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CRITICAL THINKING AND REFLECTIVE PRACTICES.pptx
- 1. Uzma Shuaib
- 3. Critical thinking is the ability to understand, analyze, synthesis and evaluate a problem. The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition.
- 4. Enhances language and presentation skills. Promotes creativity. Promotes problem solving and reasoning skills. Better decision making. Become broad and adventurous thinkers Generate innovative solutions plan and think strategically
- 5. Creative Writing Cooperative Learning Debate and Discussions Questioning Techniques Classroom Assessment techniques
- 7. This is the lowest level of questions and requires students to recall information. Knowledge questions usually require students to identify information in basically the same form it was presented. Some examples of knowledge questions include … Examples “What is the biggest city in Japan?” “Who wrote the poem The Neem Tree?” “How many grams in a kg?” Words often used in knowledge questions include know, who, define, what, name, where, list, and when.
- 8. Simply stated, comprehension or understand is the way in which ideas are organized into categories. Comprehension questions are those that ask students to take several bits of information and put them into a single category or grouping. These questions go beyond simple recall and require students to combine data together. Some examples of comprehension questions include … Examples: “What is the main idea of this story?” “If I put these three blocks together, what shape do they form?” Words often used in comprehension questions include describe, use your own words, outline, explain, discuss, and compare.
- 9. Use concepts and information to solve problems. Basically apply the concepts you understand. Example : If you meet the main character of the story what would you talk about? What you do if you could go to the place where the main character lives?
- 10. Recognize patterns , parts and components. It is basically breaking down of information. Example: What part of the story could not happen in real life? Compare and/or contrast two of the main characters.
- 11. Assess concepts, weight opinions and judge. Example Was the main character in the story good or bad? Why? Do you agree with the actions/outcome…?
- 12. Use Information to create new system, draw conclusions or generalize. Examples: Create five titles for the story that would give a good idea of the story's topic. Use your imagination to draw a picture about the story.
- 14. • How would you adopt the plot to create a different story? CREAT ING • What choices would you have made if you were in the story? EVALUAT ING •How is the story related to your life? ANALYZING •What questions would you ask in an interview with the main character ? APPLYING •What is the main idea of the story? UNDERSTANDING •Who is the main character? REMEMBERING
- 15. “We don’t learn from experience . We learn from reflecting on experience.” ~ John Dewey
- 16. Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self- observation and self- evaluation. Reflective teaching implies a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going on to making changes.
- 17. Reflection enables us to: Avoid past mistakes Make the best use of the knowledge available. Challenge & develop the existing professional knowledge base Gives you areas for improvement/development Aid creativity and helps to avoid stagnation Overcome assumptions we might make about other people Key part of emotional intelligence Helps to maintain a healthy work/life balance Reflective practice helps create confident teachers
- 19. Description – what happened during the event? Feelings – what were you thinking and feeling about the experience? Evaluation – what was good and bad about the experience? Analysis – what sense can you make of the situation? Conclusion – what else could you have done? Action plan – what would you do differently next time?
- 21. What? - describe the situation: achievements, consequences, responses, feelings and problems So what? – discuss what has been learnt: learning about self, relationships, models, attitudes, thoughts, understanding and improvements Now what? – identify what needs to be done in order to improve future outcomes and develop learning
- 22. Self Knowledge Understanding of and insight into ones self worth, motivates character and capabilities. Critical Thinking The application of logical principles, rigorous standards of evidence, and careful reasoning. Inquisitiveness The willingness to be curious and inquiring, e.g. by asking reflective questions. Emotional Intelligence The ability to identify, assess and manage one’s own emotions and those of other individuals and groups.
- 23. Try this exercise to get you to think about the What? model. Get into pairs and choose person one and person two. Person A needs to think of an activity they have recently taken part in. Person B will ask the three what questions: what, so what, now what? Person A should note their answers below. After two minutes switch places so Person B is now describing an activity. What? So What? Now What?
- 24. Diary writing Peer observation Audio recording Student feedback
- 26. No Time Lack of skill Motivation Which situations/experiences to reflect upon Yourself = Bigger Barrier
- 27. Make Time For Reflection Set aside regular time , specially after an event. Find a critical friend Someone whom you trust No right way of reflecting All the Models are available to help
- 29. http://www.criticalthinking.org/ http://mindinthemaking.org/ https://www.cambridge-community.org.uk https://www.teachingenglish.org.uk
Editor's Notes
- Every day, a sea of decisions stretches before us. Some are small and unimportant, but others have a larger impact on our lives. For Example Which diet plan should I follow, or which car should I buy or which strategy should I use to teach a particular lesson today. We're bombarded with so many decisions that it's impossible to make a perfect choice every time. But there are many ways to improve our chances, and one particularly effective technique is critical thinking. This is a way of approaching a question that allows us to carefully deconstruct a situation, reveal its hidden issues, such as bias and manipulation, and make the best decision. If the critical part sounds negative that's because in a way it is. Rather than choosing an answer because it feels right, a person who uses critical thinking subjects all available options to scrutiny and skepticism. Using the tools at their disposal, they'll eliminate everything but the most useful and reliable information.
- We know he importance of critical thinking for our students but what about us . We as teachers need to be critical thinkers as well…… about our work. For us to improve we need to regularly update our selves about our practice
- Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today.“ However, without more time spent focussing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students. Reflective teaching therefore implies a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going on to making changes. If a lesson went well we can describe it and think about why it was successful. If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear. If students are misbehaving - what were they doing, when and why?
- Not all practitioners may understand the reflective process May feel uncomfortable challenging and evaluating own practice Could be time consuming May have confusion as to which situations/experiences to reflect upon