i t is all a b out critical t hinking
DESCRIPTION
i t is all a B out Critical T hinking. Kareen Sharawy. i t is all a B out Critical T hinking. The easy way. i t is all a B out Critical T hinking. The right way. Resistance. The easy way. The right way. Mostly form and minimal consideration to content . - PowerPoint PPT PresentationTRANSCRIPT
it is all aBout Critical Thinking
Kareen Sharawy
it is all aBout
Critical Thinking
The easy way
it is all aBout
Critical Thinking
The right way
Resistance
The easy way The right way
Mostly form and minimal
consideration to content
Mostly content and reasonable
consideration to form
An essay that deserves a 5
•Is well organized and well developed, using clearly appropriate explanations and exemplifications and/or details•Displays unity, progression and coherence •Displays, consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors
•Addresses the topic and task
3 out of 4 descriptors require critical thinking abilities
Topic : "As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate."
“As we know, nowadays technological equipment is used widely all over world. High standard of computer can not only stimulate most type of creatures, but also can calculate political changes in different countries. For this reason, a lot of people have trusted a sensational coverage that human’s thinking will deteriorate.” ( sample)
Amorphous Listing Disconnected Chunks
Memorised SentencesIrrelevant Information
Meaningless Sentences
Definition of Critical Thinking
7
Critical thinking is a learned ability that must be taught;
Most individuals never learn critical thinking in regular curricula;
Critical thinking cannot be taught reliably to students by peers or by most parents;
Critical thinking requires great motivation and a strong will power.
Steven D. Schafersman January, 1991
8
Can ask appropriate questions;
Can gather relevant information;
Can efficiently and creatively sort through this information;
Can reason logically from this information;
Can mange time and resources wisely;
AN INTRODUCTION TO CRITICAL THINKING
Steven D. Schafersman, 1991
Definition of Critical Thinker
Towards More Critical Skills…
analyzing
applying
synthesizing
evaluating
observing
reflecting
reasoning
understanding
Frager & Thompson’s (1985)
The writing section in tests prepares and introduces the students to the nature of academic writing in North American universities
The writing section in tests attempts to assess prospectus students’ in using critical thinking skills.
Because many test takers never learn critical thinking in regular curricula, test preparation teachers are advised to deal with the resistance before addressing any other test preparation strategies
Towards More Critical Skills…
“Conspiracy for the Least,"
11
Training students to do critical thinking is not an easy task. Teaching which involves higher level cognitive processes, comprehension, inference, and decision making often proves problematic for students.
Such instruction is often associated with delays in the progress of a lesson, with low success and completion rates, and even with direct negotiations by students to alter the demands of work (Doyle, 1985).
This negotiation by students is understandable. They have made a career of passive learning. When met by instructional situations in which they may have to use some mental energies, some students resist that intellectual effort.
What emerges is what Sizer (1984) calls "conspiracy for the least," an agreement by the teacher and students to do just enough to get by.
Listening
Reading
Writing
Speaking
Reasoning
Prioritizing
Outlining
Constructing
arguments
Sections and
Skills
Towards More Critical Skills…
Test
Book
Practice Teachers
Exercises
CourseHW
Studying
Scores
Towards More Critical Skills…W
hat s
tude
nts
thin
k ab
out
Think
Be Independent
Support Be Open
Reasons
Be Critical Language
Views
Organisation
Towards More Critical Skills…W
hat s
tude
nts
nee
d to
thin
k ab
out
Over Coming Resistance
Over Coming Resistance
•Students are only interested in compiling 300 words with minimal thinking considerations and in less than 30 minutes. •Students’ sole concern is accuracy, disregarding logic, exemplification and decision-making.
Over Coming Resistance
Keeley et al (1995),
Over Coming Resistance
•According to Keeley et al (1995), a good instructor like a good therapist needs to help the students realise that their resistance is a problem.• It is necessary to help students understand that their resistance to critical thinking will definitely impede their progress in the course and will have a negative impact on their results in the writing section of the test.
Stages of Resistance
Relativism
Multiplicity
Dualism
Commitment
Pre resistance
During Resistance Stage
During Resistance Stage
Post Resistance Stage
Pre Resistance Stage
Dualism
Pre Resistance Stage: Pressure
•Students will seek to get the right answer from the teacher •Students will think that during the test preparation courses, they will be given opportunities to learn model templates in a fast and an easy way •Students will spend infinite numbers of hours trying to memorise published samples, instead of practising the required skills.
Pre Resistance Stage: Symptoms
There is. one ultimate truth and it has been already decided by some form of authority (Traditions - Parent – State Perry (1981)
1. Dualism
•Good vs. Bad,•Right vs. Wrong•We vs. They
Towards More Critical Skills…
sociocentrismegocentrism
1. Dualism
The Thinking Box: Solution
•What would make you change your mind?
I believe so because I feel so•Why?•Do you think you may be wrong ? Why yes Why not?
I believe so because I was told so•Who told you?•Why do you believe them?•Are they always right?
I believe so because everyone believes so•Why?•Do you think they may be wrong ? Why yes Why not?•What would make them change your mind?
I believe so because I read so•Where?•What did you read?•Why do you believe it is true?
During Resistance Stage
Multiplicity
Multiplicity is also considered another uncomfortable higher stage because students will attempt to:
•Temporize: Postpone making a decision when outlining an essay•Escape: Create a wishy-washy argument•Retreat: Suffer from a form of writer’s block
Perry, W. G (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering (Ed.)
During Resistance Stage: Symptoms
2. Multiplicity
Two Heads Better than One: Solution
Two Heads Better than One: Solution•This is my opinion because?
•My partner thinks this way because?
This helps students to easily construct arguments and counter arguments
100 Question Game Cards: Solution
Why do people put rings in their eyebrows and nose?
:
http://life.familyeducation.com/communication/family-time/36021.html?page=3&detoured=1
During Resistance Stage
3. Relativism
During Resistance Stage Symptoms
•Students are open to multiple views•Students understand that it is essential to contemplate all aspects of an argument and learn how to integrate and support their views• In many cases, there is a regression to the dualism stage and a longing for a time when writing was a simple mechanical narration of standard ideas
3. Relativism
During Resistance Stage: Solutions
Timing the task at this stage is irrelevant because many students automatically regress under time pressure.
Post Resistance Stage
Commitment
Once students get beyond Relativism, they are able to commit to their own views.Students become comfortable that knowledge is transforming, and values are changing.
Post Resistance Stage4. Commitment
Research, Present and Debate
Post Resistance Stage: Activities
Critical Editing : The Color Code
SpellingStructureMore explanation required
Repetition Ideas not clearUsage
Virtual Assistance
Groups
Websites
Skype
Conclusion
Test preparation teachers need to encourage the students to go through the 4 stages of writing even though this approach will lead to disturbance in the progress of a lesson, and even if they sense resistance from the students (Doyle, 1985).
Conclusion
Thank you
Any Questions?