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Alumni | University of Adelaide


Alumni | University of Adelaide



My Researching



PhD



Dissertation / Thesis




book binding png - Thesis Book Cover | #2882886 - Vippng


in


Critical Thinking across Policy,


curriculum and assessment must work
 

together to improve


(TEFL)




Time: 2022


Corresponding Author:


Mr. / G. H. H. A, the researcher.



Editor


Edited by:  Mr. / G. H. H. A



Supervisor :


Mrs Karen, Professor 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:

http://www.bchmsg.yolasite.com/




My education Blog:

https://mrgirgis.blogspot.com/




Topic:


Critical Thinking across Policy,


curriculum and assessment must work
 

together to improve


(TEFL)



Online since :  2022




My Research



My Research Proposal





Critical Thinking across Policy,


curriculum and assessment must work
 

together to improve


(TEFL)

http://www.bchmsg.yolasite.com/





Table of Contents



The Research Structure Plan



Chapter :  1  :  The Research Abstract.

Chapter :  2  :  The Research Introduction.

Chapter :  3  :  The Research Methods and Tools.

Chapter  : 4  :  The Research Results.

Chapter  :  5  :  The Research Outcomes and impact.
 
Chapter  :  6  :  The Research Discussion.

Chapter     7  :  The Research Conclusion.

Chapter  :  8  :  The Research Limitations.

Chapter  :   9 :  The Research Acknowledgement.

Chapter  : 10 :  The Research References.






( Research Content )



Chapter  :  1



1-Abstract


Critical Thinking across Policy,


curriculum and assessment must work
 

together to improve


(TEFL)

http://www.bchmsg.yolasite.com/





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 study talks about critical thinking skills in 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 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.




Key words:

Complex professional challenges, Critical thinking, methods,  solving problem, education policy, curriculum, assessment, education system.



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Chapter  :  2



2-Introduction



http://www.bchmsg.yolasite.com/




  • 1-Literature Review:


  • Critical Thinking across Policy,


    curriculum and assessment must work
     

    together to improve


    Education



  • http://www.bchmsg.yolasite.com/


    -------------------------------------------


    The world major challenges:


          Reforming or developing education system in the developing countries is one of the  biggest challenges facing our world society. 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.  Among these challenges is, how to reform education systems all over the world.




    Presentation of my Project:


         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.



    Research Plan:


    The plan of my research will deal with the critical

    thinking skills and :


    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.



    Research 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 id 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 school 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 complex 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 show 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.


    The documents also accentuated that the assessment system should
    also be focused on developing critical thinking by assessing higher-
    order abilities among secondary school students.



    Research Question and Answer:


    The Research Question is:

    How can we use the critical thinking skills to develop education system all over the world?



    The Research Answer is:

    Critical thinking across education policy, curriculum and assessment must work together or simultaneously  to reform education all over the world. No field ignores the other fields.


    Aims

    Here are my aims are:


    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- My aim is to 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 problem is:


    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, No.



    Reasons for the problem :

    1-Teachers, learners, curriculum and means of assessment 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 or interact 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.



    Here is an actual and practical daily life situation:

    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 as usual 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 researcher, 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?




    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).



    Ideally, the education system should permit each student's 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 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.


    My proposed research will be academically significant. To do this properly, I acknowledge relevant existing scholarship and I explain
    how my research will relate to it. I am able to show how my PhD will contribute to its field and – ideally – indicate some of the gaps in knowledge it will aim to fill.



    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.



    Guided by a goal to be achieved (the cognitive finality or 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-Critical Thinking 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; and


    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 Thomas 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 Francis 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.





    Critical thinking and its Types:



    6-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 of thinking they want students to do and the learning objectives for the course or assignment. The chart below describes questions to ask : 


    Level of critical thinking  Skills students demonstrate Questions to ask
    Lower levels
    Remembering
    recognize, describe, list, identify, retrieve
    • What do we already know about…?
    • What are the principles of … ?
    • How does … tie in with what we learned before?
    Understanding explain, generalize, estimate, predict, describe
    • Summarize…or explain…
    • What will happen if?
    • What does….mean?
    Higher levels
    Applying carry out, use, implement, show, solve
    • What would happen if…?
    • How could…be used to…?
    • What is the counterargument for..?
    Analyzing compare, organize, deconstruct
    • Why is…important?
    • What are the implications of…?
    • Explain why/Explain how…
    Evaluating check, judge, critique, conclude, explain
    • Why is…happening?
    • What is the best..and why?
    • How does…affect?
    Creating construct, plan, design, produce
    • What is the solution to the problem?
    • What do you think causes..? Why?
    • What is another way to look at?


    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.



