Unit 2: Critical thinking.

“Education is not the filling of a pail. It is the lighting of a fire.”

William Butler Yeats

In this unit, you will be able to define critical thinking and give details about the role of
critical thinking in your professional learning as LEII students. You will be able to not only
show the understanding of the topic, but also draw conclusions using both inductive and
deductive reasoning. Thinking critically, analyzing and evaluating the information will be an
important part of this unit as well.
In addition, you will be able to distinguish between unreliable and credible information by
applying thinking skills to solve a range of problems in daily living, working and school life.
 Enjoy the unit.

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Learning Outcomes:
1. Detail what critical think is and why it counts.
2. Give details about the role of critical thinking in their professional learning as LEII students.
3. Draw conclusions using both inductive and deductive reasoning.
4. Critically evaluate information found in a variety of sources, including the mass media.
5. Critically read, listen, and write texts related to English language teaching.
6. Give examples of how critical thinking models drive and structure decision making and
problem solving.
7. Distinguish between unreliable and credible information.
8. Apply thinking skills to solve a range of problems in daily living and school life.
9. Judge the quality of the information, opinions, and arguments they will exposed to as they
do tasks related to their professional learning.
Content of the Unit:
1. Critical thinking: definition and importance.
2. Critical thinking standards, benefits of critical thinking and barriers to critical thinking.
3. Six types of critical thinking: interpretation, analysis, evaluation, inference, explanation,
and self-regulation.
4. Critical thinking styles.
5. Logical thinking: left-brain and right-brain thinking.
6. Inductive and deductive reasoning.
7. Responding with opinion, facts and arguments.
8. Critical reading, listening, and viewing
9. Teacher learning and critical thinking.

Estimated Time of Units 1 and 2.

Approx. 15 hours.

Assessment Plan
In order to successfully complete your work on this Unit you will be assessed on two components:
Units 1 and 2, Written exam, this task represents 1 point of the overall
grade.

Unit 1 and 2, Assignment 1, this task represents 2 points of the overall

grade.
Suggestions: Students are expected to complete all of the tasks and
readings in the study materials within the estimated time

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 Introduction

Critical thinking is a process used to think about and evaluate information and
reach a conclusion. In this context the word critical is not negative.
It means that you shouldn't automatically accept that what you are reading is
valid, true, applicable or correct. Instead, you should gather the evidence,
analyze all aspects rationally and objectively, and with an open mind, so as to
reach your own conclusion. (Open Polytechnic,2018)
By the end of this unit, you will be able to develop critical thinking skills by
using them as tools that will help you become more critical and creative
students and professionals.

Introduction task.
Step 1. READ two articles about a brief history of the idea of critical thinking
and ANSWER the following questions.
1)The intellectual roots of critical thinking are as ancient as its etymology,
traceable, ultimately, to the teaching practice and vision of Socrates 2,500
years ago who discovered by a method of probing questioning that people
could not rationally justify their confident claims to knowledge. Confused
meanings, inadequate evidence, or self-contradictory beliefs often lurked
10 minutes beneath smooth but largely empty rhetoric. Socrates demonstrated that persons
may have power and high position and yet be deeply confused and irrational.
He established the importance of asking deep questions that probe profoundly
into thinking before we accept ideas as worthy of belief.
He established the importance of seeking evidence, closely examining
reasoning and assumptions, analyzing basic concepts, and tracing out
implications not only of what is said but of what is done as well. His method
of questioning is now known as "Socratic Questioning" and is the best-known
critical thinking teaching strategy. In his mode of questioning, Socrates
highlighted the need in thinking for clarity and logical consistency. (Foundation
for Critical Thinking, 1997)
2)Francis Bacon, in England, was explicitly concerned with the way we
misuse our minds in seeking knowledge. He recognized explicitly that the mind
cannot safely be left to its natural tendencies. In 1605, in his book The
Advancement of Learning, he argued for the importance of studying the world
empirically. He laid the foundation for modern science with his emphasis on
the information-gathering processes. He also called attention to the fact that
most people, if left to their own devices, develop bad habits of thought (which
he called "idols") that lead them to believe what is false or misleading. He
called attention to "Idols of the tribe" (the ways our mind naturally tends to
trick itself), "Idols of the market-place" (the ways we misuse words), "Idols of

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 the theater" (our tendency to become trapped in conventional systems of
"Study thought), and "Idols of the schools" (the problems in thinking when based on
without blind rules and poor instruction). His book could be considered one of the
reflection is a earliest texts in critical thinking, for his agenda was very much the traditional
waste of time; agenda of critical thinking. (Foundation for Critical Thinking, 1997)
reflection
1. Is Critical thinking a new study?
without study
2. When has it been discovered by professionals?
is
3. Is Critical thinking a new study of 21st century?
dangerous."
Confucius

Step 2. WRITE your own definition of critical thinking.

Critical thinking is… ________________________
__________________________________________

1) Critical thinking: definition and importance

. In this task, you will be able to identify what critical thinking is and provide
details about the role of critical thinking in your professional learning as LEII
students.
Task 1.
Step 1. READ and DRAW OUT a meaning of the critical thinking from the
elements in a reading
Critical thinking is the art of analyzing and evaluating thinking with a view to
improving it. (Foundation for Critical Thinking, 1997)
Critical thinking skills are skills that children or adults need to learn to be able to
solve problems.
The core of critical thinking is being responsive to information and not just
accepting it.
5 minutes When you think analytically you examine, or think about, the different parts
or details of something so that you can understand or explain it.
It requires you to think about some (or all) of the following:
 cause and effect, the sequence of events and/or steps within a process,
 similarities, differences and/or trends,
 associations and relationships between things,
 complex systems and how they work,
 ways to solve complex problems
 examples of what is happening. (Open Polytechnic, 2018)
Step 2. REWRITE your definition by using the elements you pinpointed.

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 When you are analyzing information, you ask yourself questions.
For example:

 Who developed this theory? Who’s involved? etc.

 Where does the information come from? Where can I find out more?
 When did it happen? When was the research done?
 Why did this happen? Why do/did people feel the way they do?
 What happened before this, and after it? What does it really mean? What do
others think about it?
 How do the bits fit together and relate to one another?
 Are there any similarities or differences? Compare the various ideas.
 What if it hadn’t happened? What if it had been done differently?
 So, what - Why does it matter? (Open Polytechnic, 2018)

Questioning is the most important part of critical thinking.

Critical thinking begins when you question beyond what is given. You want
to know more, how something happens, why it happens, and further what will
happen if something changes.

Task 2.
Step 1. THINK critically by questioning, USE 'for example', 'why' and 'so
what', etc. to help with your questioning.
For example, say you were thinking about the problems caused by high student
fees. Start with the topic and ask yourself: ‘Can I think of any examples?’
Basic idea: High student fees.
 For example: Course costs are as high as $8,000 a year.
 Why: More students want to study, so there is less tax money per student
15 minutes for higher education.
 So, what? Poorer students might be put off studying.

