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Facilitating the Teaching of Critical thinking Facilitating the Teaching of Critical thinking

Facilitating the Teaching of Critical thinking - PowerPoint Presentation

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Facilitating the Teaching of Critical thinking - PPT Presentation

Yara Y Hilal Introduction Being able to think critically is becoming one the necessities of living in rapidly changing world Paul 1993 Critical thinking has gained a heightened importance since the 1970s ID: 593822

ctftms teaching participants ibdp teaching ctftms ibdp participants lbp stated frequency teachers teachers

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Slide1

Facilitating the Teaching of Critical thinking

Yara Y. HilalSlide2

Introduction

Being able to think critically is becoming one the necessities of living in “rapidly changing world” (Paul, 1993)

Critical thinking has gained a heightened importance since the 1970s.

It is a goal and a learning outcome in a number of educational programmes.

The research examines the contribution of the International Baccalaureate Diploma Programme (IBDP) and the Lebanese Baccalaureate Programme (LBP) to the facilitation of teaching critical thinkingSlide3

The Problem

There is no consensus on a definition of CT

The definitions present succeed in providing a conceptual framework for understanding CT. However, their contribution to its pedagogical understanding may be limited. Slide4

Practical Conception of CT

CT is a holistic concept comprising different components

Skill dimension “knowing how”

Disposition dimension “willingness” , “inclination”, “wanting”

Delphi project headed by Facione (1990) provides a detailed account of CT componentsSlide5

Subskills of Critical thinking

(adapted, Facione, 1990)Slide6

Subdispositions of Critical thinking

“habitually

inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit” (Facione 1990: 2).Slide7

Teaching and Assessing CT

Engagement in CT occurs when learners are placed in challenging situations

T

eaching

strategies that focus on inquiry, solving problems, evaluation, and are student centered are methods conducive to the teaching of CT Slide8

Critical Thinking Friendly Teaching Methods (CTFTMs)

Questioning

Wait time

Model CT

Relating concepts to real life situations

Group work

Students learning concepts independentlySlide9

Assessment

CT is a complex notion comprising different components

Process assessments can therefore be very valuable in assessing CT. Slide10

IBDP Slide11

Distinctive Features of the IBDP

Creativity, Action, Service (CAS)

Theory of Knowledge (TOK)

Extended Essay (EE)

Internal Assessment (IA)Slide12

LBP

Secondary stage extends over three years

Streams are: General Science, Life Science, Literature and Humanities, Socioeconomic

Students are required to study all the predetermined subjects of the stream they choose

Students are required to pass the national examinations at the end of grade 12 to earn their diploma. Slide13

Research Question

How do the IBDP and LBP facilitate the teaching of CT?Slide14

Operationalising the Research Question

What are the participants’ conceptions of CT?

What are the participants’ views regarding the effectiveness of the programme in facilitating the teaching of CT?

What is the frequency of adopting CTFTMs?

What are the challenges facing the teaching of CT in the IBDP and LBP? Slide15

Mixed Research Design

Both qualitative and quantitative methods were used to answer the research questions. Slide16

Sampling

Purposive Sampling was used to select the schools

Purposive total population sampling was used to select the participants in the schools participating in the study Slide17

Schools

Two schools participated in the research.

They were comparable in a number of variablesSlide18

Participants in Schools A and B

School

Number of school

leaders participating

Number

of teachers participating

Number of students participating

A (IBDP)

7 (6 coordinators and 1 academic director

),

10 (TOK and English were taught by the same teacher)

6

B (LBP)

7 (6 coordinators and 1 principal)

9

13 Slide19
Slide20

Reporting the Frequency

Number of Classes in Which The Teaching Method Occurred At Least Once

Frequency Score

8-10

5

5-7

4

3-4

3

1-2

2

0

1Slide21

Data Analysis

Data from similar collection methods were grouped together retaining fidelity to the coherence of the instrument (Cohen et al. 2007).

The

arithmetic mean of the frequencies per data collection method

was calculated and

presented these in graphs Slide22

Codes

CT definition

Complexity of CT

Importance of teaching CT

CT assessment

Assessment of CT in programme

Teachability of CT

Disciplines’ potential to teach CT

Students’ subject knowledge

Teachers’ professional development in CT

Time available for planning

Class time available to teach

CT

Leadership

style

Leadership

Support

Teacher EvaluationSlide23

DomainsSlide24

Validity and Reliability

Methodological triangulation was used to help improve the validity of all results obtained

Piloting

Sequencing of questions was considered when constructing the questionnaire and the interviews. Slide25

Class observations

Teachers were told at the beginning of the year that their classes will be visited, however they were not told about the timing of the visit.