    Good 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 Higher education:


    Critical thinking has been identified as one of the most important outcomes of higher education courses (Dunne, 2015; Facione, 1990). It is the “kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions” (Halpern, 1999, pp. 70). Strong critical thinking skills are therefore considered essential if higher education students are to succeed not only academically but also within personal and professional domains (Butler, 2012; Butler et al., 2012).



    The expert panel members of the Delphi Report formally defined critical thinking as “purposeful, self-regulatory judgement which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological or contextual considerations upon which that judgement is based” (Facione, 1990, p. 3).



    Regarding assessment format, critical thinking assessments can utilise either selected- or constructed-response items. Selected-response items require test-takers to select the correct response from a list of options, such as multiple-choice questions or true-false statements. By contrast, constructed-response items require test-takers to construct (or generate) their response, such as short-answer or essay questions.



    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 vision of the national education policy is to transform Egypt
    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, artifacts 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, creation 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 students 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.

     H- Solving  problem


    3-(Tasks) as a 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 :


    East Anglia University, Norwich schools and colleges,

    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 skills practically. The learners were divided into 4 groups to do collaborative 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 such event of 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.


    5-Other CT methodological approaches involve:


    • Ice-breaking sessions.
    • Self-motivation sessions.
    • Questionnaires, Analysis, Synthesis, Evaluation, imagination
    • Thinking, pairing, sharing and Team building sessions.
    • Individual work, pair work Team work and using environment..
    • Questioning, creation and innovation.
    • Planning and structuring.
    • Authentic situations of real daily life and decision-making sessions.
    • Negotiation, reasoning, arguing and self-expression.
    • Doing tasks, doing projects and doing reports.
    • Goal-setting sessions.
    • Inquiry-based activities.
    • Problem-solving activities.
    • Debates.
    • Individual reflection.
    • Group discussions.
    • Pyramid-discussions and comparisons.
    • Practical activities.

      .  Active Learning, participation and integration .

    .  Learner-centered teaching and using technology.

       . Experiencing, experimenting,and observation and self-discovery.

     . Storytelling,dialoguing , inquiry, mind-mapping and self-Exploration
     .Competency, Practical learning and playing roles.


    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.



    Critical Thinking and Technology



    Online Tools and activities:


    Online instructors can use technology tools to create activities that

     help students develop both lower-level and higher-level critical

     thinking skills.


    • Reflection activities.

    •  Reflection activities provide students with opportunities to track their learning and demonstrate their progress throughout the semester. To enhance the level of critical thinking students do through reflective activities, tell students to cite course materials that have helped them advance their knowledge and thinking.


      • Example:

      • Use Google Doc, a collaboration feature in Canvas, and tell students to keep a journal in which they reflect on what they are learning, describe the progress they are making in the class, and cite course materials that have been most relevant to their progress. Students can share the Google Doc with you, and instructors can comment on their work.


    • Peer review activities.

    • Peer review activities enable students to demonstrate communication skills by giving feedback on each other’s work, expose students to alternative perspectives, and allow students to question what they are reading. Doing peer review activities online can protects students’ anonymity, making students more likely to be honest in their feedback (Lin, S. S., Liu, E. Z. F., & Yuan, S. M., 2001,  Web‐based peer assessment: feedback for students with various thinking‐styles).


      • : Example:

      • Use the peer review assignment feature in Canvas and manually or automatically form peer review groups. These groups can be anonymous or display students’ names. Tell students to give feedback to two of their peers on the first draft of a research paper. Use the rubric feature in Canvas to create a rubric for students to use. Show students the rubric along with the assignment instructions so that students know what they will be evaluated on and how to evaluate their peers.


    • Discussion forums.

    •  Discussion forums allow students to communicate with their peers, answer questions that require them to demonstrate both lower-level and higher-level critical thinking skills, and analyze course content. When instructors set clear guidelines for participation and model critical thinking skills through their participation in discussion forums, students can also demonstrate how they are engaging in the critical thinking process.


      • Example:

      • Use the discussions feature in Canvas and tell students to have a debate about a video they watched. Pose the debate questions in the discussion forum, and give students instructions to take a side of the debate and cite course readings to support their arguments. 


    • Small group activities.

    • Small group activities allow students to communicate, problem solve, hear different perspectives, and collaborate to analyze and synthesize course content. By assigning small group activities, instructors can engage students in multiple levels of critical thinking.


      • Example:

      • Use goreact, a tool for creating and commenting on online presentations, and tell students to design a presentation that summarizes and raises questions about a reading. Tell students to comment on the strengths and weaknesses of the author’s argument. Students can post the links to their goreact presentations in a discussion forum or an assignment using the insert link feature in Canvas.


    • Digital Storytelling Activities.

    •  Telling digital stories allows students to use multimedia (images, audio, video) to present information. Digital stories can include 1) personal narratives, 2) stories that document events, and 3) stories that inform and instruct. Creating digital stories allows students to evaluate, reflect on, or analyze course content (Robin, 2006, Digital storytelling: A powerful technology tool for the 21st century classroom).


