Rīga, April 30th 2008

1. Application of critical thinking approach in the education system – its influence and efficiency in Latvia RESEARCH Rīga, April 30th 2008 Project “Application of critical thinking approach in the education system – its influence and efficiency in Latvia”

2. Contents RESEARCH DESIGN Methods of data collection Target groups Structure of analysis Research methodology Research outcomes • CONTRIBUTION Acquirement of CT approach in higher schools and continuing education • PROCESS CT approach practice from experts’ point of view CT approach practice in schools KD • OUTCOMES Results of students’ questionnaire Action directives DISCUSSION Possible solutions and recommendations?

3. Aims and objectives • Investigate experience of CT approach implementation in the education system • Identify CT approach implementation opportunities and obstacles Aims Objectives • CT training model for higher schools and continuing education • Schools’ practical experiences in CT approach application • Challenges in CT approach implementation: common causes and solutions • Surveying CT approach implementation results – its social efficiency – in schools

4. Methods and target groups • 7th and 8th grade students (n=600) • Criteria for selecting questionary items • Questionnaire – fill-in forms Students Teachers and administration • Teachers with short/long-term experiences • Principals of schools with short/long-term experiences • Partially structured in-depth interviews (n=20) • Question sheets Experts • Faculty for programmes of pedagogy studies • CT instructors • Representatives of policy makers • Partially structured in-depth interviews (n=11)

5. CONTRIBUTION ACQUIREMENT OF CT APPROACH IN HIGHER SCHOOLS AND CONTINUING EDUCATION

6. CT training model in higher schools • Stereotype: CT approach methods are intended for teaching literacy skills • Irregular attendance of lectures CT approach training in study programmes • CT approach course included in separate specializations programmes • Elements of CT approach included in other courses • Insufficient amount of course credits • Difficulties adopting a new course in a study programme • Various study stages when students are trained in CT approach INCONSISTENT COURSE STATUS Motivation

7. ISSUES in higher schools • Fragmentation of CT approach is increasing • CT approach resources and its sphere of influence (social environment) are not utilized fully • Segmentation between subjects is increasing • Possibility the course will be excluded from the study programme • Inexperienced teachers are often keen to stick to “old and tried methods” Issues • Theoretical framework or practical methodology? • Humanitarian/social or exact/natural science subjects? • What should CT approach training model be like? • Limited human resources in higher schools • How to ensure a connection between knowledge and skills? Consequences

8. ACTION DIRECTIVES • Specify mandatory CT approach practice requirements • Define specific means of meeting these requirements, not subordinate them to students’ availability Teaching model • Secure CT approach course status in study programmes • Specify a reasonable number of course credits • Integrated model: include CT approach training in existing mandatory courses • Anticipate risks of integrated model and produce strategies to avert them Connecting knowledge with practice

9. CT approach training model in continuing education  Teachers’ motivation: CT approach resources and opportunities  CT appr. integration in other continuing education courses  Causes for undermined motivation: • Notion of humanitarian subjects being more appropriate; • Indisposition of some teachers to change “old habits” of their job; • Indisposition towards increasing knowledge about CT approach. Situation update • CT approach training is a separate course • CT approach is integrated in other continuing education courses • Course duration and provided feedback • Importance of courses in promoting exchange of experience Motivation

10. ISSUES in continuing eduaction  Sticking to “old and tried methods” – furthering fragmentation of CT approach application  Teachers’ inactivity in using target-orientated methods and adequate materials  Increasing fragmentation  Inadequate image about CT approach as an ineffective one Issues • Theoretical framework or practical methodology? • Humanitarian/social or exact/natural science subjects? • How to ensure feedback? • How to ensure an effective connection between theory and practice? Risks

11. POSSIBLE SOLUTIONS AND BENEFITS • Anticipate feedback provision during course preparation • A system to promote teachers’ motivation • Feedback as a prerequisite for CT approach approbation un potential recognition Training model • Propose a two-part CT approach training course: education philosophy and practical methods • A solution to teachers’ segmentation by study subjects • Recognizing CT approach potential • Promotion of motivation Theory and practice Evaluation • Course evaluation prior to programme implementation • Course self-appraisal during its progress • Evaluation a specific time after course’s conclusion

