i t is all a B out Critical T hinking

1. it is all aBoutCritical Thinking KareenSharawy

2. it is all aBoutCritical Thinking The easy way

3. it is all aBoutCritical Thinking The right way

4. Resistance The easy way The right way Mostly form and minimal consideration to content Mostly content and reasonable consideration to form

5. Addresses the topic and task An essay that deserves a 5 • Is well organized and well developed, using clearly appropriate explanations and exemplifications and/or details • Displays unity, progression and coherence • Displays, consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors 3 out of 4 descriptors require critical thinking abilities

6. Topic : "As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate." Amorphous Listing Disconnected Chunks • “As we know, nowadays technological equipment is used widely all over world. High standard of computer can not only stimulate most type of creatures, but also can calculate political changes in different countries. For this reason, a lot of people have trusted a sensational coverage that human’s thinking will deteriorate.” ( sample) Irrelevant Information Memorised Sentences Meaningless Sentences

7. Definition of Critical Thinking Critical thinking is a learned ability that must be taught; Most individuals never learn critical thinking in regular curricula; Critical thinking cannot be taught reliably to students by peers or by most parents; Critical thinking requires great motivation and a strong will power. Steven D. Schafersman January, 1991

8. Definition of Critical Thinker Can ask appropriate questions; Can gather relevant information; Can efficiently and creatively sort through this information; Can reason logically from this information; Can mange time and resources wisely; AN INTRODUCTION TO CRITICAL THINKING Steven D. Schafersman, 1991

9. Towards More Critical Skills… synthesizing analyzing evaluating understanding applying reflecting reasoning observing Frager & Thompson’s (1985)

10. Towards More Critical Skills… The writing section in tests prepares and introduces the students to the nature of academic writing in North American universities The writing section in tests attempts to assess prospectus students’ in using critical thinking skills. Because many test takers never learn critical thinking in regular curricula, test preparation teachers are advised to deal with the resistance before addressing any other test preparation strategies

11. “Conspiracy for the Least," Training students to do critical thinking is not an easy task. Teaching which involves higher level cognitive processes, comprehension, inference, and decision making often proves problematic for students. Such instruction is often associated with delays in the progress of a lesson, with low success and completion rates, and even with direct negotiations by students to alter the demands of work (Doyle, 1985). This negotiation by students is understandable. They have made a career of passive learning. When met by instructional situations in which they may have to use some mental energies, some students resist that intellectual effort. What emerges is what Sizer (1984) calls "conspiracy for the least," an agreement by the teacher and students to do just enough to get by.

12. Towards More Critical Skills… Sections and Skills

13. Towards More Critical Skills… What students think about

14. Towards More Critical Skills… What students need to think about

15. Over Coming Resistance

16. Over Coming Resistance Students are only interested in compiling 300 words with minimal thinking considerations and in less than 30 minutes. Students’ sole concern is accuracy, disregarding logic, exemplification and decision-making.

17. Over Coming Resistance Keeley et al (1995),

18. Over Coming Resistance According to Keeley et al (1995), a good instructor like a good therapist needs to help the students realise that their resistance is a problem. It is necessary to help students understand that their resistance to critical thinking will definitely impede their progress in the course and will have a negative impact on their results in the writing section of the test.

19. Stages of Resistance • Pre resistance Dualism • During Resistance Stage Multiplicity • During Resistance Stage • Relativism • Post Resistance Stage Commitment

20. Pre Resistance Stage • Dualism

21. Pre Resistance Stage: Pressure Students will seek to get the right answer from the teacher Students will think that during the test preparation courses, they will be given opportunities to learn model templates in a fast and an easy way Students will spend infinite numbers of hours trying to memorise published samples, instead of practising the required skills.

22. 1. Dualism Pre Resistance Stage: Symptoms • Good vs. Bad, • Right vs. Wrong • We vs. They There is. one ultimate truth and it has been already decided by some form of authority (Traditions - Parent – State Perry (1981)

23. Towards More Critical Skills… • 1. Dualism sociocentrism egocentrism

24. I believe so because I feel so I believe so because I was told so The Thinking Box: Solution • Why? • Who told you? • Do you think you may be wrong ? Why yes Why not? • Why do you believe them? • What would make you change your mind? • Are they always right? I believe so because everyone believes so I believe so because I read so • Why? • Where? • Do you think they may be wrong ? Why yes Why not? • What did you read? • Why do you believe it is true? • What would make them change your mind?

25. During Resistance Stage • Multiplicity

26. During Resistance Stage:Symptoms • 2. Multiplicity Multiplicity is also considered another uncomfortable higher stage because students will attempt to: Temporize: Postpone making a decision when outlining an essay Escape: Create a wishy-washy argument Retreat: Suffer from a form of writer’s block Perry, W. G (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering (Ed.)

27. Two Heads Better than One: Solution

28. This is my opinion because? • My partner thinks this way because? Two Heads Better than One: Solution This helps students to easily construct arguments and counter arguments

29. 100 Question Game Cards: Solution Why do people put rings in their eyebrows and nose?: http://life.familyeducation.com/communication/family-time/36021.html?page=3&detoured=1

30. 3. Relativism During Resistance Stage

31. 3. Relativism During Resistance Stage Symptoms Students are open to multiple views Students understand that it is essential to contemplate all aspects of an argument and learn how to integrate and support their views In many cases, there is a regression to the dualism stage and a longing for a time when writing was a simple mechanical narration of standard ideas

32. During Resistance Stage: Solutions Timing the task at this stage is irrelevant because many students automatically regress under time pressure.

33. Post Resistance Stage • Commitment

34. Post Resistance Stage • 4. Commitment • Once students get beyond Relativism, they are able to commit to their own views. • Students become comfortable that knowledge is transforming, and values are changing.

35. Post Resistance Stage: Activities Research, Present and Debate

36. Critical Editing : The Color Code Spelling Structure More explanation required Repetition Ideas not clear Usage

37. Virtual Assistance

38. Conclusion • Test preparation teachers need to encourage the students to go through the 4 stages of writing even though this approach will lead to disturbance in the progress of a lesson, and even if they sense resistance from the students (Doyle, 1985).

39. Conclusion

40. Thank you • Any Questions?