embedding critical thinking skills in education teaching
DESCRIPTION
This presentation provides simple tips to teachers on embedding critical thinking skills in teaching and learning scenarios.TRANSCRIPT
The Greatest Need...
The Highest
Desire...
OUTCOMES
• Meaning & Significance of CT• Intentional Teaching of CT • Embedding & Assessing CT • Creating CT Teaching/
Assessment Plan
CRITICAL THINKING?
• CT is the evaluation & judgment of a solution to a problem or issue.(Vincent Ruggerio)
• CT is reflective thinking that is focused on driving what to do andbelieve. (Robert Ennis)
CRITICAL THINKING
• Making sense of the world by carefully examining our thinking &the thinking of others in order toclarify & improve our understanding.(John Chaffee)
Evaluation, Judgment, Reflection, Making Sense, Understanding
___________________________
Student to be ACTIVELY & INTENTIONALLY engaged in CT
CT Equation
SIGNIFICANCE OF CT• To learn is to think• To think poorly is to learn poorly• THEREFORE, to think well is to learn
well
• All content, to be learned, must be intellectually constructed
• CAUTION: Memorizing IS NOT learning
Source: Eric Rusten & Susan Schuman – USAID/PAEM & MoE
SIGNIFICANCE OF CT
SORRY! FALSE
• Students come expecting to learn TRUTH from AUTHORITY• Fail to see that KNOWLEDGE is
UNCERTAIN• Limited tolerance for differing
solutions...• CT to students: "Finding THE answer"
WHY EMBED CT?
STRATEGY FOR TEACHING (EMBEDDING) CT
TEACHING & LEARNING METHODOLOGY
TEACHING & LEARNING METHODOLOGY
CT SKILLS TO CONSIDER EMBEDDING
• Mind Mapping• Asking Qs • Defining the central issue/ problem• Classifying information into groups• Placing info. in sequential order • Distinguishing fact from opinion
ASSESSMENT OF CT
• What form of assessment? Good Q!• Better Q is: How valid is the
assessment?• Qs with a single correct answer do
not promote CT• Move from simple to challenging CT
tasks
ASSESSMENT OF CT
• MCQs generally not good for engaging in CT
• Supplement MCQs with short essay Qs to test CT
ASSESSMENT OF CT• Reasoning by Analogy– Foundation to all general intelligence
(Hunt, 1982)• Reflection– Ask Students to reflect & write the steps,
rules used & the sequence in problem solvingsituations
ASSESSMENT OF CT – Ranking Assignment: present a task
with several options and ask to rank in order of priority with supporting reasons
– Lecture Summary on Wiki • Most important concepts, in student own
words, using their examples
EXPERIENCE SHARING
• Connecting the dots assignment
• Write a paper (50-words) discussing how what students learned in that week's topic is connected to other courses or life?
SCAFFOLDING
• Provision of appropriate support for learning CT is crucial– This support to be gradually withdrawn
SCAFFOLDING
• Atmosphere of Trust– Allowing students to take risks and make
mistakes
• Validate students’ contributions –Make encouraging nods & show patience
Good Luck with Your Teaching of CT