Being critically reflective: innate or emergent?

1. Being critically reflective: innate or emergent? Trixie James (Researcher) Frank Armstrong (Researcher) Katrina Johnston (Design and Technology)

2. Critical thinking is an implicit skill expected of students entering university, and yet many students are uncertain about what it means to be a critical thinker and how to apply this skill within their units of study. • Preparation Skills for University introduces critical reflection in Week 2 and critical thinking in Week 10. • Focus of study is critical reflection. • The purpose of this pilot program is to improve the critical reflective skills of students enrolled in STEPS. T

3. Critical Reflection Booklet completed in Term 2 T

4. 3 phases of the project • Initial survey to assess student’s individual levels of Critical Reflection • Critical Reflection Booklet completed in Term 2 • Final survey to assess if there is improvement in their Critical Reflection F

5. Initial survey to assess student’s individual levels of Critical Reflection • Day 2 of Term 1, Orientation • Critical Reflection pilot project addressed • Purpose of this session was to get them to start thinking about thinking and if they would like to be part of the pilot • End of Day 2 wrap up • Sign on sheets were handed out with 20 students expressing interest out of 32 • This involved their name and personal email address • Week before term start • Initial survey sent out • Students created their own unique code • Age; general questions i.e. reasons for enrolling in STEPS; what did ‘critical thinker’ mean to them? • Short article with a series of questions to be answered i.e. purpose?; is it balanced?; reliable source? F

6. Initial survey to assess student’s individual levels of Critical Reflection • 1st week of term • Group of 20 (17 turned up) met • Information sheet hand out: Project overview; participation procedure; risks and benefits; confidentiality; results; consent; right to withdraw • Signed consent form • Handed out their Reflective Journal and discussed content • During term • Touched base with them via email or during my class • Met with students who needed guidance • Week 12, emailed them to return completed journal pages as well as the Final Survey link • End of term • Followed up with a reminder for the journal and survey F

7. Using RCEA to reflect on Preparation Skills for University REVIEW • During Preparation Skills I have learnt about myself. We have worked through what it is to be a learner, be able to self-evaluate and know myself (the good and bad). In knowing how to take notes, listen well, what is good academic information and where to find it. In knowing how to handle stress, build resilience, speak in front of a crowd, think critically and set goals. CONNECT • During my time doing preparation skills I have enjoyed it immensely. Most weeks had interesting and very useful information that can be used in everyday life and not only in the class room. In defining and breaking down ways to tackle hard issues like career, goals, self-evaluation, sabotages and stress I have found a new tools for moving forward in life. EXTEND • In looking to extend on this subject I had a look online and was surprised to find other sites which mirrors our Preparation skills Unit.https://www.educationcorner.com/study-skills.htmlis one of these sites as it has a series of additional tips on general study skillseg revision schedules and a guide for studying maths. This is insightful and will give me alternative ways to study tips. APPLY • This is happening in seeing the transformation since I’ve started STEPS. With friends and family noticing a change in positivity and enthusiasm. I will take the practical self-awareness skills I’ve learnt and make sure that every experience will result in an opportunity to grow with putting more effort into seeing how things are working and to improve on them. The more technical learning strategies for study I can apply with more confidence with the more practice I get. T

8. Using RCEA to reflect on Module 10 REVIEW • This week we have reached to critical thinking section! The chapter tells us about passive to critical thinking and what questions to ask to see if the information is usable. Essentially question everything who, what, where, why and how? Put together your own opinion look for fallacies which are used to persuade you to follow the set viewpoint or distract you. In looking at different views and examining texts then use them effectively in assessments we might have to look at a subject impartially and from different views using De Bono’s Thinking Hats View. No view is wrong they all just have different goals. Next it goes on to look at the value of statistics and how they can be manipulated into suiting the writer’s viewpoint. They can be effective though making sure you question how the study was carried out by non-government websites. Another strategy is the RAOC method of authentication on if the text is what you need for your study. Relevance, authority, objectivity and currency are a set of good rules to live by during your study. CONNECT • Looking back to week 2 where the CREAM strategy is discussed when I googled Creative De Bono’s six thinking hats came through. I am finding being a university working through these units that I am becoming more confident in conversing and discussing issues. In using the questioning criteria has improved my contribution to general topics. I can think around the topic that is being discussed by more knowledgeable people and really draw more information from them. EXTEND • In looking online there is lots of lists of critical thinking articles. In finding this one it has a colour coded table with several excellent questions to examine any text you might be looking at using or reflecting upon. https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic. In looking at how to know if a website is possibly credible there is a website from University of Wisconsin Green bay which lists details to look for in a website if you are considering the content. https://uknowit.uwgb.edu/page.php?id=30276. This includes the author, date, source, domain, site design and writing style. APPLY • This information will be handy when looking for information for my studies in evaluating texts when needing to look on a broader spectrum from peer review journals. Am using this thinking on my own life to grow my skills while keeping my study, work and family balance. I am questioning validity of what people are generally gossiping on at school and finding deeper meaning in life in general. F

9. Student’s Reflections on RCEA RCEA Process In looking at this initially it was fun doing the first two steps of Review and Connect. In having to extend it seemed a lot of work in the beginning though I soon saw that in doing the extra research I was discovering more questions and potential information for each week. I can see how it would benefit to apply this to normal learning to get a more in-depth view on a subject. You do need to be discerning on what and how much you read as there is plenty of information out there. On looking at how to Apply the learning some was easy because now being in a learning environment I can apply strategies the strategies. F

10. Final survey to see if there is improvement in their ability to reflect critically • Students rated the RCEA reflection approach 4.2/5.0 • When asked did the RCEA approach help them to reflect more critically, they rated it 4.2/5.0 • 42% claimed they will definitely use it in other units • 42% said they will consider using it in other units • 16% said it might be an effective tool • No students said that they would ‘not’ use it. T

11. Where to from here? As a result of the pilot findings, the following will be considered: • Broader trial in Term 1, 2019 on Bundaberg and Mackay campuses with the potential to open it up to online students (plus any other campus that would like to be a part of the trial) • At commencement of trial, offer either hardcopy booklet, online booklet or potentially a digital app version to trial. • Potential for a Learning and Teaching Grant in 2019 T