
How do you feel after completing this activity?
Did you find it easy or difficult? Why?
What did you find most useful in that activity?
How did you complete the activity? What did you do first, then
what did you do?
If you did it again, what would you do differently?
Just as education needs to be personalized, so does assessment.
From the student’s point of view, testing should provide
feedback about where they are in relation to their own potential,
rather than in comparison to others or to an arbitrary uniform
standard. Like their education, their assessment should be
authentic, based on abilities they need in real life. It also needs
to be collaborative.
Just as students are encouraged to take agency for their own
learning, they should play a role in deciding the what, how, and
when of their assessments. This does not mean teachers or
authorities play a less significant role. They would have a brand-
new role in designing and developing a personalized, more
comprehensive and meaningful assessment in collaboration
with the student.
The test itself, no matter the publisher, is multiple choice.
As a rule, the questions present a paragraph of
information for a scenario that may include numerical
data. There will then be a statement and a number of
possible answers.
The critical thinking test is timed, so decisions need to
be made quickly and accurately; in most tests there is
a little less than a minute for each question. Having
experience of the test structure and what each question
is looking for will make the experience smoother for you.
2-Five separate sections in a critical thinking test, and each
section may have multiple questions.
Inference questions assess your ability to judge whether a
statement is true, false, or impossible to determine based on
the given data and scenario. You usually have five possible
answers: absolutely true, absolutely false, possibly true,
possibly false, or not possible to determine.
In this section, you are being assessed on your ability to avoid
taking things for granted. Each question gives a scenario
including data, and you need to evaluate whether there are any
assumptions present.
Here you are given a scenario and a number of deductions that
may be applicable. You need to assess the given deductions to
see which is the logical conclusion – does it follow?
In the interpretation stage, you need to read and analyze a
paragraph of information, then interpret a set of possible
conclusions, to see which one is correct. You are looking for
the conclusion that follows beyond reasonable doubt.
In this section, you are given a scenario and a set of arguments
that can be for or against. You need to determine which are
strong arguments and which are weak, in terms of the
information that you have. This decision is made based on
the way they address the scenario and how relevant they are
to the content.
Policymakers and education leaders can prepare the future
workforce by implementing 5 foundational policies to help realize
the potential benefits of AI in education.
Foster leadership:
Create an AI in education task force with experts, educators,
students, community members and policymakers to guide
policy and oversee implementation. These task forces can
drive innovation and ensure AI aligns with educational goals.
Incorporating AI tools in the classroom requires the strategic
collaboration of educators and administrators. The first and
perhaps most important step to a successful implementation
is thorough professional development. Educators can
participate in workshops, seminars, and training programs
focused on using AI in the classroom.
The skills they learn through these hands-on activities will
help them enhance their capacity to effectively integrate AI tools
into their teaching practices and support student learning. As
educators continue to learn about AI tools, they can collaborate
with other colleagues to share information and ideas, allowing
for the co-creation of innovative learning experiences that build
critical thinking skills in students.
Educators can slowly introduce AI tools to their students,
showing them the benefits of personalized learning and
tailored feedback. This slow introduction will make it easier
for students to accept new pedagogical approaches, leading
to lower resistance.
It is also important for educators and administrators to
address ethical and privacy issues early in the process of
integrating AI tools. AI platforms consume and create lots
of student data, presenting potential concerns over privacy
and data security. Schools should implement robust
cybersecurity systems, ensuring students and parents that
their information is safe and secure.
By adopting thoughtful implementation strategies, educators
can harness the transformative potential of AI tools to enhance
critical thinking skills among students and cultivate a culture of
innovation, inquiry, and lifelong learning in educational settings.
As we look ahead to the future of education, AI promises to
revolutionize teaching and learning in once unimaginable
ways. At 21st Cent Ed, we believe that AI is shaping the
classroom, paving the way for the future of education.
