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Critical analysis what is it
- 2. Learning objectives Define and explain what critical analysis is Why it is an important part of your university work Practice using critical analysis
- 5. Bloom’s digital taxonomy verbs Put the verbs in the right order: from descriptive to analytical.
- 7. Identify the Verbs in the Video
- 8. Immigration out of control ! Shall I go to the library or stay in bed?
- 9. Ubiquitous
- 10. Are You a Critical Thinker? Which of the following statements might be based on evidence (facts) or opinions? + How would you test whether each statement is correct? 1. My friend is the best friend in the world 2. My telephone number is difficult to remember 3. The deepest part of the ocean is 35,813 feet deep 4. Cats make better pets than parrots 5. 85% of all cases of lung cancer are caused by smoking 6. If you stretch out a Yo-yo it will be 23 inches long 7. One person in four take addictive medicines 8. Two out of ten British citizens are Euro-sceptic
- 11. Heathrow Airport : what is happening?
- 12. So, what is critical thinking/analysis? Looking at the topic from different perspectives (views) Thinking about the context (situation) Not making immediate decisions Not taking everything at face value (believe without questioning) Seeing what evidence is given and evaluating it before making a judgment Not letting our emotions get in the way Asking questions : Why? How? What if? So what? What does this mean?
- 13. Descriptive v.s. Analytical ONS (2012) shows 37% of mothers compared with 6% of fathers with dependent children were working part-time, ONS (2012) shows 37% of mothers compared with 6% of fathers with dependent children were working part-time, ONS (2012) shows 37% of mothers compared with 6% of fathers with dependent children were working part-time, Your own analysis/interpretation Your own analysis/interpretation Your own analysis/interpretation
- 14. Descriptive v.s. Analytical ONS (2012) shows 37% of mothers compared with 6% of fathers with dependent children were working part-time, which shows there is a large number of women wanting to work after childbirth. ONS (2012) shows 37% of mothers compared with 6% of fathers with dependent children were working part-time, which shows men are under more pressure to secure a full-time role. ONS (2012) shows 37% of mothers compared with 6% of fathers with dependent children were working part-time, ___________________________________________________________________________________________ __________ Your own analysis/interpretation Your own analysis/interpretation Your own analysis/interpretation
- 15. The Skills of Critical Thinking Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s 1956 Model
- 16. Evaluation Synthesis Analysis Application Comprehension Knowledge In thinking about the photograph, you probably used several of Bloom’s thinking triangle skills: Knowledge and Comprehension: to describe the situation in the photo Application: of this knowledge to reasons why the situation could occur Analysis: of different elements of the picture that could be considered Synthesis: Combining this with what else you know about the Heathrow Airport Protests Evaluation: Weighing this up and coming to possible conclusions about what could be happening in the photo.
- 17. Which university activities require critical thinking? Activity Required Not required How/why? Buying/borrowing the core textbook for a module Choosing sources for an assignment Collecting evidence from journal articles Actively reading the core textbook for a module Summarising information Choosing a masters course Describing a model or theory Comparing models or theories
- 18. Activity Required Not required How/Why? Buying/borrowing the core textbook for a module Chosen by a lecturer and you have been advised to read it Choosing sources for an assignment Selecting sources that contain different perspectives on your topic Collecting evidence from journal articles Thinking how you could use the evidence in your assignment Evaluating any limitations of the research Actively reading the core textbook for a module Making notes Reading with purpose Selecting as appropriate Summarising information Reducing ideas that you already have Choosing a masters course Compare/assess before making a decision Describing a model or theory Description not analysis Comparing models or theories Assessing similarities/differences X X X
- 19. Using critical analysis at university As you progress on your degrees you will be expected to think and write critically in assignments (check marking criteria) Lifelong learning and critical thinking Read texts and understand the arguments : - Assess if arguments are valid and if the evidence is used effectively - Assess how arguments compare with other texts on the same subject Read actively : question, compare, reflect before making judgment
- 21. Over to you…………
- 22. Stop and Search Police Laws What do you think is happening in the photo ? Critically discuss in your groups and give reasons for your opinions
- 23. Before you read more about the context and perspectives, watch the Home Secretary, speaking in August about how Stop and Search will be used: Priti Patel, Home Secretary : Stop and Search Stop and Search Police Laws
- 24. Remember! Critical Analysis - Use evidence to form your opinion and so it should be unbiased rather than emotional.
- 25. Self-study
- 26. Critical analysis: who and ‘why’ do you think the criminal is? Discuss. (it’s not important whether or not you get the answer correct; it’s important how you could justify your answer.
