mcguinness

7/27/2019 McGuinness

1/18


2/18

Critical Thinking a central aim for higher education

In the liberal education tradition (Newman)

For life-long learning

For employability

For citizenship and the survival of democratic values


3/18

Graduateness what graduates should know

and be able to do

Dearing (1997)

Disciplinary knowledge

Methods of enquiry, ways of reasoning and thinking typical of adiscipline, technical skills, professional practices

Generic skills communication, numeracy, ICT, problem-solving,

team-working, self-management

Values and attitudes to learning

Subject benchmark statements focus on critical thinking


4/18

Critical Thinking Different Meanings

Critical thinking is reasonable, reflective thinkingthat is focused on what to believe and do (Ennis,

1982) Truth-seeking

Critical thinking is skilled and active interpretation

and evaluation of observations and communications,information and argumentation (Fisher & Scriven,1997) Evaluation and argumentation


5/18

Critical Thinking Different Meanings

Critical thinking is the use of those cognitive skills and

strategies that increase the probability of a desirableoutcomepurposeful, reasoned and goal directed the kindof thinking involved in solving problems, formulatinginferences, calculating likelihoods, and making decisions..

(Halpern, 1996)

Cognitive skills and strategies wide range of contexts


6/18

Thinking and

Language

Different

Kinds ofCritical

Thinking

Memory Skills

Argument Analysis

Hypothesis testing

science reasoning

Dealing with likelihood

and uncertainty

Decision-making

Problem-solving

Creative Thinking

Halperns Framework


7/18

Thinking and

Language

Recognising persuasive

language

Misuse of definitions

Leading questions

Paraphrasing

Using multiple representations

Halperns Framework


8/18

Argument Analysis

Creative Thinking

Halperns Framework

Identifying premises,

counter-arguments and

conclusions

Judging credibility of

information

Difference between

opinion, judgement, fact

Avoiding common fallacies

Redefining a problem

Generating possibilities

Seeing multiple perspectives

Taking risks


9/18

Hypothesis testing

science reasoning


and uncertainty

Halperns Framework

Predicting and confirming

hypotheses

Operational definitions

Controlling variables

Sampling and generalisation

Limits of correlational

reasoning

Estimating probabilities

Recognising regression to

mean

Using base rates

Limits of extrapolation

Risk assessments


10/18

Decision-making

Problem-solving

Halperns Framework

Defining and redefining

problem situations

Setting goals

Generating solutions

Using alternative

representations

Recognising constraints

Evaluating solutions

Framing a decision

Generating options

Predicting consequencesand weighing pros and

cons

Recognising bias in

hindsight analysis

Seeking disproving

evidence

Effects of memory on

decision-making


11/18

Thinking and

LanguageMemory Skills

Argument Analysis

Hypothesis testing

science reasoning


and uncertainty

Decision-making

Problem-solving

Creative Thinking Reflective

Thinkingmetacognition

Halperns Framework


12/18

Thinking and

LanguageMemory Skills

Argument Analysis

Hypothesis testing

science reasoning


and uncertainty

Decision-making

Problem-solving

Creative ThinkingDispositions

Open-mindedness

Flexibility

Truth-seeking

Confidence in reason

Halperns Framework


13/18

Developing critical thinking being explicit

Making critical thinking more explicit

identifying what it means

building up a vocabulary talking about thinking and learning

trying to make it more visible to students


14/18

Developing critical thinking designing tasks?

Tasks that require critical thinking

Tutorials, assignments, essays, exams Beyond memorising or even good summarising

Justify

Compare and contrast

Argue in favour of a position

Evaluate a position, evidence, conclusions Challenge assumptions

Problem solve in regard to ..

Examine other options


15/18

Developing critical thinking Dialogue?

Importance of Dialoguefor critical thinking

Socratic dialogue Questioning (teacher-student)

Peer interaction about reasons and explanations

Role of virtual learning environments (

Cognitive conflict (contradictions, inconsistencies)


16/18

Developing critical thinking evaluating?

Evaluating and monitoring thinking

Talking about the kinds of thinking that is required in a task orassignment

Monitoring and evaluating the thinking metacognition

Writing logs, journals, reflective pieces, critiques


17/18

Self-Regulating

Learning for

Critical Thinking

Argument Using language

Hypothesis

testingProblem

solving

Evaluating

Confidence

Truth-

seeking

Open-mindedness

Flexibility

Sceptical

Learner in ContextCurriculum

Disciplinarytraditions

Tasks

Assessments


18/18

Start early - in first year!

mcguinness

Documents