      • Example: 

      •  Use goreact, a narrated Power-point, or a Google Doc and instruct students to tell a story that informs readers and listeners about how the course content they are learning is useful in their professional lives. In the story, tell students to offer specific examples of readings and class activities that they are finding most relevant to their professional work. Links to the goreact presentation and Google doc can be submitted via a discussion forum or an assignment in Canvas. The Power-point file can be submitted via a discussion or submitted in an assignment.

    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?


    Critical thinking and learning:

    The teachers should:

    1-Ask for more than just information

    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-Get students deducing 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


    Working together to create a poster presentation, a board game 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:

    1. inform students of the goal of the project - what product are they working towards?

    2. Students break the project into parts and assign roles to each group member (in first language with lower-level groups)

    3. 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)

    4. Students each work on their role for the project, keeping in communication with each other at each step

    5. Group members check each others’ work for accuracy of language, quality and how well it fits the project brief from 1)

    6. 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.

    7. 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.



    Measuring critical thinking skills:


    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.




    Critical Thinking Mindset


    Critical thinking mindset determines how disposed a person will be to work to achieve goals and to engage and resolve significant problems.

    • Do they have the integrity to honestly define problem situations, the disposition to take an organized approach to seeking out best possible solutions, the tolerance to listen to all points of view, the ability to reconsider when the evidence points to the need for a new appraisal ?



    Format of critical thinking test: 



    1-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.



    Last but not least

    Critical thinking  Skills:

    Policy, Curriculum and assessment must work 

     together to improve (TEF).


    Last and not least, Critical thinking skills across Education policy, curriculum and assessment must work together 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:

    A real actual example: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 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.


    Critical Thinking and the solution:

    Then, what is the solution?  The real and actual solution is:


    Critical thinking  Skills:

    Policy, Curriculum and assessment must work 

     together to improve ( EFL)


    http://www.bchmsg.yolasite.com/






    Chapter  3



    2-Methods and Tools



    The Methods




    My research uses 3 items:


    1- 2 researching methods.

    2-2 researching forms as tools.

    3- A Comparing study analysis between:

    critical thinking in England and Egypt with a report.





    1-Theoritical methods and tools:


    Through team work I do meetings, interviews, workshops, webinars, 

    conferences and discussions to know about the ideas, opinions, 

    thoughts and attitudes of learners, teachers, senior teachers, 

    headteachers and supervisors of English at schools.

    1-I use an a course evaluation form with the learners as a tool.

    2-I use critical thinking evaluation form sheets as a tool during

    interviews with teachers.



    Figures  1  ,  2


    2-Practical methods and tools:

    After collecting my research data,  through my visits, observation and 

    practical share inside schools, classrooms and education associations,

     I analyze them and explore the results to reach the final judgement.


    Data Collection …………………………….. 



     1. Instrumentation ………………………..


    2. Validity and Reliability ………………. .





    C. 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.





    Ethics:


    Research ethics involves the application of fundamental ethical principles to research activities which include the design and implementation of research, respect towards society and others, the use of resources and research outputs, scientific misconduct and the regulation of research.  My research is original, creative and systematic. It is well designed and regulated. I respect the copy rights of other researchers. I respect the sources of knowledge of other researchers.




    Implications:

    This comprehensive set of 43 published review articles tracks the historical development of the field and, by itself, represents a rich harvest from the study. Within this historical corpus of reviews, the study identified a subset of "exemplary reviews" that can serve as useful models for future scholarship.


    Finally, by identifying patterns of methodological strength and weakness among the reviews as a group, my research report offers empirically grounded recommendations for strengthening future reviews of research in educational critical thinking through education policy, curriculum and assessment that must work together to improve education.





    Chapter  :  4




    The plan of the


    (Researching Findings and Results)



    D- Main Findings / Results



    A- I used my 2 tools: one is a my course evaluation 

    form for the students and the other is a critical 

    thinking evaluation form for teachers.



    Tool : 1


    I used:

    1-Tool  1 :  Course Evaluation Form for Student 


    Perceptions of Critical Thinking in Instruction



    Tool:  2


    Then, I used Tool  2  :  Critical Thinking skills


    Evaluation Form Sheet for teachers


    A-In my country, Egypt:


    I worked in a team composed of 4 members. 

    They are supervisors of English at high schools.

    I chose 20 teachers of English and 200 students 
    The teachers and learners were from 2 primary schools(one village school and one town school).


    I chose 2 middle schools(one village school and one town school)
    I chose 2 high schools(one village school and one town school).
    I used my interview for the teachers and the questionnaire for the student. I gathered the data. I analyzed the data.