So, when take a new idea and apply ‘for example, why and so what’ to it. This
will lead to more ideas, which you can apply the same technique to.
is
You can also use diagrams or mind maps to help you see how ideas relate to
the most
one another. You could use a diagram (for example, an organizational chart, a
important
flow diagram or a mind map) and use arrows to:
question
1) Show sequence: ‘This is followed by . . .’
2) Cause and effect: ‘A leads to B because . . .’
3) Mean 'for example’ mean ‘A causes B’
4) Mean ‘This is important because of that’.
5) Hierarchy. (Open Polytechnic, 2018)

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Step 2. QUESTION yourself. K-W-L Chart assesses what you know about a
particular topic before and after you have engaged with it. FILL the columns with
what you Know about the topic, what you Want to know, and what you’ve Learned.
Note: the last part you should complete at the end of the unit and deliver it to the
teacher.

Step 3. READ the article “Explainers ask questions” and COMPLETE the
diagram.
Explainers ask questions.
Constructivism learning theory: individual build upon what they know through
exploration and questioning, rather than blasting them with new knowledge which
may have no connections to what they know already.

Effective questioning to encourage learning and reach different types of thinkers.

You should explore and/or challenge people’s idea with questioning by using
different types and levels of questioning, such as:
1. Open (any answer, slower pace) vs. close (fixed answer, faster pace)
questions.
2. Cognitive (e.g. how does this work?) vs. emotional (e.g. Which is your
favourite?) questions.
3. Analytical (e.g why?) vs. imaginative (e.g. what if?) questions.

(open)what color of balloons do you think is the most popular for the decoration
of children parties in Mexico?
(close)what color is the balloon you chose?
(cognitive)how to make balloon animal puppets?
(emotional)what is your favorite colour?
(analytical)why do people prefer bright colors instead of dark?

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 (imaginative)what if there were no colors, just black and white?
(invite elaboration) do you have siblings? Are they younger or older? could you
tell me a little more about your family?

It is important to allow time for people to answer (give them time to think),
invite elaboration (e.g. could you tell me a little more about ...?) and make your
audience practice scientific processes:

1. observing (e.g. what is happening?),

2. predicting (e.g. what do you think is going to happen?),
3. evaluating (e.g. why was this a good/bad experiment?)

When using Bloom’s taxonomy usually, we start from easy to more complex
questions:

1. knowledge (remembering, e.g what is ...),

2. comprehension (understanding, e.g. explain ...),
3. application (problem solving, e.g. solve ...),
¨I know you
4. analysis (breaking material down and explaining relations, e.g. how does ...
won´t
relate to ...),
believe me,
5. synthesis (producing something original, e.g. how does the data supports ...),
but the 6. evaluation (making judgement, e.g. compare and contrast ...).
highest form
of Human The outcome for your audience:
Excellence 1. Enjoyed the experience
2. Felt involved, comfortable to ask questions
is to question
3. Gained knowledge, understanding, skills
oneself and
4. Can relate new experience to previous experience
others¨
5. Feel more confident
Socrates

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 Step 4. Critical thinking exercise: a tour guide for an alien.
This task encourages you to look much deeper at who we are both as
individuals and as a society. It’s about looking at what we do or what we
value with a fresh perspective.
Each activity encourages you to answer the questions as a way of exploring
assumptions and some common situations in life that we take for granted.
There are 2 scenarios provided. The blank space is so that you can write your
own. You can test your fellow classmates with your scenarios in stylized
interview sessions where one of you is the alien and the other is the travel
guide.
Scenario 1
10 minutes
You are conducting a tour for aliens who are visiting earth and observing
humans. You’re all in their spaceship when you fly over a football stadium.
One of the aliens is confused and turns to you for help. Try answering these
questions:
What is a game, and why do humans play them?
What are “teams” and why are they so important for humans to be part of?
. Why is it these games seem to get more attention than other matters on
your planet, like disease and poverty?
Why do humans get so emotional and even violent when watching games?
What would happen if no human could ever play these games again?
is
the most Scenario 2
important You are chatting with a group of aliens on a tour of a local library. While you
question all mingle, one of the aliens picks up a volume about the history of global
war and conflict. The alien turns to you and asks you these questions:
What is war and why do humans wage it upon each other?
Humans seem to feel that warfare is often the only way to resolve conflict.
Why is this so?
How do you decide who wins and, who loses?
How do you know this is accurate?
How does warfare affect those who can’t or won’t participate?
What legacy do you feel these wars will provide for your future
generations?

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 2) Critical thinking standards, benefits of critical thinking and barriers
to critical thinking.
Task 3.
Step 1. READ the article, pinpoint the main idea, add you own examples
and PREPARE the presentation about with created material:
1)Elements of thought. (Make flyers)
2)Intellectual standards. (Make a poster with e.g.: a flow chart)
3)Explain all Intellectual Standards. (material to hang from the ceiling in a classroom)
1)We all have a system to break down how we understand things, how the
world looks to us, how we make sense of the world. The ways we think are
20 minutes
called the Elements of Thought.

But once we have thought about something,

how do we know if we’re right?

. do we know if our thinking is any good?

How

Unfortunately, most of the time we don’t think well. We tend to favor

decisions and ideas that favor us, put our own group over other groups. We
are ego-centric and socio-centric. So, we need to force ourselves to look at
things the way they truly are.
So, to assess the quality of our thinking, we use the Intellectual Standards.
2)All thinking must be assessed for quality using universal intellectual
standards
A standard is a measure of how good something is. The ancient Romans
used symbols on the top of long poles to show the troops where they should
stand and which way to face. It brought order to a crazy and chaotic
battlefield. In much the same way, we use standards in thinking to make sure
that hold our feet to the fire, to make sure that what we say and do is actually
right.

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 There are nine Intellectual Standards we use to assess thinking: Clarity,
Accuracy, Precision, Relevance, Depth, Breadth, Logic, Significance, and
Fairness.
To evaluate thinking we must understand and apply universal intellectual
standards. Reasonable people judge reasoning using these universal standards.
When students internalize these standards and routinely use them, their thinking
becomes more clear, accurate, precise, relevant, deep, broad, logic, significant
and fair.
Note that we focus here (and in the competencies) on a selection of standards.
There are more Intellectual Standards, but if you use these nine to assess
thinking, then you’re on your way to thinking like a pro. Among others are
credibility, sufficiency, reliability, and practicality.
1. Clarity: understandable, the meaning can be grasped
2. Accuracy: free from errors or distortions, true
3. Precision: exact to the necessary level of detail
4. Relevance: relating to the matter at hand
5. Depth: containing complexities and multiple interrelationships
. 6. Breadth: encompassing multiple viewpoints
7. Logic: the parts make sense together, no contradictions
8. Significance: focusing on the important, not trivial
9. Fairness: Justifiable, not self-serving or one-sided

3) Clarity forces the thinking to be explained well so that it is easy to understand.