12. PROCESS CT APPROACH PRACTICE – EXPERTS’ AND TEACHERS’ EXPERIENCES

13. Practice – experts’ point of view • CT approach in the system of education is based on teachers’ initiative and goodwill Teacher’s personality Fragmentation • CT approach is not applied complexly, but rather as a body of separate methods • CT approach potential is not target-orientated (convenient, “favourite”, tried strategies • Sources of CT approach knowledge Segmentation • Notion about CT approach being appropriate (only?) for humanitarian/social subjects

14. BENEFITS and DRAWBACKS BENEFITS  Variety of communication models  Increased student involvement  Positive impact on students’ motivation  Positive impact on students’ performance  Development of social skills DRAWBACKS  Time-consuming  Unclear valuation criteria  Lack of appreciation from parents  Difficulty to introduce appropriate CT methods Experts’ assessment

15. PRACTICE – teachers’ experiences “I’ve been using it for a long time, I just didn’t call it CT” • Typical tendency – to percieve CT as a body of interactive methodology CT perception Game • Teachers with short-term experience tend to talk about their experiences, using words like “game”, “play”, etc. Fragmentation • Typical practice–CT approach is not applied complexly, but as a body of separate methods/strategies • Combining CT approach methods with others System • CT approach as an education philosophy and a synthesized application of its corresponding methods – examples of good practice Length of experience • Teachers’ actual experience is not determined by their school’s experience • Role of a teacher’s personality in implementing CT

16. Potential of CT appoach – teachers  CT helps develop thinking skills and skills of individual work  CT contribution in refining socials skills Skills Active participation  CT appr. furthers the use of active methods of obtaining knowledge  Participation of all players in the teaching process A chance for each student  Recognizing ones abilities and skills  Development of a student’s personality Interesting to learn  CT approach is one of the most successful alternatives of teaching process organization in schools Diversity  Potential to vary the methods applied  Importance of understanding diversity in the cognition process  Tolerance of diversity (of all kinds) Motivation   Ambiguous evaluation of its influence on students’ motivation to learn

17. ISSUES and SOLUTIONS... (I) • On policy-making and implementation levels • Development of CT skills is fragmentarily included in policy papers • CT approach is not applied complexly, but rather as a body of separate methods Fragmentation Testbooks and teaching aids • One of the weakest links in introducing CT approach • CT approach strategies introduced superficially and fragmentarily • Orientation on volume of material and reproduction • Focuses on humanitarian subjects • Lack of clarification on use and aims of a specific method Teacher’s role • Teachers’ methodology is not limited • Necessity to set clear education goals and priorities Succession • To further the application efficiency of CT approach, a succession of access application is required: primary school – elementary school – secondary school

18. ISSUES and SOLUTIONS... (II) • Attitudes of a school’s administration and staff towards CT approach • Student readiness to participate in implementing CT approach • Cooperation between teachers, exchange of experience School’s environment School’s resources • Technical resources • Human resources – shortage of pedagogues and ‘burning out’ Time-consuming • Myth or truth?– discordant experiences and opinions Exam ‘cult’ • Unconformity between textbook material and tests • Focus on final results – on exams, not on learning process (teachers and parents)

19. OUTCOMES INDICATORS OF CT APPROACH INFLUENCE – STUDENTS’ QUESTIONNAIRE

20. Research instrument for influence of CT approach • Models of communication • Active/passive learning techniques • Creative/reproductive techniques Learning process Involvement • Participation in social activities in class/school • Participation in extra-curricular activities • Assessment of the significance of participation Tolerance • Tolerance towards social and cultural groups • Tolerance towards diversity • Discriminatory attitudes Ability to reason/argue • Benefits/disadvantages of emigration • Evaluating statements about good and bad • Behavioural strategies in day-to-day situations

21. GENERAL CONCLUSIONS  Students are open to CT approach and its respective methods  No major differences between schools with short-term or long-term CT approach experiences Conclusions Why? • Self-appraisal of a school’s experience • Duration of a student’s experience • CT approach is taught through a number of separate subjects • Application is fragmented rather than complex and structured • CT approach consolidation is being hindered • Influence of predominant public discourse on students’ answers • Family roles in attaining social efficiency

22. ACTION DIRECTIVES • Improving models of CT approach training CONTRIBUTION PROCESS • Preventing issues of fragmentation • Utilization of CT approach potential and resources RESULTS • Identifying criteria for CT approach influence and efficiency • Long-term monitoring of CT approach influence and efficiency

23. DISCUSSION Baltic Institute of Social Sciences Elizabetes str. 65 – 16, Rīga Tel: 67217553 Fax: 67217560 www.biss.soc.lv