    I found that 10 of teachers don't know any thing about critical thinking.
    I found that 5 teachers head about teaching critical thinking but don't use it in teaching.


    I found that 5 teachers know about teaching critical thinking but they need training to know how to make it match the critical thinking assessment.


    I found that the course content does not match teaching critical thinking or critical thinking assessment.


    Concerning the students, I found that all students heard about the critical thinking but never used it neither in teaching, learning, course content nor learning styles. They only see critical thinking in assessment and as a result they they and their families duffera lotfrom teaching and learning.


    B-The theoretical part:


    1- I held 2 workshops about teaching critical thinking:

    One about critical thinking in teaching methods.

    2-One about learning styles of critical thinking.

    3-One about means of assessment based on critical thinking.

    4-One about how to link the three in one.

    All learners, teachers, senior teachers, supervisors and senior 

    supervisor learnt all about the critical thinking theoretically and 

    practically.

    5-I used the same 2 tools in collecting and analyzing data once more

    6- I discovered that the results have risen.



    Table  :  1


    A- Post First Interview and questionnaire:


    Data Analysis and results:


    1-After the first teachers  interview, I collected data and analyzed them, We found that the percentage of critical thinking skills for the teachers was  % 30- percent.


    2-After the first questionnaire for the students, I collected data and analyzed them, We found that the percentage of critical thinking skills knowledge for the learners was  %28 .



    B- Post Second Interview and questionnaire



    Table  :  2  ,  3


    Data Analysis and results:


    1-After the second interview, I collected data and analyzed them, We found that the percentage of critical thinking skills for the teachers was  % 65 percent.


    2-After the second questionnaire for the students, I collected data and analyzed them, We found that the percentage of critical thinking skills knowledge for the learners was  %75 percent.

    - ----------------------------------------------------------------------------------

    C- A Comparing analysis study report about 

    critical thinking between Curriculum in : 

    England and Egypt:



    After the  teachers interview:



    Data Analysis and results:


    1-After the second interview, I collected data and analyzed them, We found that the percentage of critical thinking skills for the teachers was  % 95 percent.


    2-After the second questionnaire for the students, I collected data and analyzed them, We found that the percentage of critical thinking skills knowledge for the learners was  %92 percent.


    --------------------------------------------------------------------------------------


    &


    4-Secondary Findings / Results.



    Figures  :  3  ,  4


    My finding and results between theory and applicability and different
    situations and institutions including the Bible, education  in Egypt,
    education through the British curriculum and schools I visited and
    worked with in England  beside the supporting views and opinions or
    thoughts of other websites and publishers. 



    I found that the teachers don't need theoretical lectures about critical thinking , but they need authentic situations, tools, methods, styles and practical model lessons to be presented and the critical thinking skills to be implemented practically in front of them inside the classrooms.


    I found that the assessment tests or exams use one item of the critical thinking questions to be answered by students. It was the Multiple Choice question, no more.


    I found that the teaching methods, leaning styles and course content use traditional methods that depend on memorization and contrasts with the education policy and the means of assessment that use critical thinking skills.





    Chapter  :  5



    Outcomes and impact –


    My PhD research mustn't be put on a library shelf to be stored like the ones that couldn't be benefited from.  My PhD a practical  and relevant research. It is a message of progress, development, promotion and the only solution for the problems that people in charge of education , planners, administrators, teachers, learners, course content authors and people of assessment all over the world.



    1-My research is Significant :

    My proposed research will be academically significant. To do this
    properly, I acknowledge relevant existing scholarship and I explain
    how my research will relate to it. I am able to show how my PhD will
    contribute to its field and – ideally – indicate some of the gaps in
    knowledge it will aim to fill.


    2-My research is feasible / doable:


    1-Each education association must know that the education
    policy is based on using critical thinking skills not just attainment or
    learning by heart.



    2- Many training units, workshops, conferences and webinars must
     be held to train teachers to use methods of teaching that are based
    on critical thinking skills like: solving problems, doing projects, doing
    tasks, case study, making decisions, competency, mind mapping,
    CLT, constructivism, Discovery, exploration,brainstorming, deduction,
    elicitation, internet-based learning,using technology, communication
    practice, mind-mapping, lexical approach,teaching vocabulary and
    English grammar communicatively, CPD, inquiry, teaching diverse
    and multi-culture and practical teaching methods.


    3- Learners must use activity-based learning method to dialogue with
    themselves, dialogue with others, observe, experience, do, practice,
     research, explore, work in pairs, peers and groups. Learners must
     learn  English through implementing the 5 language skills: Listening,
    speaking, reading, writing and using culture. Learners must observe,
    participate, interact, role-play, act, evaluate, analyze, synthesize
    imagine, create and innovate. The teacher must be just a monitor,
    guide, observer and supporter not just a lecturer or dictator.