When thinking is easy to follow, it has Clarity.
Accuracy makes sure that all information is correct and free from error. If the
thinking is reliable, then it has Accuracy.
Precision goes one step further than Accuracy. It demands that the words and data
used are exact. If no more details could be added, then it has Precision.
Relevance means that everything included is important, that each part makes a
difference. If something is focused on what needs to be said, there is Relevance.
Depth makes the argument thorough. It forces us to explore the complexities. If
an argument includes all the nuances necessary to make the point, it has Depth.
Breadth demands that additional viewpoints are taken into account. Are all
perspectives considered? When all sides of an argument are discussed, then we
find Breadth.
Logical means that an argument is reasonable, the thinking is consistent, and the
conclusions follow from the evidence. When something makes sense step-by-step,
then it is Logical.
Significance compels us to include the most important ideas. We don’t want to
leave out crucial facts that would help to make a point. When everything that is
essential is included, then we find Significance.

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 Fairness means that the argument is balanced and free from bias. It pushes us to
be impartial and evenhanded toward other positions. When an argument is
objective, there is Fairness.

Step 2. USE the “Evaluating a Socratic Seminar as a Whole” rubric and consider
the following questions as you prepare to talk about the strengths of a seminar
and the areas for growth.
Did the participants:
seem prepared?
speak loudly and clearly?
cite reasons and evidence for their statements?
build on each other’s ideas?
paraphrase accurately?
ask for help to clear up confusion?
ask higher level questions to move the presentation forward?
stick with the subject?
listen to others respectfully?
encourage everyone’s involvement and avoid dominating the conversation?

. Our group demonstrated these major strengths:

_________________________________________________

Our group can grow in the following ways:

_________________________________________________
Step 3. WRITE an informal essay about critical thinking. The main goal is to
capture thoughts and ideas, so, USE prompts (e.g., This is important because…,
Something that now makes sense is…).

Task 4.
In this task, you will learn the importance of being able to take a stance on an
issue and defending that stance with logic, reasoning, knowledge, and common
sense. You should try to apply Universal Intellectual Standards

Step 1. READ a list of scenarios that are based primarily on ethics and morality
and CHOOSE the answer you consider correct one.

1. Richard finds an expensive looking ring in the school hallway one day. It has
5 minutes no name on it, and it’s not near anyone’s locker. Should he:
A) Give it to lost and found
B) Ask if it belongs to anyone there
C) Keep it and not say anything
Reason: ___________________________________

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 2. Judy’s friend is stressed about an upcoming test. Judy already took the test
and got 100%, so she knows all the answers already. Should she:
A) Just give the answers to her friend
B) Use her knowledge to coach her friend
C) Not get involved at all
Reason: ___________________________________
3. Coach Nelson has caught two of his star basketball players vandalizing
school property. The rule is that they must be suspended. If that happens their
team loses the upcoming semi-finals. If the coach keeps quiet they’ll surely
win, but he could lose his job. Should the coach:
A) Suspend the two players and obey the rules;
B) Pretend he never saw them
Reason: __________________________________
4. Nick overhears two students bragging about having posted some
inappropriate images of a female student online for a joke. Should he:

. A) Mind his own business

B) Report the incident to the school principal
C) Confront the boys and defend the student
Reason: ___________________________________
5. You witness a bank robbery and follow the perpetrator down an alleyway.
He stops at an orphanage and gives them all the money. Would you:
A) Report the man to police since he committed a crime
B) Leave him alone because you saw him do a good deed
Reason: _________________________________
Step 2. EXPLAIN your choice in writing and COMPARE your answers in
teams, DEFEND your viewpoint.

Barriers to Critical thinking

Task 5.
Step 1. THINK and DISCUSS the questions.
If critical thinking is so important, why is it that uncritical thinking is so
common? Why is that so many people including many highly educated and
intelligent people find critical thinking so difficult?

15 minutes

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 Step 2. WATCH the video and ANSWER the questions.
https://www.youtube.com/watch?v=RiXJtq5QQx4
1. What do you think of the teacher’s opinion?
2. Do you agree?
3. Does it make sense to your life?
4. What are the common pitfalls or barriers to thinking critically and
analytically?

Powerful barriers to critical thinking.

.
1. Egocentrism – self-centered thinking, self-interested, self-centered bias*.
2. Socio-centrism – group-centered thinking, group bias, conformism*.
3. Unwarranted assumptions – beliefs that are presumed to be true without
adequate evidence or justification, assumption, stereotyping.
4. Wishful thinking – beliefs that something is true because one wishes it
were true.
5. Relativistic thinking – the truth is ¨just a matter of opinion, subjectivism.

*Prejudice; use the noun bias to mean a preference for one thing over another, especially an
unfair one; verb: influence in an unfair way; cultural relativism
*a lack of orthodoxy in thoughts or beliefs

Step 3. COME up with your own examples of situations where barriers to

critical thinking take place and discuss them.

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Step 4. Come up with the list of benefits of critical thinking.

Step 5. DISCUSS these quotes.

1)“Governments don’t want a population capable of critical thinking, they
want obedient workers, people just smart enough to run the machines and
just dumb enough to passively accept their situation. You have no choice.
You have owners. They own you. They own everything. They own all the
important land. They own and control the corporations. They’ve long since
bought, and paid for the Senate, the Congress, the state houses, the city halls,
they got the judges in their back pockets and they own all the big media
companies, so they control just about all of the news and information you get
to hear. They got you by the balls.'' George Carlin
2)“If you have selfish, ignorant citizens, you're gonna get selfish, ignorant
leaders.” George Carlin
Instructors who teach critical thinking provide students with the opportunity
to understand and take charge of their learning. Students who implement
critical thinking skills approach the courseware in a more thoughtful and
effective manner, ask more challenging questions and participate in the
learning process more intensely.
Students who develop critical thinking skills often practice those skills well
into latter life. These skills may, in fact, literally change their lives forever.
Developing critical thinking abilities translates to both academic and job
success. Using these skills, students tend to expand the perspectives from
which they view the world and increase their ability to navigate the
important decisions in learning and in life.
Step 6. WATCH the video “The Death of Critical Thinking: Scary NYU
Study” https://www.youtube.com/watch?v=hCBB0AQqTF8 and answer the
questions.
1. What is this video about? What are the main ideas and facts presented?
2. Why are these ideas relevant or important?
3. How does this piece make you feel personally?

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 Critical Thinking is not just a “nice to have” skill in the 21st century, it is
essential. Students need to develop better critical thinking skills because it
will benefit their academic performance, workplace and daily life.
Critical thinker:
✓ If you’re a critical thinker, you listen carefully to what others are saying
and are able to give feedback.
✓ You are able to suspend judgment until all the facts have been gathered
and considered.
✓ If you’re a critical thinker, you think.
✓ You are willing to examine your beliefs, assumptions, and opinions and
weigh them against facts. You are willing to evaluate the generalizations and
stereotypes.
✓ If you’re a critical thinker, you look for evidence to support your
assumptions and beliefs.
✓ You examine problems closely and are able to reject information that is
incorrect or irrelevant you have created and are open to change, if necessary

What? So, what? Now, what?