Our AI-powered platform,PDGogy AI, is a powerful tool for
educators and administrators. It streamlines course creation
and data tracking, ensuring that all students receive high-quality
education. Reach out today to schedule a demo and be part
of the future of education!
The next step is to develop a comprehensive plan for
implementing AI-based solutions in your educational institution.
This includes defining specific objectives, setting appropriate
metrics and targets, and coming up with the project’s timeline.
Additionally, you need to identify the necessary skills, resources,
and technologies required to build an AI-based system. You can
also research the most suitable vendors or organizations that
provide these services, as well as create a development budget.
Personalization:
“It can be overwhelmingly difficult for one teacher to figure out
how to meet the needs of every student in his/her classroom. …
AI systems easily adapt to each student’s individual learning
needs and can target instruction based on their strengths and
weaknesses.”
AI-based platforms can collect and analyze student data on
interaction with educational materials, exercise completion time,
test results, and overall performance to understand each
student's attitudes and needs. Drawing on this data, generative
AI tools can design personalized training pathways and adapt
them in real-time to the learner’s progress.
For example, when an AI-powered system detects that a student
learning the English language is having difficulties, it can
generate personalized listening, speaking, reading, or writing
exercises and provide immediate feedback upon their completion.
Such a system can also present content in various interactive
formats to accommodate different learning styles and
preferences.
Tutoring:
AI systems can “gauge a student’s learning style and pre-existing
knowledge to deliver customized support and instruction.”
It is essential to establish a governance structure for AI-based
solutions in educational settings, which involves creating a set
of guidelines and protocols to ensure that the AI-based system
is compliant with all applicable laws and regulations.
Additionally, it requires creating a process for monitoring the
use of AI-based solutions in the education sector and ensuring
that data privacy is maintained throughout the implementation
process.
First, it is important to understand the core elements of AI-based
approaches and how they can be used in educational settings.
This includes examining the use cases and applications of ML,
NLP, and deep learning.
Next, it is important to assess the current state of AI-based
solutions in educational contexts. This includes looking at the
availability of products and services that can be incorporated
into an AI-based approach, as well as the level of sophistication
that more forward-looking schools and universities achieved
using these technologies.
Additionally, it is important to understand the legal and ethical
implications of implementing AI-based systems in educational
settings.
Vision-based AI systems can also help with assessment and
are being rolled out in a number of areas. Assessment groups
such as Pearson have used optical systems to grade students’
work,and some, such as the team at the education technology
firm Bakpax, envision a world in which teachers use the camera
on their cell phones to take a picture of a child’s homework,
which is then automatically graded.
These systems are the backbone of tools such as Siri and
Alexa,and experts such as John Gabrieli, a neuroscientist at
the Massachusetts Institute of Technology, and Yaacov
Petscher, a professor at Florida State University, have been
exploring ways for voice-based AI tools to be used to diagnose
reading issues.
Grading:
Sure, AI can help grade exams using an answer key; but it
can also “compile data about how students performed and
even grade more abstract assessments such as essays.”
Analysing ideas and arguments with AI:
Firstly, learners could be asked to brainstorm ten different ways
of preventing diseases.
They could then ask a chatbot to list 10 ways of preventing
diseases, and compare their own lists with these ideas.
From this they can see which list contains more of a focus
on individual responsibility and which has more focus on
government responsibility.
Try it yourself and see what the chatbot focuses on.
Why do you think the chatbot has answered in this way?
By carrying out this type of activity, learners raise their
awareness of the unintentional biases which can be present
in chatbots’ outputs and can find strategies to ensure they
include a set of points in their arguments and essays.
Next, learners can ask the chatbot to write a short essay on
the question ‘Is disease prevention the responsibility of
individuals and their families, or of the government?’
Then ask learners the following
questions:
Are the points made in the text the most important to consider?
Having considered these points, learners can write their own
version of their essay, choosing from their own ideas for
preventing disease from their initial brainstorm and adding in
any other good points they liked from the chatbot’s answer,
while trying to improve on it.
