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June, 2023S
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I am Mr. / Girgis
The education researching thesis owner.
Researching PhD
Dissertation / Thesis
in
Education
and
Critical thinking.
We will have a generation of
analysts, practitioners, creators and
innovators.
Time : 2020
Corresponding Author:
Mr. / Girgis, the thesis researcher.
Editor and publisher:
Edited by : Dr. / Girgis.
Supervisor :
Mrs Karen, Mr. Rod, Dr. Francis, my Professors in East
Anglia University, Norwich, Norfolk, England, UK.
Senior Supervisor:
Mrs. / Louise Black, Professor in East Anglia University,
Norwich, Norfolk, East Anglia, England, UK.
My global education site published on:
My education Blog:
https://mrgirgis.blogspot.com/
Online since : 2022
Publishment : Education and Critical Thinking
Type: Academic Research Thesis.
Course : Education.
Topic:
We will have a generation of
analysts, practitioners, creators and
innovators.
Presentation:
This research projects examines the potential advantages and
challenges of incorporating critical thinking skills into education
using a cooperative and solving problems approach with
students and
faculty.
The study will adopt a mixed-methods research design,
encompassing literature review, stakeholder interviews,
workshops, teaching staff meetings and prototype interventions.
Literature review, combined with
hands of exploration in
implementing and practicing critical thinking
skills through
education policy, curriculum, assessment and learning outcomes
encompassing Stakeholder interviews and workshops, will
provide insights into the practical implications and potential
benefits of integrating critical thinking skills into education
system from students' and faculty
members' perspectives.
The
research subsequent stages will concentrate on developing,
implementing, and evaluating a critical thinking system informed
by
findings from prior work.
The project will enrich the knowledge of critical thinking
potential in
education and offer valuable insights for educators,
supervisors, researchers, and policy-makers aiming to enhance
learning experiences of critical thinking and active learning in
education systems all over the world.
Plan:
My research deals with :
1-Purpose.
2-Aims.
3-Philosophy.
4-Question and answer.
5-The problem, Hypothesis and Solution.
6-The education policy.
7-The Course content.
8-The teaching methods.
9-The learning styles.
10- The means of assessment.
Rationale
Purpose:
This research talks about critical thinking skills that
must be used
simultaneously in the 5 sides of the education process: Education
policy,
Teaching methods, Learning styles, course content and
means of
assessment. No field of the 5 fields is ignored at all.
If any field is
ignored, the whole education system may fall.
Assessment measures what teachers taught, learners practiced,
course content is
planned for and the policy education message,
all together are based on
using critical thinking skills. None is
ignored.
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
This research aimed to analyze the effectiveness
critical thinking
skills in 3 united fields that can't separate: The education policy,
Curriculum and means of assessment.The research method
used is qualitative with a document analysis
approach.
Critical thinking is one of the most crucial attributes embodied
by students, teachers and parents. As such, it is an important
aspect which
helps people to innovate, solve problems and
relate to each other
thoughtfully (Schraw, Crippen & Hartley,
2006). In that light, therefore, it becomes a fundamentally vital
area of academic interest. However, whereas critical thinking is
of great importance to humans, the
people’s understanding of
its nature is controversial.
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.
There are the results of researching out of Jesus teachings, the
education system in Egypt, British curriculum , supporting
quotations of other writers.
The
results showed that implement critical thinking skills can't
be ignored in either of the 3 education fields;the education policy
, the curriculum and the means of assessment.
Solving problems, inquiry, thinking, pairing, sharing,
brainstorming, making a decision, experiencing, observation,
dialoguing with one's self , dialoguing with other, deduction,
using technology, doing projects, doing tasks, discovery learning,
exploration learning, mind-mapping, CLT method, competency,
practical learning,CPD, lexical approach, analysis, synthesis,
,evaluation, imagination, creation and innovation effectively
promote the audience’s critical thinking skills.
Research Question to (AI) ChatGPT:
What If: Critical thinking skills across education policy, curriculum and assessment work together in the age of (AI)?
(AI) ChatGPT Answer:
The integration of artificial intelligence (AI) into education
has
profound implications for critical thinking skills, especially
concerning policy, curriculum, and assessment. Here's a
breakdown of how
each aspect might be affected and how
they can adapt to foster critical
thinking:
1. Policy Development
AI Literacy in Education Policy:
Policymakers need
to prioritize AI literacy, ensuring that
educators and students
understand the implications and
functioning of AI technologies. Policies
should focus on
equipping students with the skills to critically
analyze AI
outputs and recognize biases in AI systems.