(Summarize the most important ideas (determine what is most important (Brainstorm actions.
from the assigned readings.) about the ideas you just listed. What can you do about the becoming a
. Why do they matter? What strong critical thinking.)
difference do they make?)

3)Six types of critical thinking: interpretation, analysis, evaluation,

inference, explanation, and self-regulation.
Task 6.
Step 1. READ the article about six types of critical thinking and ANALYZE
the information by pinpointing the most important features of each skill.
Critical thinking skills
The experts, when faced with the same problem you are working on, refer to
their lists as including cognitive skills and dispositions.
Critical thinking is a set of skills that can be taught to students:
1. Inquisitive 4. Confident in reasoning
2. Judicious 5. Open-minded
3. Truth-seeking 6. Analytical
20 minutes 7. Systematic

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Critical thinking is a disposition.
As to the cognitive skills here is
what the experts include as being
at the very core of critical thinking:
1. interpretation,
2. analysis,
3. evaluation,
4. inference,
5. explanation,
6. and self-regulation.
Step 2. READ the explanation about each type of critical thinking and
COME up with your own examples.

INTERPRETATION is “to comprehend and express the meaning or

significance of a wide variety of experiences, situations, data, events,
judgments, conventions, beliefs, rules, procedures, or criteria.” Interpretation
includes the sub-skills of categorization, decoding significance, and
clarifying meaning.

1. recognizing a problem and describing it without bias

2. reading a person’s intentions in the expression on her face
3. distinguishing a main idea from subordinate ideas in a text
4. constructing a tentative categorization
5. way of organizing something you are studying
6. paraphrasing someone’s ideas in your own words
7. clarifying what a sign, chart or graph means
8. identifying an author’s purpose, theme, or point of view
9. clarifying what “offensive violence” mean

ANALYSIS is “to identify the intended and actual inferential relationships

among statements, questions, concepts, descriptions, or other forms of
representation intended to express belief, judgment, experiences, reasons,
information, or opinions.”
Analysis includes examining ideas, detecting arguments, and analyzing
arguments as sub-skills of analysis.

1. identifying the similarities and differences between two approaches to the

solution of a given problem;
2. picking out the main claim made in a newspaper editorial and tracing back
the various reasons the editor offers in support of that claim;
3. identifying unstated assumptions;
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4. constructing a way to represent a main conclusion and the various reasons
given to support or criticize it;
5. sketching the relationship of sentences or paragraphs to each other and to
the purpose of the passage;
6. graphically organizing this essay, in your own way, knowing that its
purpose is to give a preliminary idea about what critical thinking means.

INFERENCE means “to identify and secure elements needed to draw

reasonable conclusions; to form conjectures and hypotheses; to consider
relevant information and to reduce the consequences flowing from data,
statements, principles, evidence, judgments, beliefs, opinions, concepts,
descriptions, questions, or other forms of representation.”
As sub-skills of inference the experts list querying evidence, conjecturing
alternatives, and drawing conclusions.

1. seeing the implications of the position someone is advocating;

2. drawing out or constructing meaning from the elements in a reading;
3. predicting what will happen next based what is known about the forces at
work in a given situation;
4. formulating a synthesis of related ideas into a coherent perspective;
5. after judging that it would be useful to you to resolve a given uncertainty,
developing a workable plan to gather that information;
6. when faced with a problem, developing a set of options for addressing it;
7. conducting a controlled experiment scientifically and applying the proper
statistical methods to attempt to confirm or disconfirm an empirical
hypothesis.

EVALUATION is “to assess the credibility of statements or other

representations which are accounts or descriptions of a person’s perception,
experience, situation, judgment, belief, or opinion; and to assess the logical
strength of the actual or intended inferential relationships among statements,
descriptions, questions or other forms of representation.”

1. judging an author’s or speaker’s credibility, comparing the strengths and

weaknesses of alternative interpretations, determining the credibility of a
source of information, judging if two statements contradict each other, or
judging if the evidence at hand supports the conclusion being drawn
2. recognizing the factors which make a person a credible witness regarding
a given event or a credible authority with regard to a given topic
3. judging if an argument’s conclusion follows either with certainty or with a
high level of confidence from its premises

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4. judging the logical strength of arguments based on hypothetical situations
5. judging if a given argument is relevant or applicable or has implications
for the situation at hand

EXPLANATION is being able to present in a cogent and coherent way the

results of one’s reasoning. This means to be able to give someone a full look
at the big picture: both “to state and to justify that reasoning in terms of the
evidential, conceptual, methodological, criteriological, and contextual
considerations upon which one’s results were based; and to present one’s
reasoning in the form of cogent arguments.”
The sub-skills under explanation are describing methods and results,
justifying procedures, proposing and defending with good reasons one’s
causal and conceptual explanations of events or points of view, and
presenting full and well reasoned, arguments in the context of seeking the
best understandings possible.

1. to construct a chart which organizes one’s findings

2. to write down for future reference your current thinking on some
important and complex matter
3. to cite the standards and contextual factors used to judge the quality of an
interpretation of a text
4. to state research results and describe the methods and criteria used to
achieve those results
5. to appeal to established criteria as a way of showing the reasonableness of
a given judgment
6. to design a graphic display which accurately represents the subordinate
and superordinate relationship among concepts or ideas
7. to cite the evidence that led you to accept or reject an author’s position on
an issue
8. to list the factors that were considered in assigning a final course grade.

SELF-REGULATION is remarkable skill because it allows strong critical

thinkers to improve their own thinking. In a sense this is critical thinking
applied to itself. Because of that some people want to call this
“metacognition,” meaning it raises thinking to another level. But “another
level” really does not fully capture it, because at that next level up what self-
regulation does is look back at all the dimensions of critical thinking and
double check itself.
Self-regulation is like a recursive function in mathematical terms, which
means it can apply to everything, including itself.
You can monitor and correct an interpretation you offered.
You can examine and correct an inference you have drawn.

18
You can review and reformulate one of your own explanations.
You can even examine and correct your ability to examine and correct
yourself!
It is as simple as stepping back and saying to yourself, “How am I doing?
Have I missed anything important? Let me double check before I go
further.”
SELF-REGULATION means “self-consciously to monitor one’s cognitive
activities, the elements used in those activities, and the results educed,
particularly by applying skills in analysis, and evaluation to one’s own
inferential judgments with a view toward questioning, confirming, validating,
or correcting either one’s reasoning or one’s results.”
The two sub-skills here are self-examination and self-correction.