Assessment is a necessary part for education. Students,
parents, teachers, taxpayers, business and governments—all
those involved directly or indirectly in education—need and want
to know its effectiveness.
Tests should be designed to align with the curriculum rather
than the other way around. Says Diane Ravitch, “Educators can
glean from test results what students have and have not learned.
But there is a risk in putting too much faith in tests and the data
they generate. The biggest risk is in forgetting that test scores
are an indicator of the learning that has taken place and where
improvement is needed, not the goal of education.
Just as education needs to be personalized, so does
assessment. From the student’s point of view, testing should
provide feedback about where they are in relation to their own
potential, rather than in comparison to others or to an arbitrary
uniform standard. Like their education, their assessment should
be authentic, based on abilities they need in real life. It also needs
to be collaborative.
Just as students are encouraged to take agency for their own
learning, they should play a role in deciding the what, how, and
when of their assessments. This does not mean teachers or
authorities play a less significant role. They would have a brand-
new role in designing and developing a personalized, more
comprehensive and meaningful assessment in collaboration with
the student.
Critical Thinking and my attitude:
Suppose that the education policy calls for using critical thinking skills in education system to have a generation of thinkers, inventors and great scientists who will give a hand in developing their country in the future.
The education curriculum must follow the same instructions
of the education policy exactly. How? The course content must
have real life topics that talk about problems to solve, decisions
to make, tasks to do, practical work to do through real life
situations, projects to do, case study to discuss and study and
exercises that lead to brainstorming and others. If the course
content includes pieces of information only to recite, this will
break the education policy that depends on implementing the
critical thinking skills. The
education system will fall.
The importance of
AI in education is evident through its
ability to
provide personalized learning experiences, streamline
administrative tasks, and offer continuou support to
students. The role of AI in education is critical for
enhancing engagement, improving accessibility,
and providing data-driven insights that help both
teachers and students achieve their full potential. As
AI continues to evolve, its integration into education will
undoubtedly become even more essential, helping to shape the future of learning.
The teaching methods of the teacher and learning styles of the learners must follow the education policy and the course content that use the same critical thinking skills. I mean that the teacher must work as a monitor, guide, supporter and checker. The teacher must use the methods that are mentioned above to enable learners to think, pair and share.
Learners must practice, analyze, synthesize, evaluate, imagine, create and innovate. Learners must experience, observe, talk, reason, argue and search for exploring knowledge. If the teacher, the learners and the course content don't follow the education policy that is based and structured on using critical thinking skills, the education system will fall.
Teaching English as foreign language must be taught through
the 5 language skills: Listening, speaking, reading, writing and
culture awareness. Then, teaching English needs a theoretical
part and a practical part. The practical part includes practicing
listening and speaking accurately and fluently. Teaching English
needs real life situation to create practical
learning.
Teaching English needs dialoguing and participation to create
communication. The new system of education in my country
ignored the practical side of assessment in teaching English
completely. Teaching English changed from a means of
communication, contact and understanding other peoples and
other countries into a school subject that has information to be
learnt by heart and to be asked about during assessment. The
learner doesn't need to listen, speak, pronounce or know about
English literature or culture as he will not be examined in. As a
result, learning foreign languages failed.
The process of assessment must include all kinds of objective questions and little part of subjective questions. All questions must measure the learners' abilities to think, practice, analyze, synthesize, evaluate, imagine, create and innovate. If the education policy, the teacher, the methods of teaching, the learners and the course content use and implement critical thinking skills, but the assessment exercises use questions that depend on just giving recited information as traditional exercises, the education system will fail.
This exactly and practically what is happening in Egypt. Before the secondary certificate exam starts, imagine that policy makers ask learners not to study or worry themselves studying, not to use the textbooks and not to listen to their teachers. !!! why? They answer them saying that the exam questions will be out of the curriculum, out of all what they have read or learnt before across the whole year!!! The exams are open book exams.