Equity and Access:
Policy-making must address
potential disparities in access to AI
technologies. Strategies should
promote equal opportunities for
all students to engage with AI
resources, enhancing critical
thinking skills regardless of
socioeconomic status.
Ethical Considerations:
Policies should include
ethical considerations in AI usage,
emphasizing the importance of
understanding the ethical
implications of AI systems. This
acknowledgment can foster
critical thinking around technology's impact
on society.
2. Curriculum Design
Incorporating AI into the Curriculum:
Curricula
should integrate AI concepts beyond computer
science to all subjects,
promoting interdisciplinary learning
that encourages students to think
critically about how AI
affects various fields (e.g., Humanities, social
sciences).
Project-Based Learning:
Curricula can include
real-world problem-solving projects using
AI tools, allowing students to
confront complex issues and foster
critical thinking through
collaborative learning experiences.
Focus on Inquiry-Based Learning:
Educational
practices that stress inquiry-based learning can
help students develop
questioning skills and engage in
deeper analysis of information,
essential in an AI-driven
age where information is abundant.
3. Assessment Methods
Redefining Assessment:
Traditional assessment methods
may not adequately measure
critical thinking in the context of AI. New
assessment models
that evaluate a learner's ability to analyze,
critique, and apply
AI-generated information should be developed.
Formative Assessments:
Frequent formative assessments
can encourage iterative
thinking and reflection, allowing educators to
gauge student
understanding and facilitate deeper critical discussions
around AI content.
Creative and Analytical Tasks:
Assignments that
require creative problem-solving using
AI tools, as well as analytical
tasks that involve assessing
the validity and reliability of AI outputs,
can enhance students'
critical thinking skills.
4. Teacher Training and Support
Professional Development:
Ongoing professional
development for educators focused
on AI and critical thinking is vital.
Teachers should be
equipped with the skills to guide students in
navigating AI
technologies while developing their analytical abilities.
Collaboration and Sharing Best Practices:
Encouraging collaboration among educators can help share
best practices
for teaching critical thinking in the AI context,
leading to innovative
approaches and improved learning
outcomes.
5. Fostering a Critical Mindset
Encouraging Skepticism and Questioning:
Cultivating
a culture of skepticism and questioning toward AI
outputs can empower
students to critically engage with
information, ensuring they understand
that AI is a tool
that can be both beneficial and flawed.
Promoting Digital Citizenship:
Teaching students
about responsible digital citizenship,
including the ethical use of AI
and the importance of evaluating
AI-generated information, can enhance
critical thinking skills
necessary for navigating the digital landscape.
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 philosophy
Critical thinking skills across Education policy,
curriculum and assessment must work together. I mean simultaneously to improve the education
process as a whole. All must work together. None can go without the
other. None can ignore the others. They work together side by side.
A problem needs a solution
The
education policy calls for implementing critical thinking skills
to
reform the education system. It implements it only through
assessment
and ignores implementing critical thinking skills in
teaching methods, learning styles and the course content.
Does critical thinking work in
one field that is separated from
the other fields which constitute the
education process?
Absolutely not.
Does
only assessment reform the education system?
There is a huge gap between
assessment methods and the
(Teaching methods, learning styles, and even
the course
content activities).
In
addition to that, the policy makers state that the
assessment tools
will be only just one type of the objective
questions. It is only the
multiple - choice questions .The
answering circles will be blackened by the learners in a
pubble sheet. Do you know why?
To stop learners' electronic cheating not to develop education.
Their
aim is not developing education. It is their great horror of
the
learners' cheating through photographing the question paper
with their
mobiles and sending it to social media (Facebook) in
order that the
questions will be answered and sent electronically
to all the learners all over Egypt as usual every year.
The policy maker focused on the safety of the exam paper
and ignored the development of education.
This is the big problem. Is that acceptable? Absolutely, Not.
Reasons for the problem :
are still using the
traditional GTM method . It is just translating
the texts and explaining
the grammatical structure, no more.