1. to examine your views on a controversial issue with sensitivity to the

possible influences of your personal biases or self-interest;
2. to check yourself when listening to a speaker in order to be sure you are
understanding what the person is really saying without introducing your own
ideas;
3. to monitor how well you seem to be understanding or comprehending
what you are reading or experiencing;
4. to remind yourself to separate your personal opinions and assumptions
from those of the author of a passage or text;
5. to double check yourself by recalculating the figures;
6. to vary your reading speed and method mindful of the type of material and
your purpose for reading;
7. to reconsider your interpretation or judgment in view of further analysis of
the facts of the case;
8. to revise your answers in view of the errors you discovered in your work;
9. to change your conclusion in view of the realization that you had
misjudged the importance of certain factors when coming to your earlier
decision.

Therefore, Critical thinking requires a conscious level of processing,

analysis, creation and evaluation of possible outcomes, and reflection

Step. 3. DISCUSS this question.

Do the people you regard as strong critical thinkers have all cognitive skills
described? Are they good at interpretation, analysis, and evaluation,
explanation, self-regulation and inference?

19
Step 4. COME up with examples of weak critical thinkers, are they lacking
in these cognitive skills? All, or just some?

Weak critical thinking skills and mindset show themselves in many ways:
dangerous and costly errors, repeated mistakes, bad decisions, failed
systems, inaction when action is needed, the giving of bad advice, inaccurate
assumptions, the poor design of training programs, the poor evaluation of
educational curricula, the lack of anticipated action… the list is long.

Students and workers who enter with weak critical thinking skills and
mindset are not prepared to benefit from the educational training program
that will be offered to them. Their presence in the classroom or laboratory
causes instructors to slow or alter the training of other students and trainees.
Their presence in clinics, internships, or field exercises risks increases
injuries and liabilities related to likely errors of both inaction and wrong
action. Unaddressed weakness in critical thinking skill results in loss of
opportunities, of financial resources, of relationships, and even loss of life.

There is probably no other attribute worthier of measure than critical

thinking.

Did you have all those elements in your definition of critical thinking at the
beginning of the unit?

Step 5. CHECK the diagram and answer the question.

Are you a strong critical thinker?
Do you apply intellectual standards to the
elements of reasoning?
Do you develop intellectual traits?

20
 Our conception of critical thinking is based on the substantive approach
developed by Dr. Richard Paul and his colleagues at the Center and
Foundation for Critical Thinking over multiple decades. It is relevant to
every subject, discipline, and profession, and to reasoning through the
problems of everyday life. It entails five essential dimensions of critical
thinking:
The analysis of thought.
The assessment of thought.
The dispositions of thought.
The skills and abilities of thought.
The obstacles or barriers to critical thought.
At the left is an overview of the first three dimensions. In sum, the elements
or structures of thought enable us to "take our thinking apart" and analyze it.
The intellectual standards are used to assess and evaluate the elements. The
intellectual traits are dispositions of mind embodied by the fairminded
critical thinker. To cultivate the mind, we need command of these essential
dimensions, and we need to consistently apply them as we think through the
many problems and issues in our lives.

Task 7.
Step 1. REVISE your definition of critical thinking take account of the
things we discussed and then WRITE down your new definition of critical
thinking as you understand it, preferably using your own words.

5 minutes

Note: be clear in writing:

1) state
2) elaborate (In other words…)
3) exemplify and/or illustrate
Step 2. COMPARE your definition with this diagram.

21
 4)Critical thinking styles. (Critical thinking attributes(characteristics)).
Task 8.
In this task, you will learn how you can leverage your preferred styles and
develop your less preferred ones. You will also learn how to use your thinking
styles to build critical thinking skills.
Step 1. READ the article about critical thinking styles and ANALYZE your
thinking. LIST three things you recall from the article and then WRITE one
question you have about the information in the article.

1.
2.
3.
Question:
We all use a variety of thinking styles in our daily lives, but we tend to favor
some and rarely use others. The list of Thinking Styles can help you find the
right balance, so you can make the best choices in life and at work.
Thinking styles are behaviors, positive habits that contribute to better critical
15 minutes thinking, problem-solving and decision-making. While no one thinking style is
better than another, a balance of the various types results in better decision-
making.
1. Analytical (organized, planful, logical, clear-thinking, orderly)
2. Inquisitive (curious, asks questions, probes deeply, alert, interested in the
surrounding world)
3. Insightful (steadfast, thinks before speaking, prudent, humble, reflective)
4. Open minded (good listener, respects differences, adaptable, intellectually
tolerant, fair minded)
5. Systematic (strategic, connects ideas, sees bigger picture, process oriented,
intuitive)
6. Timely (mobilizes resources, takes initiative, efficient, reliable,
responsive)
7. Truth seeking (frank, independent, asks the tough questions, firm minded,
skeptical)
Step 2. RANK your Thinking Style.

7 22
 Note: Your thinking styles must be listed in order of preference. The styles at the
top of the list are your preferred styles—the ones you use most frequently and
comfortably when you are solving problems, making decisions, and thinking
through situations. These styles are your strengths. The styles at the bottom of the
list are your least preferred styles—the thinking styles that you use less
frequently, and probably less comfortably
Step 3. Practice your brain. Answer each question for each list.
To make it more challenging, try answering as quickly as you can against another
person.

Name 3 people that: Name 3 things that:

1. Talk more than you 1. Are square
2. Talk less than you 2. Are orange
3. Work hard 3. Smell good
4. You think are smart 4. Live in the water
5. Wear costumes 5. Taste terrible
6. Are teachers 6. You enjoy doing
7. Travel a lot 7. You don’t enjoy doing
8. Are always nice to you 8. People read

5) Logical thinking: left-brain and right-brain thinking.

The brain is divided into two hemispheres, the right brain and the left brain.
It is a very complex structure, but a modern theory suggests that each side is
responsible for a different type of thinking.
It is very difficult to separate the two structures, but experiments have determined
that one side has more activity for specific types of brain activity than the other.

Task 9.
Step 1. Read the article and complete the lists with types of brain activities.

5 minutes

According to the theory, the right brain is responsible for random, intuitive,
holistic, synthesizing and subjective thinking; the left brain is responsible for:
logic, sequential, rational, analytical, and objective thinking.

23
 Each person has a bias, based on how they use the right brain and left brain to
solve problems.
People who have a right brain dominance first apply creativity to problem
solving. They are more reliant on intuition and quickly grasp the overall
picture of a situation. As a rule, right brain thinkers are not very detail-
oriented.
Left brain-dominant people prefer reason over everything else. They use
rational logic to identity the cause of a problem and then think about how to
solve it. As a general rule, left brain thinkers are detail-oriented.
The difference between right brain and left brain is really one of preference.
Both sections function normally and are required to work together on a wide
range of tasks.
The personal preference that we show between details and generalities are
related to which side of the brain we prefer to use.

Note: Many physiologists reject this idea of hemisphere dominance and point
out that this preference is one of personality.
A person can be trained to use either side to a sufficient level of skill that there
is no clear preference.