For 3 years ago and till now, the learners sit for the exam and when they leave the exam rooms they say that they have never heard about such exam questions shapes or their content before. The marks given out of this multiple choice exam questions are by luck. Fear, worry and disappointment fill the lives of learners, parents, teachers and even the work market.
The education policy provides guidelines for the ethical and
effective use of AI in teaching, learning, and assessment. It
emphasizes principles like fairness, transparency, accountability,
privacy, inclusiveness, and reliability in AI implementation.
The policy covers AI use for personalized learning, enhanced
resource discovery, adaptive feedback, learning analytics,
formative and summative assessments, and exam proctoring.
It stresses ethical considerations, pedagogical efficacy, staff
training, student engagement, accessibility, and continuous
monitoring and evaluation of AI tools.
The policy aligns with directives from the Joint Council for
Qualifications and the Department for Education regarding the
responsible use of AI to protect the integrity of assessments
while benefiting students' educational journeys.
Overall, the policy aims to promote the pedagogically sound,
ethical, and transparent integration of AI in education inside the
classrooms.
In the age of AI, critical thinking skills must be at the forefront of
policy, curriculum, and assessment development in education.
By fostering an environment that emphasizes inquiry, ethical
considerations, and interdisciplinary learning, educators and
policymakers can prepare students not only to engage with AI
but also to think critically about its implications in society.
1. Instrumentation ………………………..
2. Validity and Reliability ………………. .
Data Analysis …………………………..
Data analysis focuses on describing methodological characteristics,
illuminating patterns of strength and weakness in review methods,
and identifying a set of exemplary reviews.
1. Descriptive Statistics ……………………
2. Inferential Statistics …………………... .
3-A Comparing analysis study report about
critical thinking between:
Curriculum in :
England and Egypt:
In the past, I used the same methods of researching above and the
same evaluation forms above with the:
1- Learners of Norwich schools in England.
2- The teachers of Norwich schools and the UEA instructors in England
3- I will present a comparison analysis between the British curriculum
and the Egyptian curriculum. I will register my final judgement and
evaluation presenting the same problem solution I mentioned above.
1- Learning process personalization.
2-Learning outcomes prediction.
3-Automation of mundane teacher tasks.
1-Tool 1 :
Course Evaluation Form for Student
Tool: 2
C- A Comparing analysis study report about
critical thinking between Curriculum in :
England and Egypt
After the teacher's interview:
This example demonstrates how AI can be used to enhance
learners’ critical thinking skills . At every point in the activity,
learners are asked to question the assumptions behind the
chatbot’s answer and learn to be more critical of the
information that they come across.
By putting learners in control of the materials that they are
using to produce their answers, they become active
participants in their learning, and begin to understand not just
the chatbot’s assumptions and biases, but also their own.
AI is not going to disappear, and it is unrealistic to expect
learners never to use a technology, so it is essential to teach
our learners to think critically and analyse and evaluate the
information that they get from this powerful new resource.
Through the use of questions, Jesus wants His listeners to
explain, describe, illustrate, recognize, tell, express, report,
review, discuss, restate, promote the skills of critical thinking
(high order thinking) analyze, evaluate, rate, recommend,
criticize, justify, estimate, measure, choose, score, decide,
assess, judge, and value (comprehension and analysis).
Questions like these will promote critical thinking skills.
Jesus is the master teacher because Jesus’ teaching
style emphasizes the use of effective questions to
However, it must be noted that many children
experience difficulties when learning critical thinking skills,
thus, needing extra assistance. People, regardless of their
education or intellectual aptitude, may fin it challenging to
think critically. Critical thinking can be mastered through
both learning and understanding it, as well as applying it.
Each critical thinking barrier is individual; however, all
barriers are based on misunderstanding, emotions, lack
of detailed knowledge and desire to perform different
tasks.
Learning critical thinking skills can only take a student so
far. Critical thinking depends on knowing relevant content
very well and
thinking about it, repeatedly.