    4- The course content must go with the critical thinking skills projects
    to lead the teacher to work together in the same strategy.
    Authors must write text books that match using critical thinking skills.


    5- The assessment must test the learning outcomes that have been
    based on critical thinking skills not just multiple-choice question,
    Assessment must include all exercises of Matching, filling in, true or
    false, practical assessment in listening, speaking, reading, writing,
    and researching.


    6-Education technology must be used in teaching, learning, typing
    course content, education activities, education projects, doing tasks,
    doing model lessons,doing lesson plans, competency , practical
    learning, assessment and evaluation, CDs, videos, video conferences,
     recorders, films, training units, YouTube, platforms, Zoom, sites, blogs,
     social media, webinars and others.



    3-My PhD is worthwhile.:

    My research deals with a very vital and important problem that causes
    worry to all people all over the world. It is actual. It touches our lives
     everywhere. If we solve the problems of education, all programs of
    sustainable development will succeed.


    People will understand other peoples and other cultures to live in
    peace.  Production in every field will double.  All work markets will
    receive skilled and trained university graduates.


    4-I suggest what will become possible.

    1-Other researchers can use or build upon my research results.  My
    research will close  the gaps of the missing relation between the education policy,curriculum and assessment in academic knowledge.


    2- I am ready for doing workshops, webinars,conferences, training units and meetings to do professional development visits and meetings for the teachers in my country with attendance or through using technology.


    3- I can use my global education sites and my blog to do professional development meetings to all teachers all over the world with attendance or through using my sites, emails or the university platform..


    4- If the people in charge put me in charge of implementing my project in my country, I will enter classes with the company of teachers and senior teachers of English and do model lessons based on using critical thinking skills.


    5- If I was asked to do professional development anywhere all over the world, I am ready for doing the same to add my knowledge, ideas, thoughts and recommendations to humanity.


    6- I am ready for being in touch with any university or any education association all over the world to give a hand .


    7- My project is worthy and doable. It doesn't cost much money or funding. It is easy not difficult. It is very possible.



    8- Curriculum designer, course content authors, teachers of English perfect this new system of education, learning outcomes will be carried out perfectly. Learners will become good citizens, scientists and are able to use critical thinking in their daily life trough solving problems, making the right decision, self expression, good evaluators, good analysts, creators and wonderful innovators.


    5-Originality/value



    This study depicted a daily life practical Lesson Study activity through
    solving problem method. the lesson was: ( Environmental Pollution
    Problem) which focused on the students’ critical thinking activity
    through the integration of PBL and learners' work groups in their
    authentic and practical daily life situations.


    The crucial value of the Lesson Study about pollution attracted the
    learners' attention since I wanted to know the students’ learning style
    and what made them learn. The students’ critical thinking ability was
    measured before and after the Lesson Study activity through a
    standardized (Pre-test and a Post-test).



    .

    Chapter  :  6



    6-Discussion




    Discussion:


    Discussions 43 authors,  writers and publishers about critical thinking skills including meaning, significance, types, importance, fields and learning outcomes have varied among researchers and experts., They agreed on most of the points and disagreed on very few ones.


    The discussion questions were:

    1-What is meant by critical thinking?
    2-What are the critical thinking skills?
    3-Can we implement critical thinking skills in only education policy?
    4-Can we implement critical thinking skills in only teaching methods?
    5-Can we implement critical thinking skills in only learning styles?
    6-Can we implement critical thinking skills in only course content?
    7-Can we implement critical thinking skills in only assessment? or
    8-Must we implement critical thinking skills in education policy, teaching methods, course content and means of assessment to work together to reform education systems everywhere?
    9-What is the importance of critical thinking?
    10-What is the relation between learning critical thinking and man's citizenship?
    11-What is the relation between learning critical thinking and democracy?
    12-What is the relation between learning critical thinking and solving problems, making decisions, self-expression, case studies, doing tasks, doing projects, practical learning, reflection, analysis, synthesis, evaluation, creation, imagination and innovation?


    Discussions and Results  :

    1-First, researches disagree on where to teach CT; whether CT should
    be taught in specific courses of CT skills (CT as an isolated set of skills), or in general courses (as part of other subjects). Every approach has its own strengths and weaknesses, therefor, the decision regarding to where to teach CT is based on the nature of the course and its goals.


    2-Second, although there is agreement that CT is a human cognitive process that enables one to use a specific set of cognitive skills, significant controversy surrounds which skills should be taught to develop such thinking.


    3-Researchers disagree about the skills that make a person a critical thinker, however, it seems evident from the literature that there is general agreement that CT includes a range of mental processes and skills such as interpretation, analysis, evaluation, inference, explanation and self-regulation.