6)Inductive and deductive reasoning.

Task 10
Step 1. READ the information about the inductive and deductive reasoning
and PREPARE a presentation. PROVIDE your own examples of inductive
and deductive arguments. USE cooperative learning rubric to help you
organize your ideas.

When do we think critically?

1. Thinking outside the box
2. Asking questions then questioning answers
3. Analyzing the reading or discussion
15 minutes
4. Logically addressing an issue
5. Evaluating the truth of a claim or argument

There are 2 kinds of good arguments.

1)Deductive reasoning, or deduction, is one of the two basic types of logical

inference. A logical inference is a connection from a first statement (a
“premise”) to a second statement (“the conclusion”) for which the rules of logic
show that if the first statement is true, the second statement should be true.
Specifically, deductions are inferences which must be true—at least according
to the rules. If you assume that the premise (first statement) is true, then you can
deduce other things that have to be true. These are called deductive conclusions.

24
Deductive - premise* is valid, therefore conclusion must be valid
Examples:
1. Premise: Columbia University is in New York City.
Conclusion: Therefore, Columbia University is in the United States.
(it isn’t possible for Columbia University to be in NYC but not in the United
States)
2. Premise: Socrates is a man, and all men are mortal.
Conclusion: Socrates is mortal.
3. Premise: This dog always barks when someone is at the door, and the dog
didn’t bark.
Conclusion: There’s no one at the door.
4. Premise: Sam goes wherever Ben goes, and Ben went to the library.
Conclusion: Sam also went to the library
Each of these miniature arguments has two premises (joined by the “and”).
These are syllogisms, which provide a model for all deductive reasoning. It is
also possible to deduce something from just one statement; but it isn’t very
interesting; for example, from the premise “Socrates is a man,” you can
certainly deduce that at least one man exists. But most deductions require
more than one premise.
You’ll also notice that each premise contains a very general claim–something
about “all men” or what the dog “always” does. This is an extremely common
feature of deductions: their premises are general, and their conclusions are
specific.
In each case, the deductive reasoning is valid, meaning that the conclusion has
to be true–if the premises are true. The logical relation between premise and
conclusion is airtight. However, you always have to be careful with deductive
reasoning. Even though the premise and conclusion are connected by an
airtight deduction, that doesn’t necessarily mean the conclusion is true. The
premises could be faulty, making the conclusions invalid.

Premises are often unreliable. For example, in the real world no dog is 100%
reliable, so you can’t be certain that the premise “the dog always barks” is
true. Therefore, even though the connection is a logical certainty, the actual
truth of each statement has to be verified through the messy, uncertain process
of observations and experiments.
There’s another problem with deductive reasoning, which is that deductive
conclusions technically don’t add any new information. For example, once
you say, “All men are mortal, and Socrates is a man,” you’ve already said that
Socrates is mortal. That’s why deductions have the power of logical certainty:
the conclusion is already contained within the premises. That doesn’t mean
deductive reasoning isn’t useful; it is useful for uncovering implications of
what you already know—but not so much for developing new truths.
Deduction: reasoning from general premises, which are known or presumed to
be known, to more specific, certain conclusions. QUANTITATIVE

25
1. commonly associated with “formal logic”;
2. involves reasoning from known premises, or premises presumed to be
true, to a certain conclusion;
3. the conclusions reached are certain, inevitable, inescapable;
4. deductive reasoning is either “valid” or “invalid”;
5. a deductive argument can’t be “sort of” valid;
6. if the reasoning employed in an argument is valid and the argument’s
premises are true, then the argument is said to be sound;
7. valid reasoning + true premises = sound argument;
8. deductive reasoning is commonly found in the natural sciences or “hard”
sciences, less so in everyday arguments;
9. occasionally, everyday arguments do involve deductive reasoning.
Example: “Two or more persons are required to drive in the diamond lane.
You don’t have two or more persons. Therefore, you may not drive in the
diamond lane”

2)Induction allows us to take a series of observations (specific premises) and

extrapolate from them to new knowledge about what usually happens (general
conclusion) or what will probably happen in the future. This seems extremely
useful!
While deductive reasoning implies logical certainty, inductive reasoning only
gives you reasonable probability. In addition, they often move in opposite
directions: where deductive reasoning tends to go from general premises to
specific conclusions, inductive reasoning often goes the other way—from
specific examples to general conclusions.
Inductive - premise is valid, conclusion is probably but not always true
Examples of inductive reasoning:
1. Premise: No one has ever lived past the age of 122.
Conclusion: Human beings probably all die sooner or later.
2. Premise: So far, I’ve never seen someone come to the door without my
dog barking.
Conclusion: My dog will probably bark when the next person comes to the
door.
26
3. Premise: Sam has been following Ben around all day.
Conclusion: Sam will probably go to the library this afternoon when Ben goes.
4. Premise: New York is cold four months a year.
Conclusion: So, ice cream is not popular during that time.

Induction: reasoning from specific cases to more general, but uncertain,

conclusions. QUALITATIVE
1. commonly known as “informal logic,” or “everyday argument”;
2. involves drawing uncertain inferences, based on probabilistic reasoning;
3. the conclusions reached are probable, reasonable, plausible, believable;
4. inductive reasoning enjoys a wide range of probability; it can be plausible,
possible, reasonable, credible, etc.;
5. the inferences drawn may be placed on a continuum ranging from cogent
at one end to fallacious at the other;
6. inductive reasoning is found in the courtroom, the boardroom, the
classroom, and throughout the media;
7. most, but not all everyday arguments are based on induction.
Examples: The “reasonable person” standard in civil law, and the “beyond a
reasonable doubt” standard in criminal law.

Both deductive and inductive arguments occur frequently and naturally…both

forms of reasoning can be equally compelling and persuasive, and neither form
is preferred over the other (Hollihan & Baske, 1994).

27
Step 2. USE a cooperative learning rubric to evaluate your results.
Cooperative learning
Group members: ________________________________________________

Learning goals My role My tasks

28
 7) Responding with opinion, facts and arguments.
Task 11.
This task is about differentiating between fact and opinion.
Step 1. READ the example and then think of your own examples.
A fact can be proven either true or false.
Examples
1. Statistically, women live longer than men.
Most buses weigh more than most cars.
There are ten inches in a foot (false).

10 minutes An opinion is an expression of feeling or point-of-view and cannot be proven

true or false. Opinions can be argued. Opinions may be supported with facts.
Examples
Golf is boring.
Pizza is delicious.
Math is the hardest subject.

Step 2. READ the statements that are either fact or opinion.

