Researcher, Academic Writer, Web developer
I posted some quotations of his topic in my research in: June, 2023S
My Researching
PhD
Dissertation / Thesis
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)
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)
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
Critical Thinking across Policy,
curriculum and assessment must work
together to improve
Education
-------------------------------------------
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:
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 :
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).
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.
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 |
|
| Understanding | explain, generalize, estimate, predict, describe |
|
| Higher levels | ||
| Applying | carry out, use, implement, show, solve |
|
| Analyzing | compare, organize, deconstruct |
|
| Evaluating | check, judge, critique, conclude, explain |
|
| Creating | construct, plan, design, produce |
|
Critical Thinking and its Importance:
Critical thinking enhances language and presentation skills. Thinking clearly and systematically can improve the way we express our ideas. In learning how to analyze the logical structure of texts, critical thinking also improves comprehension abilities.
Critical thinking promotes creativity.
To come up with a creative solution to a problem involves not just having new ideas. It must also be the case that the new ideas being generated are useful and relevant to the task at hand. Critical thinking plays a crucial role in evaluating new ideas, selecting the best ones and modifying them if necessary.
Critical thinking is crucial for self-reflection.
In order to live a meaningful life and to structure our lives accordingly, we need to justify and reflect on our values and decisions. Critical thinking provides the tools for this process of self-evaluation.
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.
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 problem3-(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.
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.
- Example:
- 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.
- : Example:
- 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.
- Example:
- 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.
- Example:
- 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:
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
inform students of the goal of the project - what product are they working towards?
Students break the project into parts and assign roles to each group member (in first language with lower-level groups)
Students produce a plan for creation of the project, step by step to get everything done in good order and within the time limit (again, in first language if necessary)
Students each work on their role for the project, keeping in communication with each other at each step
Group members check each others’ work for accuracy of language, quality and how well it fits the project brief from 1)
In larger classes, further critical thinking can be developed by having each group present their work to another group for feedback - what do the other group(s) think of their work? Each group writes action points to improve their product and goes back to make any changes they think are necessary.
Each group presents their project to the class, either in a show-and-tell style, or by moving from project to project to view each others’ work.
4-Develop students’ reflective skills
A
simple way of bringing self-reflection into he classroom is to include a
short stage at the end of each activity that you do, or at the end of
each class, which focuses on how students performed.
Some simple questions that can prompt self-reflection after a
period of class activity are:
How do you feel after completing this activity?
Did you find it easy or difficult? Why?
What did you find most useful in that activity?
How did you complete the activity? What did you do first, then what did you do?
If you did it again, what would you do differently?
-
Critical thinking and Assessment:
Just as education needs to be personalized, so does assessment.
From
the student’s point of view, testing should provide feedback
about where
they are in relation to their own potential, rather than in
comparison
to others or to an arbitrary uniform standard. Like their
education,
their assessment should be authentic, based on abilities
they need in
real life. It also needs to be collaborative.
Just as students are encouraged to take agency for their own learning,
they should play a
role in deciding the what, how, and when of their
assessments. This does
not mean teachers or authorities play a less
significant role. They
would have a brand-new role in designing and
developing a personalized,
more comprehensive and meaningful
assessment in collaboration with the student.
The most effective way to measure critical thinking is to use a validated critical thinking skills test to assess the skills used to solve problems and make decisions AND to use a critical thinking mindset measure to assess the level of the person’s consistent internal motivation or willingness to use his or her critical thinking skills when it counts in decision making.
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)
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.
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
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.
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.
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.
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.
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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Agolla J. E. (2018). Human capital in the smart manufacturing and Industry 4.0 revolution. In Petrillo A., Cioffi R., De Felice F. (Eds.), Digital transformation in smart manufacturing (pp. 41–58). https://doi.org/10.5772/intechopen.73575
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Alfonso R. M. (1986). How Jesus taught: The methods and techniques of the master. New York, NY: Alba House.
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Anderson L. W., Rathwohl D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Addison Wesley Longman.
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-----------------------------------------------------------Anthony M. J. (2008). Pneumatology and Christian education. In Estep J. R., Anthony M. J., Allison G. R., A theology for Christian education (pp. 147–173). Nashville, TN: B & H Publishing.
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Appalachia Educational Laboratory. (1994). Questioning and understanding to improve learning and thinking (QUILT): The evaluation results. A proposal to the National Diffusion Network (NDN) documenting the effectiveness of the QUILT professional development program. Charleston, WV: Appalachia Educational Lab.
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Benešová A., Tupa J. (2017). Requirements for education and qualification of people in Industry 4.0. Procedia Manufacturing, 11, 2195–2202. https://doi.org/10.1016/j.promfg.2017.07.366
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Bloom B. S., Engelhart M. D., Furst E. J., Hill W. H., Krathwohl D. R. (1956). Taxonomy of educational objectives: The classification of education goals. In Bloom B. S. (Ed.), Handbook I: Cognitive domain. New York, NY: David McKay.
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Browne M., Keeley S. M. (2012). Asking the right questions: A guide to critical thinking (12th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
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Caram C. A., Davis P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 19–23.
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Chew S. W., Lin I.-H., Chen N.-S. (2019). Using Socratic questioning strategy to enhance critical thinking skill of elementary school students. IEEE 19th International Conference on Advanced Learning Technologies (ICALT) (pp. 290–294). DOI: 10.1109/ICALT.2019.00088.
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-----------------------------------------------------------Chikiwa C., Schäfer M. (2018). Promoting critical thinking in multilingual mathematics classes through questioning. EURASIA Journal of Mathematics, Science and Technology Education, 14(8), 1–15. https://doi.org/10.29333/ejmste/91832
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Chin C., Osborne J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39.