- 27. Critical analysis Homelessness Summarize the situation of the homeless in your country. What resources are available to help them? Why is homelessness still a problem?
- 28. Critical analysis Obesity Obesity rates are skyrocketing worldwide. Summarize the problem. Analyze the consequences of obesity for the individual and society.
Editor's Notes
- Rather than give definitions or explanations immediately, the first few slides are there to stimulate interest – if they are to critically think, then they need to discuss and consider different perspectives, rather than their own, and ideally not share the same immediate opinion as someone next to them (more useful if they disagree).
- Print out https://padlet-uploads.storage.googleapis.com/309794752/31d0280e5663560c5358a6d9453ad332/https_proxy.pdf
- Print out https://padlet-uploads.storage.googleapis.com/309794752/31d0280e5663560c5358a6d9453ad332/https_proxy.pdf
- Print out Bloom’s digital taxonomy verbs https://padlet-uploads.storage.googleapis.com/309794752/31d0280e5663560c5358a6d9453ad332/https_proxy.pdf
- Print out https://padlet-uploads.storage.googleapis.com/309794752/31d0280e5663560c5358a6d9453ad332/https_proxy.pdf
- We question them – we are suspicious – too good to be true – if it was that simple everyone would be doing it – we don’t click on it ! We are evaluating them, analysing them, not just believing them – so we are thinking critically.
- Print out https://padlet.com/dorin0710771/zb2f54vkpqa2
- Click through one at a time and get students to discuss – the onus is on them, not on you to talk. Some might stimulate more interest than others, so omit as appropriate
- This will hopefully generate speculation on what could be happening – it is a photo of people protesting against the proposed building of a new runway at Heathrow Airport. Now depending on prior knowledge, some may think the people are tired and waiting for a flight; others may see the banner on the left and connect it to a protest; there are photographers there –why? Also, the image of the businessman (and woman behind) climbing over people to get to his flight seems to have been framed to show how “business doesn’t care” etc., when maybe he is just a person who needs to get home. This may provoke an emotional reaction – interesting, as we want to remove emotional involvement in critical thinking.
- Ask them to think about what they have just been doing – the mental processes they have been using - elicit ideas from groups and then display
- So, let’s look at Bloom’s model of critical thinking, as this shows the steps and the process that we need to go through to become critical thinkers. At the bottom of the pyramid are the skills of knowledge and comprehension. Particularly in scientific disciplines, it is important to be able to describe processes with clarity and precision. Being able to convey complex ideas clearly, accurately and concisely is also an important skill. However, whilst these skills are essential, on their own they will not get you a degree. ‘Application’ refers to the process of applying theories to practice. For example, a teacher who has studied debates about inclusivity in the classroom might apply the theories to their own working situation. Analysis involves demonstrating an ability to break a topic into its component parts and show the relationship between those parts (e.g. the global financial crisis had various causal factors, e.g. government borrowing and over-spending, sub-prime lending, the long period of economic and price stability, and house price inflation. Analysing the crisis might include thinking about how rising house prices were caused by confidence caused by over-spending by the government. ‘Synthesis’ involves putting different parts together to form a new whole. It builds upon the skills of analysis to create something new, even out of material that may have been examined by others many times before. Evaluation is the ability to judge the value of material for a given purpose. Evaluating involves asking sometimes complex questions that involve issues such as relevance, quality of argument, evidence, bias and alternative explanations.
- You will have drawn from the skills of knowledge and comprehension to describe the scene. You may have applied theories about what the scene means drawn possibly from news coverage of Heathrow Airport protests. Closer analysis of different elements of the picture may have drawn your attention to additional issues, such as how the stance of the policeman might be interpreted. Analysis may also have caused you to question what might be happening outside the frame. Had you known where the picture came from, you might have compared it with other pictures, videos, accounts of the same day and academic writing about riots, and, as a consequence, drawn some new conclusions (synthesis). Such a process would cause you to place this photograph in the context of your wider research, and raise questions about its validity (evaluation).
- Making it more personal and related to university study
- Suggested answers – if anyone wants to argue alternative answers that is fine, provided they can justify them
- https://padlet-uploads.storage.googleapis.com/258923946/7ca82f75a86f494e15ca8ee431dbc1df/critical_thinking_sheet.pdf
- To deepen our analysis, look at different perspectives and then synthesise these with what we already know (or don’t know), will this enable us to evaluate the situation more effectively? They will be given the reading, but put the video on first (it is very short).
- Print out!!!
- https://www.youtube.com/watch?v=cOZDGkagSpQ
- https://owlcation.com/academia/100-Critical-Analysis-Paper-Topics
- https://www.who.int/en/news-room/fact-sheets/detail/obesity-and-overweight