The idea that scientific thinking must be taught hand
in hand with scientific content is further supported by
research on scientific problem-solving; that is, when
students calculate an answer to a textbook-like
problem, rather than design their own experiment.
Group-think can lead to unhealthy decision-making
patterns. Breaking the cycle requires individuals
to stand apart from the group and question
opinions, thoughts, and popular ideas.
Teachers should avoid the temptation of slipping into
patterns that can lead to a drone mentality effect in the
classroom. By constantly finding connections to new
things and fields, their teaching methods can stay fresh
and interesting while fostering an environment for critical
thinking.
Personal biases can prohibit critical thinking because
they prevent the thinker from being fair, inquisitive and
open-minded. This kind of thinking can also prevent an
individual from using experience, reasoning and common
sense to make informed decisions.
Time constraints often serve as a barrier to integrating
learning opportunities that support critical thinking skills.
Test scores and mandated teaching measures often
result in teachers covering a great deal of content in a
short amount of time.
1-Teachers can use real-life situations, such as car buying,
as examples when strengthening critical thinking skills.
2-The goal is to illustrate that making mistakes and
suffering consequences are natural parts of decision-
making.
4-All that can be a whole lot of fun.
5-A criticism that is usually pointed at conventional
intelligence assessment tests insinuates that these
instruments disregard the role of the context to the
quality of the subject's performance (Almeida, 1994;
Sternberg, 1999).
As a matter of fact, nowadays only a small number
of authors defend the possibility of assessing the
essence of intelligence without considering it, in part,
as a product of the subject's learning experiences
and their cultural contexts of life (Almeida, 1994).
It is essential to give continuity to research and to
make efforts towards the development of knowledge
in this area. There is lacking an attempt to build an
approach both wider and grounded in valid assessment
efforts, which is able to contain the diversity of
perspectives and characteristics that the myriad of authors
associate to critical thinking, as to make dialogue amongst
researchers and between these and the education system
possible.
3-Regional data protection regulations can differ, and
ensuring the right standards are adhered to is crucial
when assessing options.
4-Overdependence on AI for problem-solving can hinder
students’ ability to develop critical thinking skills and
develop independent learning
skills.
5-While AI can automate tasks like grading multiple-choice
quizzes, it can’t replicate the nuanced feedback a human
teacher can provide on essays or projects.
Teaching critical thinking in the classroom can't be
ignored, as it has several benefits, such as:
Students who are taught critical thinking in the
classroom get an
opportunity to better understand
what they learn and control how they learn.
Overall, critical thinking skills, when taught in the
classroom, bring a positive effect to the students' lives
whether it's in academics, at future employment, or with
tackling family problems.
Now, I can jump to the conclusion of my research of
my research focusing on implementing critical thinking
skills in education policy, curriculum including teaching
methods, learning styles and course content must
match and work together with assessment that
depends on also critical thinking skills.
Critical thinking skills can't be ignored at all either in
education policy, curriculum or assessment. This leads
to a great success to all people in charge of the
education process. I give that to my reader and
teacher all over the world to apply. Be in touch.
Final consideration:
In this sense, the capacity to think critically is an
essential resource for a society one hopes to be a
democratic one, made of citizens capable of thinking
for themselves and unreceptive to hastily accepting
any argument as valid (Brookfield, 1997; Facione, 2010).
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ISSN: 2046-8253
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Originally published Jun 5, 2019,
updated September 19, 2021
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4 ways to increase critical thinking in the English classroom.
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written by Chris Green
Critical Thinking.”Philosophy of Education: An Encyclopedia London: Routledge, 1996. Credo Reference. Web. 19 September 2010.It is posted by the author in : 19 September 2010.