2- In the education systems in my country, teachers present
the lessons through lecturing without any brainstorming
discussion and the learners learn them by heart. At the end,
critical thinking - assessment shocks them as it focuses on on
Multiple choice questions
that need critical thinking skills.
3-In
the developing countries, education systems are still using
teacher
-centered method where the teacher is the lecturer and
the dictator and
the learner is just a passive learner.
4-
The curriculum in my country depends on only the teacher
as the learner
doesn't participate in the education process.
5-
in my country, the teacher, the learner and the course content
never
use problem solving methods, brainstorming, mind-
mapping, case study or
learning through exploration or searching.
There are no school activities, no team work, no thinking, pairing
or sharing, no making
decisions, no analysis, no practice, no
synthesis, no evaluation, no
creation or innovation.
6-The education policy makers'
aim is not developing education.
It is their great horror of the
learners' cheating through
photographing the question paper with their mobiles and sending
it to social media (Facebook) in order that the
questions will be
answered and sent electronically to all the learners
all over
Egypt as usual every year.
7-By
tradition, teachers are conceived as experts who must
transmit their
knowledge to students, whereas students are
rewarded for memorizing
information merely for testing situations,
and not for elaborating their
own ideas and developing a
reasoning that is both open-minded and
critical.
8- Our education systems graduates have no critical thinking
skills. They are shocked with the work market demands.
9-
The sustainable development in my country is affected.
Life and work
need critical thinking skills. They need citizens
that can make critical
decisions in the democratic life.
10-I
want to share in the education association and give a hand
in reforming
our education system with my practical experiences,
expert ,
researches, reviews,exchanging ideas, thoughts,
suggestions, model
lessons, lesson plans, experiments,
dialoguing, solving problems,
brainstorming, thinking, teamwork,
making decisions, analysis,
synthesis, evaluation, creation,
imagination and innovation.
A-The 2022 / 2023 school year started in my country.
B-
Our education policy called for implementing critical thinking
skills
in teaching, learning and the whole curriculum of grade 12.
Teachers used GTM method (Grammar Translation method).
Learners
as usual learnt the information by heart. Neither the
teachers ,
learners nor the course content books know anything
about what / How to
use critical thinking skills. The course
content also was written according to the traditional system of
education.
C-
Along the school year till today, there is no place for using
critical
thinking skills anywhere. It is the same as the 2 years
before.
D- The day before yesterday, (Sunday, June, 25,
2023), the
learners of the 3rd year secondary schools certificate (Grade: 12)
all over my country left the exam rooms crying, weeping,
angry,
sad and shocked saying that the multiple choice questions of
the
Chemistry Exam can never be answered .
The
learners said,"We have never seen such questions before.
We have never
been trained to answer such question before.
Our teachers also, have
never known about such question
before. These question can never be
answered except by the
exam questions setter only, only himself, none
else !!!
One
of the learners died of the exam shock. The cries,
disappointment and
shock of the teacher, learner and parents
are the learning outcomes of
this education system as it is
based on critical thinking in only assessment. The practical
side has been ignored too.
E-
The cries reached the mind and the ears of the Minister of
education,
the one that had ever stated that the exam paper
questions will be
according to the specification agreed on before.
F- Implementing critical thinking only in assessment is not the
right decision to develop education.
G-Really
and surely, I want to add something new to modify the
current education
system in my country or on the standard of
the other developing
countries all over the world.
H-
I can use the education technology to present: how to use
critical
thinking in the curriculum (teaching methods, learning
styles, course
content, teaching tools, teaching material, doing
theoretical and
practical assessment and to use critical thinking
skills in using other
various items of assessment, not just
multiple choice item that ask
learners about information out
of the course content.
I-What
about assessing the listening and speaking skills of
learning foreign
languages like English (EFL)? English is a
means of communication. This
exam, held in my country,
ignored practicing English as it changed English from a means
of communication into a subject that has
information and these
information items can be assessed through only
Multiple choice
questions like any other subject else !!!
J- Dear professors and readers, what do you think?
Did you know why should I do this research?
The answer is: to share in solving our education system
in my country and all over the world if possible?
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.
Problem solution Hypothesis
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).
expansion in a number of
curricular and cognitive areas, which
is feasible by means of teaching the various thinking skills.
