Critical Thinking
How do you help students access critical thinking?
Critical thinking can sound scary and unattainable for students but it is a lot more accessible than they imagine. Returning to the learner profile to consider the inquirer and communicator can prompt powerful discussion about how we access higher order thinking. Accessing visible thinking routines that consider individual student needs can prompt a depth of inquiry and analysis that is unexpected. See below for takeaway teaching ideas that can be quickly adapted to your own context
Critical thinking is all about being able to ask questions and consider the answers in a really effective way.
Starting by looking at the true definition of critical thinking before building any analytical and evaluative skills is very important. This establishes for the student that it is not something unattainable and in fact they will be utilising many skills that they have already started developing and demonstrating. The Personal and Professional Skills course is an excellent place to build up these skills in a safe and comfortable way that students do not find intimidating. Using different contexts, examples and asking students to respond in different formats can encourage independence and confidence.
Towards a definition - how much of the learner profile can you see implied here?
A well cultivated critical thinker:
- raises vital questions and problems, formulating them clearly and precisely
- gathers and assesses relevant information, using abstract ideas to interpret it effectively, comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards
- thinks open-mindedly within alternative systems of thought, recognising and assessing, as need be, their assumptions, implications, and practical consequences
- communicates effectively with others in figuring out solutions to complex problems
(adapted from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008)
The Learner Profile and the critical thinker. Looking at the definition above Inquirer, Thinker, Balanced, Open-minded, Communicator, Knowledgeable stand out strikingly. However critical thinking involves being a Risk-taker, pushing yourself not to take things at face value and try alternative ways of thinking. Being a critical thinker involves being Principled as it is a way of thinking that commits to logic, precision and finding solutions.
Understanding 'implications'
Students can struggle with a key part to quality critical thinking being the ability to evaluate the implications of the evidence they have presented. An understandable struggle as we are asking them to reach beyond the boundaries of what they can see on the surface. In preparation for this and to support the activities below, consider how these definitions, synonyms and questions could help students to an understanding of critical evaluation.
Definitions and synonyms
Each of the following statements are slightly different but all define 'implications' in the context of the reflective project
1. the conclusion that can be drawn from something although it is not explicitly stated.
2. a likely consequence of something.
3. the action or state of being involved in something.
What are the key words that students might be drawn to here? Both 'consequence' and 'action' might develop understanding but it is good to consider further similar words such as:
Suggestion, inference, insinuation, innuendo, hint, intimation, imputation, indication, connotation, overtone, undertone, hidden meaning, secondary meaning, result, ramification, repercussion, reverberation, effect
Asking questions about evidence
When considering why evidence matters, students can draw on a wide range of sources. They can move back and forwards to their question and focus, look at the ethical ramifications of their evidence and then gradually build an understanding of the impact from the individual right through to the global significance. Overall considering the big ideas at the heart of their ethical dilemma and what it tells us about being human is where conversations will ultimately lead to.
How does this evidence/perspective/example link back to my question or focus?
How does this link with my understanding of ethics? Does it tell me something about the way people make decisions and behave? What was the intended outcome behind this evidence/perspective/example?
How might this evidence/perspective/example have an impact on the individual/local community/culture/country/world? Who is it positive for? Who is it negative for?
What big ideas and concepts does it link to? What does it tell us about being a human in this ethical dilemma?
Think about what criterion C as well as the rest of the criteria tells you about the nature of critical thinking in the reflective project? Then click on the evaluation below for further ideas.
Criterion A: Focus and Method
Decide on an ethical dilemma arising from the career-related context
Use appropriate research methods and collect information from a variety of sources judicioulsy
Show an understanding of bias and validity
Criterion B: Knowledge and understanding in context
Show knowledge and understanding of the issue
Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it
Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma
Criterion C: Critical thinking
Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material
Develop the ability to synthesise information gathered from research; make connnections as well as link ideas and evidence
Criterion D: Communication
Create a structured and coherent project; appropriate terminology is accurate and consistent; communicate ideas and concepts
Criterion E: Engagement and reflections on planning and progress
Reflect on the research process in order to refine it.
Show reactions to new understandings gained in the exploration of the ethical dilemma.