    4-Fourth, it is important for the teacher to decide how to teach and assess CT skills. A review of the CT teaching strategies shows that there are various methods and activities that can be used to enhance students CT skills.


    5-Moreover, there seems to be overlap and confusion between CT teaching strategies and assessment strategies as many people think they are the same; however, there are differences between them.


    6-The effective assessment of students’ CT skills is a major issue for education. The issue here is whether teachers, during the process of a CT assessment, can reliably assess the level of a student's CT.


    In fact, assessment remains a major concern in developing instructional activities to enhance students' CT. Results of the analysis of Jesus’ questions using Bloom’s taxonomy found that Jesus’ questions in the Gospel of Matthew consistently accomplish the criteria of high-level thinking questions, are effective and relevant, are at a multiple cognitive level, have an effective wait-time, use effective redirecting questions, have a high cognitive value, and are oriented to purpose and content focus.



     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



    The review indicated that most researchers agreed that CT refers to the use of cognitive skills or strategies, and that through teaching and coaching, students can master CT (Fisher 1998; Halpern 1999; Pithers & Soden 2000).



    Gelder (2005) explained that CT skills can be taught in the same way that other cognitive skills are taught. He claimed that knowing the theory of CT and its related concepts, practising these skills in real situations, and then transferring these CT skills to different situations made students critical thinkers.


     Researchers appeared to be in agreement (Facione 1990; Halpren 1999; Kuhn 1999; Pithers & Soden 2000; Fuiks & Clark 2002) about the ability to teach and learn CT skills; however, some of them disagreed about several issues related to teaching and learning CT skills:

    1. Where should CT skills be taught?

    2. What CT skills should be taught?

    3. How should CT skills be taught and assessed?

    4. Can technology promote students’ CT skills?


    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.




    Chapter  :  7




    7-Limitations



    Difficulties with Learning Critical Thinking Skills:



    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.


    Breaking Down Barriers:


    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.


    3-To develop critical thinking in class, students need some time to express their ideas and to reflect on their answers. Time is an essential factor which affects the way ideas are expressed by students using words of their own, being clear, and reflective.

    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).


     Daily life contexts have a meaningful impact on cognitive functioning, making it necessary to secure that the power of such circumstances is taken into consideration when assessing intelligence. In fact, people don't live in an aseptic environment, invulnerable to its stimuli. From here derives the need to weigh the contextual variable when defining and assessing critical thinking (Sternberg, 2003; Yanchar et al., 2008).


    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.






    Chapter  :  8




    7- Conclusion  /  My Future work.




    Conclusion 


    Reviewing the literature indicated for main arguments between the

    researchers in the field of teaching CT skills in my country.



    My Future work.


    1-I will address the education policy makers and text books authors to show them where the problem is and how to implement critical thinking skills in all fields together side by side.  All fields that include policy making, teaching methods, learning styles, course content and means of  assessment must work together to modify the education system.


    2- I will use my global education site:  www.bchmsg.yolasite.com  , my YouTube channel and my international education blog to transfer my knowledge, experiences, experts, thoughts, ideas and researches to all education systems in my country and other education systems all over the world


    3-I will be in constant touch with my professors, experts and colleagues in my research country and in all the great countries of the great European Union to exchange knowledge and experiences to solve any problem we face anywhere.



    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.


    • Using critical thinking while in the classroom help students become more attentive and engage with their peers in an effective manner.


    • Students also learn to form and ask challenging queries.


    • Students become more proactive while performing activities in the classroom and eagerly participate in interactive learning.


    • Students who practice critical thinking skills are better prepared for the future and learn how to handle different scenarios, whether at work or home.


    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).





    Chapter : 9




    9-Acknowledgement





    Many Thanks




    1-I thank The University of East Anglia, Norwich, 

    Norfolk, England, UK. for its support.


    2- I thank Mrs. Louise Black, my senior professor in

     the UEA.


    3- I thank Mr. Rod for his great efforts in teaching me 

    the ICT in the UEA.


    4- I thank Mr. Francis, Mr, Richard, Mrs. Pat, Mrs. 

    Karen and Mr. John for their help and support.





    Chapter  :  10




    10-References


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    Insights
    • Critical, Analytical & Creative Thinking

    7 Critical Thinking Barriers and How to Overcome Them
    Written By
    Lee Crockett

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    -----------------------------------------------------------

    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.
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    -----------------------------------------------------------------------------------------
    Trinity College London, Tom Garside, May, 2022

    4 ways to increase critical thinking in the English classroom.