If it’s a fact, check on Fact and then briefly EXPLAIN how it can be proven.
If it’s an opinion, check on Opinion and briefly explain why you feel it can’t
be proven. COMPARE answers with your friends and SHARE your views
with each other.
1. The fastest land-dwelling creature is the Cheetah.
Fact or Opinion Explain: _______________________________
2. Michael Jordan has a career average of 30.4 points per game.
Fact or Opinion Explain: _________________________________
3. George Washington was the first President of the United States under the
Constitution.
Fact or Opinion Explain: _________________________________
4. The ugliest sea creature is the manatee.
Fact or Opinion Explain: ______________________________
5. Michael Jordan is the greatest basketball player of all time.
Fact or Opinion Explain: _______________________________
6. There seems to be too much standardized testing in public schools.
Fact or Opinion Explain: ______________________________
7. Prison is one of the worst places on the planet.
Fact or Opinion Explain: ________________________________
8. It is wrong for people under the age of 21 to drink alcohol.
Fact or Opinion Explain: ________________________________
9. Sister Carrie was written by Theodore Dreiser.
Fact or Opinion Explain: _______________________________
10. Lord of the Rings: Return of the King won eleven Oscars (Academy Awards).
Fact or Opinion Explain: _______________________________

29
 Step 3. READ the article some of the basic ideas and rules of logic and
COMPLETE the table. (This article will help you to get ready for your
assignment.)
What do we know?
What do we want to know? What did we learn?

Argument is a claim defended with reasons. More precisely, an argument is a

set of statements, one of which (called the conclusion) is claimed or intended to
be supported by the others (called the premises).
What Kinds of Argument Are There?
1. Inductive Arguments. Arguments which are based upon the estimation of
the probable truth of premises. For example:
1. I observe that each Tuesday at noon, the philosophy students gather in room
G028.
2. It is highly likely that the gathering of students means that students have a
lecture.
3. Therefore, it is highly likely that the philosophy students have a lecture in
G028 Tuesdays at noon.1.
2. Deductive Arguments. Arguments that proceed without any room for
probability. For example:
1. X is a book;
2. All books have pages in them;
3. Therefore, X has pages in it.

The conclusion follows from the earlier steps in such a way that, if the earlier
steps are true, it is impossible for the conclusion not to be true. In other words,
the conclusion follows necessarily from the premises.
An argument always claims, then: Premises + reasoning => the conclusion is
true. There are actually very few different forms of reasoning (the inner structure
of the argument); the study of these is logic. However, while there may only be
a few forms, the content of arguments (what the arguments are about) can vary
infinitely.
Logic (or, more generally, critical reasoning) is powerful because the very few
forms cover such a vast number of possible real arguments.
The premises are any statements that we have to make which are not themselves
proven at the moment. (At the moment - they may in fact be the conclusions of
previous arguments!)

30
Premises may be incontrovertible pieces of knowledge; or they may be
hypotheses that we make 'for the sake of argument...' For the argument to be
considered successful, all these premises must be (although they may not be
initially) clearly stated. No verbal trickery; no rhetorical persuasion; no appeals
to that which is outside of reason.

The conclusion is whatever proposition the argument is attempting to prove.

The conclusion may then be used as a premise in a later argument.

Validity means that the logical form or structure of the argument is just fine,
but the premises may not be.

Soundness means both that the logical structure of the argument is valid, and
that the premises are all true.
The following argument is perfectly valid, but still unsound:
Stoke-on-Trent is a town in France;
No towns in France are inhabited entirely by vampires;
Therefore, Stoke-on-Trent is not inhabited entirely by vampires.

It is valid because if the premises were true, then the conclusion must follow. It
is unsound because the premises are not all true.
From all we have said, it follows that all arguments will have the following basic
structure, although some will be much simpler, and others much more complex:

Step 4. READ the debatable topics below and come up with arguments by
analyzing your opinion, supporting it and drawing conclusion.

31
1. Are single gender schools are better that mixed gender schools?
2. Should schools have classes based on the interest of students instead of the
usual required classes?
3. Can technology replace the role of teachers in the next 3 years?
4. No more homework.
5. Should technology (cellphones, laptops, tablets) be allowed in classrooms?
6. Are schools as safe as they can be now?
7. Should students wear uniform to school?
8. Should corporal punishment be used in schools?

Step 5. USE the list below to analyze and improve your arguments.
What to do with arguments:
If you are presented with the argument of a philosopher - whether in a book you
are reading for an essay, in a lecture, or perhaps even an argument of your own
- and wish to analyse it, what do you do?

1. What is the conclusion? What is the philosopher trying to show must be

true?
2. Identify as many steps as possible (premises, intermediate stages, the
conclusion).
3. Try to think through the relation between the steps. What follows from
what? Evaluate these relations using the rules given above.
4. Rewrite the argument in paraphrase making clear the steps you have
identified, and also the relationship between them. This will help you to do the
following:
a. Consider what else must be true in order for the steps to lead inevitably to
the conclusion. These will be assumptions. What are they? Are they true, or
at least plausible? Why or why not?
b. Define and explain key terms used in the argument as clearly as you can.
Are there good reasons for agreeing with the way key terms are defined, or
disagreeing?
c. Think of additional examples or analogies to make things still clearer. Or
perhaps counter-examples that raise questions about how the argument is
viewing basic issues.
d. Note any ambiguities or possible different interpretations in your
paraphrase of the argument's steps. How does it change the argument if we
interpret a key step in one way rather than another?
5. If the steps are valid, and the premises true, then the argument is sound. But
where does this conclusion get us, or why is it important? What problems does
it solve, illuminate – or perhaps does it raise new problems? Is it perhaps only
one step in a larger argument?
6. If the argument is invalid, or the premises/assumptions false, is there any
way that you can 'save' it? In general, when you are explicating or studying a
philosopher, you have a duty of generosity to that philosopher. Maybe you can
save the argument by changing (often weakening) the conclusion. If so, what
impact does that have on the philosopher's overall position?

32
Step 6. GET ready for your assignment “Debate”. This assignment will force
you to think about the multiple sides of an issue and it also forces you to interact
not just with the details of a given topic, but also with one another.
So, CHOOSE the topic and search for information to support your ideas.
Procedure:

33
 Debate rubric.

8) Critical reading, listening, and Viewing

Listening and reading are integral to building your critical thinking skills. In
this interactive task, you will learn how to identify a speaker’s/writer’s purpose,
assess how well the purpose is met, evaluate the validity and reliability of
information, and detect and avoid bias in writing. It is important to be able to
distinguish fact V.S interpretation and literal V.S ironic statements when
critically evaluating.

Task 12.
In this task, you will be able to clarify the importance in making distinctions in
critical evaluation.

Step 1. READ the article and PINPOINT the main strategies to be used when
listening critically.
1)We can be said to be engaged in critical listening when the goal is to
15 minutes evaluate or scrutinize what is being said. Critical listening is a much more
active behaviour than informational listening and usually involves some sort
of problem solving or decision making.

Whereas informational listening may be mostly concerned with receiving facts

and/or new information - critical listening is about analysing opinion and
making a judgement.