The classes were observed by one researcher, however the videotape was analysed by two researchers, where they compared the frequencies to increase accuracy. Slide26

Semi-Structured Interviews

Simple language was used and avoided leading questions.

Piloted

Interviews were audiotaped and transcribed by two researchers.

Respondent validation was applied.Slide27

Results and discussion

Teachers’ and Principals’ Conception of CT

Frequency of the CTFTMs. Slide28

Theme

IBDP and LBP teachers’ views

Implications for the teaching of CT

 

The

lack of a local definition in both schools is expected to impact the teaching methods used.

The absence of dispositions from all definitions is expected to impact the teaching/modelling of CT dispositions

 

 

 

Importance of CT

All participants stated that CT is important for the development of independent thinkers and lifelong learners.

Definition of CT

Different participants defined CT differentlySlide29

Theme

IBDP and

LBP Teachers’ views

Implication on teaching

Components of CT

participants agreed that CT comprises different components of higher order thinking, but did not consent over what these components are.

participants made no reference to CT dispositions.

Teachers

are expected to use a variety of teaching methods to tackle the different components

Complexity of CT

participants acknowledged the complexity of CT and stated that they find it difficult to define.Slide30

Teachability of CT

IBDP and LBP participants stated that CT is teachable provided that the appropriate teaching methods are used.

IBDP participants stated that CT can be learnt by all students.

LBP participants placed students’ ability as a caveat for the teachability of CT.

participants viewing CT as a teachable ability is expected to encourage them to adopt CTFTMs. Slide31

Subjects’ potential to teach CT

All participants stated that all subjects are conducive to the teaching of CT.

The majority of LBP participants stated that there are subjects that are more conducive to the teaching of CT. IBDP participants did not indicate this.

 

 

 

Teachers’ belief that the subjects they teach are conducive to the teaching of CT is expected to motivate them to use CTFTMs. Slide32

Effectiveness of the programme in teaching CT

All IBDP participants stated that the programme is effective

 

All LBP participants stated that the programme is not effective

Teachers’ views and conceptions of the effectiveness of the

program

is

expected to affect their teaching of CT.

 Slide33

Assessment of CT

All participants stated that it is important to include CT in assessments contributing to students’ final grade.

IBDP participants stated that the assessment assess CT

LBP participants stated that the programme does not have assessments that assess CT

Participants

acknowledge that CT assessment is a driving force to adopt CTFTMs.

 Slide34

What is the frequency of adopting CTFTMs?

Results indicate that:

There are subjects where CTFTMs are used more are used more frequently compared to other subjects

IBDP participants used CTFTMs more frequently than LBP participants Slide35

Certain Subjects use CTFTMs more frequently In the IBDP

TOK

had the highest average frequency in using CTFTMs.

Second in rank came the

Arabic and English language

classes.

Math

showed the lowest frequency. Slide36

Certain Subjects use CTFTMs more frequently In the

LBP

Arabic and English Language classes

showed the highest frequency.

History

showed the lowest frequency (1.70 from class visit). Class visits show that the most common teaching strategy used is Lecturing. Students described these subjects as requiring memorization to pass the exams.

Math in the LBP had a higher frequency than that in the IBDP.Slide37

Therefore..

Results support the teachers’ view that there are subjects that are more conducive to the teaching of CT than others

Results indicate that teachers’ willingness and conviction of the need to teach CT may not be sufficient to prompt them to adopt CTFTMs. Slide38

CTFTMs are used more frequently in the IBDP than in LBP

Accords with participants’ views regarding the effectiveness of the programme in facilitating the teaching of CT.

May be related to the assessment requirements

The presence of TOK

This may be an indication that IBDP facilitates the teaching of CT more than the LB. Further studies are required to better understand the teaching of CT in both programmes.

Teachers’ initiative and conception. Slide39

Challenges Facing the teaching of CT

Challenge

Participants’

views

Implications on the teaching

Time to plan for teaching CT

Planning lessons with CTFTMs requires a lot of time

When planning time is not adequate

participants may

be less encouraged to adopt CTFTMs. Slide40

Class

Time available to adopt CTFTMs

Concern about completing the course requirements when adopting CTFTMs.

IBDP stated that they view CTFTMs as a means to help them finish the requirements

LBP stated that adopting CTFTMs presents an obstacle towards completing the course requirements

IBDP

school leadership stated that the time is adequate

LBP leadership stated that this is an issue since the programmes are long. Sometimes they allow lecturing in order to finish the programme.

participants viewing

the adoption of CTFTMs as preventing them from meeting the course requirements may hinder

participants from

teaching for CT.