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    -----------------------------------------------------------------------------------------
    Defining Critical Thinking Courses

    written by Chris Green

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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
    Fax.: +511 626-2875
    revpsicologia@pucp.edu
    Atualizado emOutubro 02, 2018

    ublicação dePontificia Universidad Católica del Perú. Departamento de humanidades
    versão impressa ISSN 0254-9247

    I posted some quotations of his topic in my research in: June,  2023


    -----------------------------------------------------------------------------------------

    © 2023 Insight Assessment a division of California Academic Press

    Email us: contactus@insightassessment.com

    Call us: 650-697-5628

    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

    I posted some quotations of his topic in my research in: June,  2023

    -----------------------------------------------------------------------------------------

    https://www.cwauthors.com/

    • Charlesworth Author Services
    • 19 November, 2021

    I posted some quotations of his topic in my research in: June, 2023S


    -----------------------------------------------------------------------------------------
    • Tel: +44 (0) 1786 473171
    • University of Stirling Stirling FK9 4LA Scotland UK

    I posted some quotations of his topic in my research in: June, 2023S

    -----------------------------------------------------------------------------------------

    { 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 }

    I posted some quotations of his topic in my research in: June, 2023S

    -----------------------------------------------------------------------------------------

    https://researchmethod.net/author/hassan/

    Research Guide • Research Paper Guide • Thesis Guide

    Table of Contents – Types, Formats, Examples

    April 13, 2023
    by Muhammad Hassan

    Muhammad Hassan

    Researcher, Academic Writer, Web developer

    I posted some quotations of his topic in my research in: June, 2023S

    -----------------------------------------------------------------------------------------

    Critical Thinking and it's Importance in Education

    • July 2019
    • Conference: Cognitive,Psychological and Behavioural Perspectives in Education.
    • At: karaikudi
    Authors:
    Lenin Iyer
    • Alagappa University

    I posted some quotations of his topic in my research in: June, 2023S


    -----------------------------------------------------------------------------------------
    Volume 41, September 2021, 100877

    Exploring higher education students’ critical thinking skills through content analysis

    Author links open overlay panel

    About the journal















    This leading international journal, launched in 2006, uniquely identifies and details critical issues in the future of learning and teaching of creativity, as well as innovations in teaching for thinking.

    I posted some quotations of his topic in my research in: June, 2023S




    The Tools



    1-Tool  1 :  Course Evaluation Form


    for


    Student  Perceptions of Critical


    Thinking 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


     




    2-Tool  2  :  Critical Thinking skills


    Evaluation Form Sheet


    for


    teachers


    Interview


    My name is__. I'm calling on behalf of the ~omission on Teacher

    Credentialing. At the outset you should know that:

    1) we are tape recording the conversation to use it as data for coding

    and analysis.

     2) your answers will be confidential and your identity anonymous, and

    3) the study will not report individual institutions.

    The Commission on Teacher Credentialing appreciates your taking

     time from your busy schedule to respond to our questions.

    The interview is designed to gather information from the faculty and

     administrative perspective for the Commission on Teacher.



    Interviewee                               Time Date_

    Interviewer                               Tape Number _


    • What courses do you teach most regularly?

    • What would you identify as your specialty or domain of highest

    expertise?

    • Have you read any articles or books, or attended any conferences

     on critical thinking in the last 5 years you can mention?


    (1) How important is critical thinking to your instructional objectives?

    (a) of little or small importance

    (b) of secondary importance

    (c) of primary importance


    (2) My concept of critical thinking is largely:

    (For those who ask what we mean by "intuitive" the common answer should be,"By an intuitive idea or concept, we mean one that you use without knowing you are using it and without basing your use on an explicitly formulated theory.")

    (a) intuitive in my thinking, or

    (b) explicit in my thinking


    (3) My concept of critical thinking is largely:

    (a) a product of my own thinking

    (b) a product of one or more particular theories of C.T. to which I

     explicitly subscribe


    (4) In your concept of critical thinking do you explicitly distinguish critical thinking skills and traits?

    a) yes

    b) no


    (5) Do you think of knowledge, truth, and sound judgment as :

    (a) not fundamentally a matter of my own personal preference or subjective taste .

    (b) fundamentally, a matter of my own personal preference or subjective taste


    (6) Would you say that your department or school has a shared approach to the teaching of critical thinking or is it left more or ·less to individual faculty members' discretion to decide whether and how they approach critical thinking?

    (a) yes, a shared approach

    (b) no, left to individual faculty


    (7) In your view, how important is it for students to acquire sound intellectual criteria or standards to use in the assessment of their own thinking and the thinking of others?

    (a) of little or small importance

    (b) of secondary importance

    (c) of primary importance


    (8) In your view, how important is it for students to learn how to assess their own work?
    .
    (a) of little or small importance

    (b) of secondary importance

    (c) of primary importance


    (9) Do you feel that students generally come to your classes with well developed intellectual standards or criteria to use in assessing thinking?

    (a) In general yes or

    (b) in general no


    (10) Which of the following four descriptions best represents your assessment of the degree to which your department's graduates develop t~e ability to think critically as a result of their course work?