These are susceptible of improvement, with
the possibility of
being learned, internalized and independently applied
by
students in multiple circumstances, assisting them to think
more efficiently when dealing with distinct real-life situations .
In this
context, the teacher's role is to guide students,
allowing them an
active and regulated part in their way
to developing critical thinking
(Barnes, 2005; Paul,
2005). Such a process encloses the theoretical,
practical and motivational components of critical thinking:
1- The
introduction to the implied concepts and understanding,
which provide
for the enrichment of one's knowledge base;
2- The familiarity, perfecting
and expansion of a set of skills
needed to reflexive thinking;
3- The
strengthening of the disposition to put knowledge and
skills into use
(Bailin et al., 1999a; Brady, 2008).
This way, critical thinking must be
valued by education systems,
in order to make propitious an environment
in the class-room
that allows and stimulates the adoption of a
reflexive attitude
towards the quality of one's thinking (Colucciello,
1999).
Problem solution :
Critical thinking across policy, curriculum
and assessment work together in the age of
(AI)?
We will have critical thinkers and problem
solvers.
Critical
thinking across education policy, curriculum and
assessment must work
together to reform education in Egypt
and all over the world. Each item
of these three items mustn't
be ignored or separated from the other items. They are greatly
related and interrelated.
Bsides, the ( AI) plays a vital and technological roe in supplying
us with help in implementing aims, supplying us with course
content, l3esson plans, suitable teaching methods, resources,
personalization and assessment.
Critical Thinking :
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.
direction), critical
thinking translates the employment of
cognitive aptitudes and the use of
one's knowledge base to
critically analyze facts or beliefs,in order to produce rational
knowledge that can direct behavior (Carroll, 2005) and
sustain
daily decision making and problem solving (Saiz & Rivas,
2010).
This way, it implies a flexible and reflexive attitude, including
the analysis, evaluation and correction of one's activity and
progress
towards the established goal, as well as the
motivation to pursue that
desired goal (Halpern, 1998).
Therefore, its relevance to school
learning situations is clear:
on the one hand, critical thinking is a
resource that allows the
student to adopt an analytical and evaluative
attitude towards
his/her performance, perfecting the quality of the
learning
process; on the other hand, the learning process allows the
gradual improvement of the skills characteristic of critical
thinking
(Paul, 2005; Phan, 2010).
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 process that lets your brain do more for you
as you make decisions and solve problems. Critical thinking is
the intellectual skill set that ensures you can process and
consider information, challenge and analyze data, and then
reach a conclusion that can be defended and justified.
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:
- Communication
- Analysis
- Synthesis
- Problem-solving
- Evaluation
- Reflection
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.
2-Critical Thinking and Socrates
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.
6-Critical Thinking and Newman:
Fully supporting students means explicitly teaching them critical
thinking, Louis E. Newman argues in Thinking Critically in College:
The Essential Handbook for Student Success
(Radius Book Group).
Newman, whose book will be published March 7, is
former dean
of academic advising at Stanford University and John M. and
Elizabeth W. Musser Professor of Religious Studies, Emeritus,
at
Carleton College.
Newman says learning critical thinking involves teaching
students to ask questions such as:
What is the evidence for this claim?
Is that evidence coming from a reliable, unbiased source?
Are there alternative explanations for this phenomenon?
What question(s) was the author of this article attempting to
answer and why did those questions seem urgent?
7-Critical Thinking and Bloom's Taxonomy:
Bloom's taxonomy
includes 2 parts of knowledge levels.
The first part of this taxonomy
includes the levels of
understanding , comprehension, knowledge and applicability.
Critical thinking includes the second part of Bloom's taxonomy
which includes the processes of analysis, synthesis and
evaluation. They are called the superior processes of thinking
or
critical thinking processes. Instructors should select activities
based on the level
| 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 and its Importance:
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 is a meta-cognitive skill.
What
this means is that it is a higher-level cognitive skill that
involves thinking about thinking. We have to be aware of the
good
principles of reasoning, and be reflective about our own
reasoning.
What this means is that it is a higher-level cognitive
skill that
involves thinking about thinking. We have to be
aware of the good
principles of reasoning, and be reflective
about our own reasoning,
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.
sustainably into a vibrant, equitable, and enlightened knowledge
society of creative, innovative, and holistic global citizens with
future-proof skills.