Viewing CTFTMs as a means to complete the course requirements may encourage

participants to

teach for CT. Slide41

Challenge

Participants’ Views

Implications on the teaching

Professional development

All teachers stated that they had not received any professional development in CT

All teachers stated that they would benefit from attending workshops on CT

School leaders stated thy

did not provide such PD for their teachers.

Lack of professional development may have led to the lower frequencies in adopting CTFTMs in some subjects

  

Teachers welcoming the idea of professional development correlates well with their view on the importance of CT in developing independent thinkersSlide42

Students’ subject knowledge

 

 

 

LBP teachers stated this as a main challenge in adopting CTFTMs

The IBDP teachers did not refer to this

LBP

school leaders stated that this a challenge they try to overcome. They allow teachers to give extra sessions

IBDP leadership did not refer to this

Teachers’ perceptions about their students’ inability to engage in CT may affect the teachers’ adoption of CTFTMs.

Placing students’ knowledge as a caveat for the engagement in CT can affect teachers’ adoption of CTFTMs.

Pressure teachers face

All teachers expressed that they feel pressured to make sure that all their students pass the IBDP and LBP

assessments

School leaders confirmed that

a significant part of teachers’ evaluation depends on students’ performance on external assessments.

This pressure increases the effect assessment has on driving instruction. Slide43

Conclusion

The presence of CT as a goal and learning outcome renders both programmes capable of facilitating the teaching of CT

Teachers in both programmes did not consent on a definition of critical thinking but this did not prevent them fro acknowledging its importance and adopting CTFTMs.

The main difference between the IBDP and LBP is its core requirements, particularly TOK and its assessment requirements

IBDP contains a number of assessment that assess CT, this may explain the higher frequency in adopting CT and teachers views about CTSlide44

Research highlighted a number of challenges that face the teaching of critical thinking

Dispositions / Habits of Mind/

Skills

Personal

Organizational

Structure

Programmes Adopted

Institutional Slide45

Future Research

Further exploration of the relation between organizational structure (teachers’ leadership, reflective practice, and instructional supervision) and the teaching of CT

Professional development aimed at improving CT instruction and reflective practice and its relation to CT

Evaluation as a tool for reflection and generative learning

Reflective practice and CTSlide46

Thank you !!

Questions and Discussion Slide47

Questionnaires

to

determine participants’ definitions/conceptions of CT,

to

examine participants’ views on the contribution of the IBDP and LB to facilitating the teaching of

CT

to

determine the frequency of adopting a number of CTFTMs

as

reported by both students and

teachers

to

highlight the challenges that face

participants in

teaching

CTSlide48

Frequency of CTFTMs

The

first part of the students’ and teachers’ questionnaire, required them to rate different teaching methods using a scale of 1-5, where 1= not at all, 2= Rarely, 3= Sometimes, 4= Often and 5= Very Often.

The

questionnaire asked participants to rate the teaching method/activity per subject as a total evaluation of the 15 months and not with reference to a particular class. Slide49

Semi-Structured Interviews

I

nvestigating

teachers’ understanding and conceptions of CT including its teaching and

assessment

I

nvestigating teachers’ views about the facilitation

of teaching CT in

IBDP/LBP

Identifying

challenges the teaching

of

CTSlide50

Semi-Structured Class Observations

Investigate the adoption of a number of CTFTMs

Classes were videotaped

Ten class visits were made per subject per class Slide51

Average frequency of adopting CTFTMs as reported by IBDP teachers Slide52

Figure 4: Average frequency of adopting CTFTMs as reported by IBDP students Slide53

Average frequency of adopting CTFTMs as reported by LBP teachers Slide54

Average frequency of adopting CTFTMs as reported by LBP students Slide55

Average frequency of adopting CTFTMs as reported by IBDP class visits Slide56

Average frequency of adopting CTFTMs as reported by LBP Class Visits Slide57

Defining CT

“Reasonable and reflective thinkers” (Norris & Ennis, 1986: 16)

“Skillful responsible thinking” (Lipman 1988: 40)

“Self-directed, self-disciplined, self-monitored and self-corrective thinking” (Paul &

Edler

, 2006: 4)

Active

, persistent and careful consideration of a belief or supposed form of knowledge in light of the grounds which it supports and the further conclusions to which it tends” (Dewey. 1910: 6)Slide58

Subdispositions of Critical thinking

“habitually

inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit” (Facione 1990: 2).