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
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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 Slide19Slide20
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).