Critique decisions made throughout the research process and working practices
Thinking routines to promote critical thinking
Critical thinking is perhaps the third musketeer in the thinking skills needed specifically for the reflective project; ethical thinking, reflective thinking and critical thinking. The routine suggested below, from Harvard Project Zero, has been chosen because it promotes reflection as well as critical thinking; it also provides a process for students to consider the research they have been doing in bite size chunks and not get overwhelmed. Most importantly it demands students make connections across their learning and consider what they have read and researched in an active and engaged way.Connect - Extend - Challenge[1]
Ask students to consider something that they have just read, seen or heard and then ask themselves the following prompts:
How are the ideas and information connected to what you already knew?
What new ideas did you get that broadened your thinking or extended it in different directions?
What challenges or puzzles emerge for you
Lesson 1: What is Critical Thinking?
Aim: To use a definition of critical thinking to reflect on how critical thinking processes have been utilised throughout the CP course.
Key skills for the reflective project:
- apply logic and reason
- interpret, analyse and evaluate
- synthesise and make connections
Summary of Criterion C:
Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material
Develop the ability to synthesise information gathered from research; make connections as well as link ideas and evidence
Step 1: How am I already a critical thinker?
First, read the following definition of a critical thinker ...
... Now think of a minimum of three examples, choosing from across the career-related study, DP subjects and other core elements, for each characteristic of a critical thinker given in the definition. Use the worksheet here or use a different form of reflection.
Step 2: Use the 'Who, What, Why, Where and How' to move from descriptive to critical thinking.
Use the model below to generate critical thinking questions on a topic/issue as a whole class before mapping out early critical thoughts of the individual reflecive project issue and dilemma.
Possible questions that might be generated:
THE BACKGROUND
What? Whilst early on in the discussion, it is an opportunity to check focus is on an ethical issue.
- What is the topic we are considering? What is the ethical issue? What makes it an ethical issue
When? These questions can ensure that the time period is manageable and recent
- When does the parameters of this discussion take place? When did this issue emerge/change/become controversial?
Who? The who can generate an interesting discussion on who are the most interesting people to research.
Who is this an issue for? Who are the key stakeholders in this issue? Who is most affected? Who has most to gain/lose? Who are the stakeholders that would provide the most interesting discussion... in terms of different perspectives, different cultures, local/global dynamic
Where? This links with the who as the local/global dynamic and contrasting cultural dynamics move a discussion from interesting to fascinating.
Where is this an issue? Where is this an issue for cultural reasons? Where is this more of an issue?
THE ANALYSIS
How? These questions move the discussion into the actions behind an issue that brought it to prominence. Just like why questions, you can insert specific characteristics of the issue to question how it came about.
How did this happen? How did this issue become important in [insert culture discussed]
Why? The why questions can be seemingly endless as you can insert specific characteristics of the issue to question how it came about
Why did [stakeholder] think...? Why does this different perspective matter? Why did [insert action] happen? Why has [insert this issue] become a dilemma for so many?
EVALUATION
What if? These questions branch out into independent thinking. Hypothetical scenarios can be posed here in light of the issue described and analysed.
What if [insert stakeholder + perspective] was to change/adapt/consider/stop/compromise...?
So what? This is the change to consider why this is so important and the long term effects
So what are the short/long term implications/challenges/effects of [insert issue]?
What next? This is a change to consider a solution to the dilemma in context of the information considered
What are the next steps for the stakeholders? What are the next steps for this dilemma if [insert outcome] happens/does not happen?
Note - these last questions for evaluation make great reflective questions for students after a research session to review whether they are on track and if their work added value to answering the research question.
Step 3: 'Five ways to improve critical thinking' is a good video to accompany the early stages of the reflective project process which demands critical thinking processes. Use as a tool at this stage to reflect on understanding the criteria and where key critical thinking steps occur. Also to reflect on confidence levels on each step of the process as well as questions. Which areas generate the most concern and questions?
16 Characteristics of Critical Thinkers: consider how these apply to the reflective project.
Critical Thinking Checklist: Use this to map understanding with an article
Further expansion in the Critical Thinking Checklist from the University of Sussex