    (a) little or no development of critical thinking ability

    (b) a low level of the development of critical thinking ability

    (c) a good level of development of critical thinking ability

    (d) a high level of development of critical thinking ability



    (11) Which of the following four descriptions best represents your assessment of the degree to which your department's graduates develop the knowledge and ability to foster critical thinking in their future students?

    (a) little or no development of such knowledge and ability

    (b) Cl.low level of the development of such knowledge" and ability

    (c) a good level of development of such knowledge and ability

    (d) a high level of development of such knowledge and ability.


    =========================================


    Beginning of Tape Counter


    Open-Ended Number: Questions


    (12) Would you explain to me your concept of critical thinking?

    Follow-up:

    • Could you elaborate further on your conception?

    • Could you give me an example of your use of critical thinking outside the classroom that illustrates your concept of it?

    • In your answer you've mentioned processes such as analysis, synthesis, evaluation, and application.

    What intellectual standards would you use to distinguish whether or not these processes are being done critically vs. uncritically?

    • Does your conception of critical thinking involve" any traits of mind?


    (13) Is there anything you do on a daily basis in the classroom that you believe fosters critical thinking?

    Follow-up Questions:

    • Do you have any other structures that you find particularly effective in teaching your students to think critically about your subject?

    • How do you emphasize critical thinking within that structure?

    (14) Some faculty feel they have too much content to cover to have much time left for fostering critical thinking. What is your view of this position?


    Follow-up Questions:

    • Do you teach or have you taught. any courses that require a great deal of coverage and if so, how do you foster critical thinking in those courses?

    • Could you, please give me an example from the design of your classes?


    (15) What particular critical thinking skills do you believe are most important for your students to develop?


    Follow-up Questions:


    • Could you give me an example of how you teach critical thinking skills in the classroom?

    • Could you give me an example of the use of one of those skills in some everyday context, outside of the classroom? (e.g., as a consumer, as a parent, citizen, in a personal relationship)


    (16) If you had the task of assessing the extent to which some faculty member was or was not emphasizing or fostering critical thinking through his or her instruction, how would you go about making that assessment? .


    Follow-up Questions:

    • Could you elaborate further?

    • Could you give me an example of how you would go about conducting this assessment?


    (17) What is your personal conception of intellectual criteria ?

    Follow up Questions:

    • "What qualities do you look for in your .students reasoning that tell you whether or not they are reasoning well or poorly?"

     For example, if you emphasize the importance of being accurate in their thinking, then "accuracy" is a general criteria or standard you value.

    • In your answer you've mentioned processes such as analysis, synthesis, evaluation, and application.

    What intellectual standards would you use to distinguish whether or not these processes are being done critically vs. uncritically?

    • If a student said to you, "what criteria should I use in deciding when to accept or reject some editorial or some position that someone defends?" what advice would you give them?

    • What intellectual standards do you use to evaluate students' reasoning?

    • Could you name some and elaborate on them?


    (18) How would you explain the difference between an assumption and an inference?

    (19) How would you explain the difference between an inference and an implication?





    The percentage of the students critical thinking skills

    Table :  1





    Table :  2



    The Ultimate Guide to Understanding Bloom's Taxonomy


    Table :  3





    Critical Thinking strategies for students and teachers — Innovative  Teaching Ideas
    Table  :  4




    Encourage critical thinking by turning your class into a Socratic Seminar |  Socratic seminar, Critical thinking, Classroom culture

    Figure  :  1




    Good Time: 4 Ways to Reawaken Student Engagement | Student engagement,  Teacher and student relationship, Teaching high school

    Figure  :  2




    Commentary: Standardized tests reward kids from wealthy families - The San  Diego Union-Tribune

    Table  :  3



    The Critical Thinking Process: Point-of-View, Assumptions, Evidence &  Conclusions - Video & Lesson Transcript | Study.com

    Figure  :  4




    Critical Thinking Skills



    1- Critical thinking  ( 1 ).


    2- Critical thinking  ( 2 ).



    3-Critical thinking   ( 3 )



    4-Critical thinking   (4 )



    5-Critical thinking   ( 5 )



    6-Critical thinking   ( 6 )



    7-Critical Thinking  ( 7 )



    8-Critical thinking   (8)



    9-Critical thinking   (9)



    10-Critical thinking   (10




    11-Critical Thinking  ( 11 )



    12-Critical Thinking   ( 12 )




    13-Critical Thinking ( 13 )



    14-Critical Thinking  (14 )




    15- Critical Thinking ( 15 ).




    16-Critical Thinking  ( 16 )




    17-Critical Thinking Test ( 17 )



    18-Critical Thinking  ( 18 )



    19-Critical Thinking  ( 19 )



    20-Critical Thinking  ( 20 )



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