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http://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=0254-9247&lng=pt&nrm=iso
Apartado 1761, Lima 100, Perú
Tel.: +511 626-2000 anexo 4560/4574
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revpsicologia@pucp.edu
Atualizado emOutubro 02, 2018
ublicação dePontificia Universidad Católica del Perú. Departamento de humanidades
versão impressa ISSN 0254-9247
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© 2023 Insight Assessment a division of California Academic Press
Email us: contactus@insightassessment.com
Critical Thinking for Life:
Valuing, Measuring, and Training
Critical Thinking in All Its Forms
PETER A. AND NOREEN C. FACIONE
© 2013 Measured Reasons, Hermosa Beach, CA. First North American publication rights are assigned to INQUIRY. All other rights worldwide including rights to figures and images are reserved. Originally Published in INQUIRY Spring 2013, VOL. 28, NO. 1
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https://www.cwauthors.com/
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{ Taken from the California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations: State of California, California Commission on Teacher Credentialing, Sacramento, CA, March 1997. Principal authors: Richard Paul, Linda Elder, and Ted Bartell }
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https://researchmethod.net/author/hassan/
Researcher, Academic Writer, Web developer
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The Tools I used
1-Tool 1 :
Course Evaluation Form for Student
Perceptions of Critical Thinking and
AI in Instruction
INSTRUCTOR ________________________
Course Number and Title __________________
Instructions: Do not put your name on this sheet. Circle appropriate number for each item.
|
Low High Score Score |
1) To what extent does the instructor teach so that you must THINK to understand the content, or are you able to get a good grade by simply memorizing without really understanding the content? |
1 2 3 4 5 |
2) To what extent did your instructor explain what critical thinking is (in a way that you could understand)? |
1 2 3 4 5 |
3) To what extent does your instructor teach so as to encourage critical thinking in the learning process? |
1 2 3 4 5 |
4) To what extent does your instructor teach so as to make clear the reason why you are doing what you are doing (the purpose of the assignment, activity, chapter, test, etc…)? |
1 2 3 4 5 |
5) To what extent does your instructor teach so as to make clear the precise question, problem, or issue on the floor at any given time in instruction? |
1 2 3 4 5 |
6) To what extent does your instructor teach so as to help you learn how to find information relevant to answering questions in the subject? |
1 2 3 4 5 |
7) To what extent does your instructor teach so as to help you learn how to understand the key organizing concepts in the subject? |
1 2 3 4 5 |
8) To what extent does your instructor teach so as to help you learn how to identify the most basic assumptions in the subject?
|
1 2 3 4 5 |
9) To what extent does your instructor teach so as to help you learn how to make inferences justified by data or information?
|
1 2 3 4 5 |
10) To what extent does your instructor
teach so as to help you learn how to distinguish assumptions, inferences, and
implications? |
1 2 3 4 5 |
|
Low High Score Score |
11) To what extent does your instructor teach so as to help you learn how to think within the point of view of the subject (think historically, think scientifically, think mathematically)?
|
1 2 3 4 5 |
12) To what extent does your instructor teach so as to help you learn how to ask questions that experts in the subject routinely ask?
|
1 2 3 4 5 |
13) To what extent does your instructor teach so as to enable you to think more clearly?
|
1 2 3 4 5 |
14) To what extent does your instructor teach so as to enable you to think more accurately?
|
1 2 3 4 5 |
15) To what extent does your instructor teach so as to enable you to think more deeply?
|
1 2 3 4 5 |
16) To what extent does your instructor teach so as to enable you to think more logically?
|
1 2 3 4 5 |
17) To what extent does your instructor teach so as to enable you to think more fairly?
|
1 2 3 4 5 |
18) To what extent does your instructor teach so as to help you learn how to distinguish what you know from what you don’t know?
|
1 2 3 4 5 |
19) To what extent does your instructor teach so as to help you learn how to think within the point of view of those with whom you disagrees?
|
1 2 3 4 5 |
20) To what extent does your instructor teach so as to encourage you to think for yourself using intellectual discipline? |
1 2 3 4 5 |
|
|