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Critical thinking. Critical Thinking Means Generally. 1-Critical thinking has been described as “ the correct assessing of statements.”. 2-" It has been described in a much more comprehensive sense as "the intellectually disciplined process of actively
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Critical Thinking Means Generally 1-Critical thinking has been described as “the correct assessing of statements.” 2-" It has been described in a much more comprehensive sense as "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action"
How Critical Thinking Makes Classes Better? Actually , the overall benefit to the classroom is twofold.
classes which involve elements of critical thought tend to be generally more interesting and engaging. Firstly
Two possible discussion topics related to a unit on the environment. for example
Topic one asks students to summarize the main issues covered in the class in preparation for a final writing activity. Topic two asks students to outline the draft of a letter to be sent to the city's mayor addressing their concerns about environmental issues in and around the city. It is clear that the later topic will encourage a greater degree of participation and interest from the students.
using issues that encourage critical thinking helps to give the classroom a more meaningful and cohesive environment. Secondly
Two Things to Keep in Mind When Getting Started 1-Knowing the Interest of Your Students is essential. The more you know about the backgrounds and interests of your students the more appropriate and engaging your classes will become. 2-Learning to Really "Discuss" the Discussion Questions As a teacher it is essential that you understand and communicate to your students regularly the role of the questions they are being asked to answer.
Three Classroom Techniques Here is a brief overview of three of many techniques that are possible and can serve well . Debate, media analysis and problem solving.
1. Debate Why it Works Debate forces students to think about the multiple sides of an issue and it also forces them to interact not just with the details of a given topic, but also with one another.
How it Works 1 Students must first be made aware of a debatable topic and of the variety of potential positions that can be taken on the topic. Next pairs or small groups should be formed where like-minded students can share their opinions on the topic and gain information During this step students should be encouraged to think about the potential arguments that will come from the other side and how they can respond to these arguments. 2 Then, the instructor should follow-up with a summary of the opinions and views expressed by all sides and an assessment of their strengths and weaknesses. In the final step, the class and instructor should be allowed to express their opinions on which side made the case most convincingly. This step is important in that it helps the students to understand that this type of thinking and debate process can lead to real results and provide some sense of closure on the topic 4
2. Media Analysis Why it Works When students look at the types of issues that may bias reporting, they are also forced to think in terms of their biases and to reflect on these in detail.
How it Works -A form of media and topic need to be chosen, either by the instructor or the students. 1 2 -Time for analysis (reading, watching, listening, etc.) must then be provided . Class, small group, or pair discussions should be undertaken on the content of the piece to give students the opportunity to work out any problems or questions they may have. 4
Some possible examples are as follows: • Who is the author? • Why did they write or report this piece? • Do you feel the facts are accurate? • Why or why not? • Is the author or reporter giving equal attention to all sides of the issue?
2. Media Analysis Why it Works Problems exist everywhere, both inside the classroom and out, and their resolution is a popular source of conversation in all countries and cultures.
How it Works • 1-First the class must identify a problem that is relevant to their lives and interests. • examples • Overcrowding in the city. • Local noise pollution. 2-Next the class should work together to clearly define the problem. 3-Divide the class into pairs, groups, or teams and ask them to list the root causes of the problem.
How it Works 4-The instructor should then identify two or three causes that seem appropriate to the task and ask the students to discuss steps for their correction. With a little work from the instructor, the students' ideas can be collected into an action plan which can be posted around class or sent to an appropriate official for review.
Creative and Critical Language Learners Creative and critical thinking skills should not be taught separately as an isolated entity, but embedded in the subject matter and the curriculum 1
What is Needed 1 Attitude towards Students. Teachers who do not acknowledge each learner's individuality will often lead a boring and unimaginative language classroom because of the minimal participation and involvement of learners. The learners will feel left out and assume their opinions and beliefs as not relevant or important enough to be heard in the classroom. Eventually, this would pave the way to a molding process of passive language learners , and be a cause to the detriment of creative and critical thinking.
What is Needed 2 Attitude towards Pedagogy This pedagogy requires posing questions to learners and listening to learners' questions. This is a practice which forces and challenges the learners to think creatively and critically, and to adopt a critical attitude towards the world
What is Needed 3 Attitude towards Themselves (as Teachers) Teachers need to believe that their major roles are to think, guide, initiate, facilitate and encourage the learners. This will put them in a right frame of mind and lead the learners into becoming a community of collaborative inquirers.
Reflective Thinking Reflective thinking involves personal consideration of one’s own learning. “Reflection is the key that opens the door to understanding ourselves in relation to core ethical values” This type of reflection enables learners to gain self-knowledge, to demonstrate their understanding of worthwhile moral values, take on the perspective of others, to reflect on why some actions are morally better than others, and to consider alternatives and consequences of actions.
Reflective Thinking Whether reflection is verbal, written, or drawn it is a key strategy for learning and a major tool for character education. Reflection can be done through journal writing, keeping a daily diary, essay writing,drawing, and talking in pairs. Reflection can follow a peer discussion. Reflection can be in response to a journal prompt about a character in literature
Reflective Thinking Reflection can occur in response to academic work and as a follow-up to a cooperative activity when students are asked to reflect upon how well their group did or did not work together. It can be used to review the day, as a follow-up for class meetings, as part of goal setting, and as part of a service learning activity.
Reflective Thinking Reflection can be used in a number of ways that ask students to think about and respond to the learning. Teachers can model reflection by sharing their own learning regarding a moral issue.
Conclusion Teachers should facilitate and encourage critical, creative and reflective thinking skills by viewing their learners differently from what they had presumed. They also need to change their pedagogical views and adopt a more flexible attitude towards their teaching and not be too concentrated and dependent on textbooks and their schools' aspirations, which are usually exam-oriented. What is more important is the aspirations of the learners and how teachers could exploit the potentials of their learners. Also needed is the change of teachers' views of themselves. They are not providers but thinkers who constantly think of what could be done to encourage critical, creative and reflective thinking in their learners.