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Cotton K. (2001). Classroom questioning. Portland, OR: Northwest Regional Educational Laboratory.
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Cottrell J. (2005). Romans. Joplin, MO: College Press.
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Dami Z. A. (2019). Pedagogi shalom: Analisis kritis terhadap pedagogi kritis Henry A. Giroux dan relevansinya bagi pendidikan kristen di Indonesia. Jurnal Filsafat, 29(1), 134–165.
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Davie G., Wyatt D. (2011). Document analysis. In Stausberg M., Engler S. (Eds.), The Routledge handbook of research methods in the study of religion (pp. 151–160). New York, NY: Routledge.
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Degotardi S., Torr J., Han F. (2018). Infant educators’ use of pedagogical questioning: Relationships with the context of interaction and educators’ qualifications. Early Education and Development, 29(8), 1004–1018. https://doi.org/10.1080/10409289.2018.1499000
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Doyle W. (1986). Classroom management techniques and student discipline. Arizona: University of Arizona.
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Efruan E. M. C., Dami Z. A., Latupeirissa D. S., Dethan M. A. P. (2020). Multicultural counselling with the technique of parable: A diacognitive analysis. European Journal of Science and Theology, 16(1), 165–176.
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-----------------------------------------------------------Elder L., Paul R. (1998). The role of Socratic questioning in thinking, teaching, and learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(5), 297–301.
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-----------------------------------------------------------Caram C. A., Davis P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 19–23.
I posted some of its quotations in my research in: June, 2023
Author, Preeti Jasnani, site: study.com
Posted on: May 3, 2022
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-----------------------------------------------------------Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. Turkish Online Journal of Educational Technology, 19(1), 21-39.
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Al-Samarraie, H., & Hurmuzan, S. (2018). A review of brainstorming techniques in higher education. Thinking Skills and Creativity, 27, 78-91.
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Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. Macmillan International Higher Education.
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Itmeizeh, M., & Hassan, A. (2020). New Approaches to Teaching Critical Thinking Skills through a New EFL Curriculum. International Journal of Psychosocial Rehabilitation, 24(07), 8864-8880.
The author posted it in January, (2020)
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Improving critical thinking skills through the integration of problem based learning and group investigation
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 4 January 2016I posted some quotations of his topic in my research in: June, 2023
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Jamil, M., Muhammad, Y., Masood, S., & Habib, Z. (2020). Critical thinking: A qualitative content analysis of education policy and secondary school science curriculum documents. Journal of Research and Reflections in Education, 14(2), 249-258.
The author posted it in January, (2020)
I posted some quotations of his topic in my research in: June, 2023
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What is Needed to Develop Critical Thinking in Schools?
Department of Education (.gov)
https://files.eric.ed.gov › fulltext
PDF
by L Radulovic · 2017 · Cited by 99
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©Foundation for Critical Thinking Press, 2007
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7 Critical Thinking Barriers and How to Overcome Them
Originally published Jun 5, 2019, updated September 19, 2021
I posted some quotations of his topic in my research in: June, 2023
-----------------------------------------------------------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.
Posted on : March, 7, 2023
I posted some quotations of his topic in my research in: June, 2023
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Trinity College London, Tom Garside, May, 2022
4 ways to increase critical thinking in the English classroom.
It is posted by the author in : May, 2022
I posted some quotations of his topic in my research in: June, 2023
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written by Chris Green
Critical Thinking.”Philosophy of Education: An Encyclopedia London: Routledge, 1996. Credo Reference. Web. 19 September 2010.It is posted by the author in : 19 September 2010.
I posted some quotations of his topic in my research in: June, 2023
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http://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=0254-9247&lng=pt&nrm=iso
Apartado 1761, Lima 100, Perú
Tel.: +511 626-2000 anexo 4560/4574
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Atualizado emOutubro 02, 2018
ublicação dePontificia Universidad Católica del Perú. Departamento de humanidades
versão impressa ISSN 0254-9247
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© 2023 Insight Assessment a division of California Academic Press
Email us: contactus@insightassessment.com
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
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https://www.cwauthors.com/
- Charlesworth Author Services
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- Tel: +44 (0) 1786 473171
- University of Stirling Stirling FK9 4LA Scotland UK
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{ Taken from the California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations: State of California, California Commission on Teacher Credentialing, Sacramento, CA, March 1997. Principal authors: Richard Paul, Linda Elder, and Ted Bartell }
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https://researchmethod.net/author/hassan/
Table of Contents – Types, Formats, Examples
April 13, 2023
Muhammad Hassan
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Critical Thinking and it's Importance in Education
- July 2019
- Conference: Cognitive,Psychological and Behavioural Perspectives in Education.
- At: karaikudi
Authors:
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Volume 41, September 2021, 100877
Exploring higher education students’ critical thinking skills through content analysis
Author links open overlay panel
About the journal
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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
(a) yes, a shared approach
(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
.
(a) of little or small importance
(b) of secondary importance
(c) of primary importance
(a) In general yes or
(b) in general no
(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
(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
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?
(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:
(15) What particular critical thinking skills do you believe are most important for your students to develop?
Follow-up Questions:
(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?
(17) What is your personal conception of intellectual criteria ?
Follow up Questions:
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?
• 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?
Table : 1
Table : 2
Table : 3
Figure : 1
Figure : 2
Table : 3
Figure : 4
Critical Thinking Skills
My Certificates, Prizes
and
Transcripts
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