Critical Thinking and Curriculum:
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:
- Skills and knowledge students should acquire
- Learning standards and objectives
- Curriculum materials, such as books, media and data.
- Tests and assessments
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.
Critical Thinking and teaching Methods
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.
1-Brainstorming as a CT teaching method
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.
2-Solving problem as a CT teaching method:
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.
3-(Tasks) critical thinking teaching method:
Tasks in Critical Thinking: This test is performance-based and
generates group rather than individual scores. Students are
asked to solve a dilemma or task in an area of humanities, social
sciences, or natural sciences. Teachers use rubrics to evaluate
responses, targeting the skills areas of inquiry, analysis, and
communication.
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.
Solving problems and making decisions
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.
Critical thinking and learning:
The teachers should:
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?
2-Deduct meaning from context
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
or a labelled
model involves different language and social skills,
leadership,
compromise and strategy-setting, which can be
performed in English if the students’ level is high enough:
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?
-
Critical thinking and Assessment:
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 most effective way to measure critical thinking is to use a
validated critical thinking skills test to assess the skills used to
solve problems and make decisions AND to use a critical
thinking mindset measure to assess the level of the person’s
consistent internal motivation or willingness to use his or her
critical thinking skills when it counts in decision making.
Format of critical thinking test:
Which skills are tested?
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
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.
Assumptions
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.
Deduction
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?
Interpretation
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.
Evaluation of Arguments
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.
Critical Thinking and Technology
Policymakers, education leaders and (AI):
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.
Promote AI literacy:
Integrate AI concepts into curricula and teach students to
evaluate AI
and its outputs critically. Students can become
informed consumers and
creators of AI-powered technologies
by understanding AI’s potential and
limitations.
Provide guidance:
Establish clear guidelines for the safe and responsible use
of AI in
education. We must ensure that AI tools are used
ethically, focusing on
student privacy and responsible usage.
By providing guidance, we can
ensure that AI enhances
learning experiences without compromising safety
or privacy.
Build capacity:
Support educators and staff in integrating AI into teaching,
learning,
and school management and operations.
Professional development
programs can help staff understand
AI, its limitations and ethical
considerations. By building capacity,
we can ensure that leaders develop the expertise to serve their
communities and that all staff are
equipped to use AI responsibly
and effectively throughout the education
system.
Support innovation:
Fund research and development to advance AI in education
pedagogy,
curriculum and tools. By supporting innovation,
we can drive the
development of new AI technologies that
enhance learning experiences and
improve outcomes.
How
artificial intelligence (AI) is integrated is critical as it should
enhance human interaction and decision-making rather than
replace them
through responsible and equitable application in
education.
Students
and educators must learn about AI to prepare them for
a future
increasingly intertwined with AI technologies, including
understanding
AI’s principles, applications and ethical
implications.
Policy
recommendations for integrating AI in education effectively
include
creating AI-focused task forces, promoting AI literacy,
establishing
responsible AI guidelines, professional development
support and AI
research and development.
Critical thinking and AI Tools in Classroom
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.
CT Skills and (AI) for tomorrow
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!
Planning
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.”
Monitoring
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.
Assessment
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.
Evaluating ideas and arguments with AI
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?
Which of the points are the most important?
Does the chatbot choose the right point to focus on?
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.
Last but not least
What if:
:
Curriculum and Assessment work together
We will have a generation of scientists,
explorers and researchers.
Last
and not least, Critical thinking skills and (AI) across Education policy,
curriculum and assessment must work simultaneously to improve the education
process as a whole. All must work together. None can go without the
other. None can ignore the others. They work together side by side. They are
interrelated and interwoven. They serve each other at the same time. There must be an
integration among them. If one field ignores the others, the education
process will face problems, shocks, conflicts, complaints,
disappointment and failure.
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.
Conclusion
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.
Chapter : 11
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I used (AI) ChatGPT in teaching English language.
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Using Technology To Develop Students’ Critical
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Improving critical thinking skills through the integration
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What is Needed to Develop Critical
Thinking in Schools?
Department of Education (.gov)
https://files.eric.ed.gov › fulltext
PDF
by L Radulovic2017Cited by 99
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I posted some quotations of his topic in my research in:
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I posted some quotations of his topic in my research in:
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The End
of
my Research
Copyrights to Mr. / Girgis H.H.
Egypt.
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