34
When the word ‘critical’ is used to describe listening, reading or thinking it
does not necessarily mean that you are claiming that the information you are
listening to is somehow faulty or flawed. Rather, critical listening means
engaging in what you are listening to by asking yourself questions such as,
‘what is the speaker trying to say?’ or ‘what is the main argument being
presented?’, ‘how does what I’m hearing differ from my beliefs, knowledge or
opinion?’. Critical listening is, therefore, fundamental to true learning.

Many day-to-day decisions that we make are based on some form of ‘critical’
analysis, whether it be critical listening, reading or thought. Our opinions,
values and beliefs are based on our ability to process information and
formulate our own feelings about the world around us as well as weigh up the
pros and cons to make an informed decision.

It is often important, when listening critically, to have an open-mind and not be

biased by stereotypes or preconceived ideas. By doing this you will become a
better listener and broaden your knowledge and perception of other people and
your relationships.

Step 2. Watch the video “Interview with - Jonathan Albright - Fake News &
Micro Propaganda” and ANALYZE it by using strategies for critical listening
and viewing https://www.youtube.com/watch?v=IzAcUUg4gec
there are two main types of critical listening:
1. passive listening not 100% attention - Discriminative Listening
2. active listening 100% - Comprehensive Listening

Step 3. READ the article below and then FIND a recent news article to read and
USE techniques to detect bias and propaganda that develop critical reading, in 4
steps:
1. proof read the work;
2. reflect what you read;
3. read it all complete;
4. understand what you read.
For example, you can use these questions to start with:
1. What is the purpose of the message of you are reading, hearing or watching?
2. Is the source credible or are they just stating opinions?
3. Is the message accurate?

35
 2)Critical reading means engaging in what you read by asking yourself
questions such as, ‘what is the author trying to say?’ or ‘what is the main
argument being presented?’
Critical reading involves presenting a reasoned argument that evaluates and
analyses what you have read. Being critical, therefore - in an academic sense -
means advancing your understanding, not dismissing and therefore closing off
learning.
To read critically is to exercise your judgement about what you are reading –
that is, not taking anything, you read at face value.
When reading academic material, you will be faced with the author’s
interpretation and opinion. Different authors will, naturally, have different
slants. You should always examine what you are reading critically and look
for limitations, omissions, inconsistencies, oversights and arguments against
what you are reading.
In academic circles, whilst you are a student, you will be expected to
understand different viewpoints and make your own judgements based on
what you have read.
Critical reading goes further than just being satisfied with what a text says, it
also involves reflecting on what the text describes, and analyzing what the text
means, in the context of your studies.
As a critical reader you should reflect on:
• What the text says: after critically reading a piece you should be able to
take notes, paraphrasing - in your own words - the key points.
• What the text describes: you should be confident that you have
understood the text sufficiently to be able to use your own examples and
compare and contrast with other writing on the subject in hand.
• Interpretation of the text: this means that you should be able to fully
analyse the text and state a meaning for the text as a whole.
Critical reading means being able to reflect on what a text says, what it
describes and what it means by scrutinising the style and structure of the
writing, the language used as well as the content.
Critical listening is akin to critical reading; both involve analysis of the
information being received and alignment with what we already know or believe.
“The habit of To conclude, always have an open mind and not be bias about everything,
mind which evaluate strategies to promote creative thinking and curiosity, collaborating in
leads to a search groups, exploring topics that interest you. the habit of mind which leads to a
for relationships search for relationships between facts becomes of the highest importance in the
between facts
production of ideas.
becomes of the
highest Step 4. EXPLAIN key methods for producing ideas.
importance in 1. construct pros and cons
the production 2. construct scenarios
of ideas.” 3. use analogy

36
9)Teacher learning and critical thinking.
Task 13.
In this task, you will be able to distinguish two very distinct and opposing
instructional approaches which are inductive and deductive. Both approaches
can offer certain advantages, but the biggest difference is the role of the
teacher. In a deductive classroom, the teacher conducts lessons by introducing
and explaining concepts to students, and then expecting students to complete
tasks to practice the concepts; this approach is very teacher-centered.
Conversely, inductive instruction is a much more student-centred approach
and makes use of a strategy known as ‘noticing’. Let’s take a closer look at the
differences between inductive and deductive instruction and find out how
noticing can be used in the language classroom to better facilitate student
learning. (Bilash, 2009)
Step 1. READ the article and COMPLETE the table.

Deductive approach Inductive approach

What is deductive instruction?

A deductive approach to instruction is a more teacher-centered approach.

This means that the teacher gives the students a new concept, explains it, and
then has the students practice using the concept. For example, when teaching a
new grammar concept, the teacher will introduce the concept, explain the rules
related to its use, and finally the students will practice using the concept in a
variety of different ways.

37
According to Bob Adamson, “The deductive method is often criticized because:
a) it teaches grammar in an isolated way; b ) little attention is paid to meaning;
c) practice is often mechanical.” This method can, however, be a viable option
in certain situations; for example, when dealing with highly motivated students,
teaching a particularly difficult concept, or for preparing students to write
exams.(Bilash, 2009)

What is inductive instruction?

In contrast
with the
deductive
method,
inductive
instruction
makes use of
student
“noticing”.
Instead of explaining a given concept and following this explanation with
examples, the teacher presents students with many examples showing how the
concept is used. The intent is for students to “notice”, by way of the examples,
how the concept works.

Using the grammar situation from above, the teacher would present the students
with a variety of examples for a given concept without giving any preamble
about how the concept is used. As students see how the concept is used, it is
hoped that they will notice how the concept is to be used and determine the
grammar rule. As a conclusion to the activity, the teacher can ask the students to
explain the grammar rule as a final check that they understand the concept.

How can teachers help their students practice ‘noticing’?

In the 1990s researchers explored the role that ‘noticing’ a grammatical

construct played in learning that structure. They hypothesized that learners
needed to notice a structure in order to hold it in their short- or long-term
memory. Although the value of the concept to grammatical acquisition is still
under debate, the overall value of responding promptly to questions and
observations of learners cannot be dismissed nor can the role that awareness and
consciousness play in the development of metalinguistic knowledge.

What is noticing?

Noticing is the process of students becoming aware of something in particular;

as mentioned above in the inductive approach, noticing can be used to teach a
grammar concept when students are given the examples, and they come to

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understand the rule by noticing what those examples have in common. In a
more general classroom situation, noticing can be used in many ways:

• When teachers speak at a more advanced level, they are giving the
students constant opportunities to notice the differences between the teacher’s
speech and theirs. This way each student can become aware of the differences
at his own pace.
• Teachers can provide students with opportunities for noticing simply by
putting posters up in the classroom in the target language. As before, when the
students are ready to notice the difference, they will.
• Language ladders are also to promote students’ noticing skills. Once they
understand what each rung on the ladder means, they can understand how they
all fit together and how they differ.

How can a teacher decide which method is the best choice for a given
topic?

Both deductive and inductive sequences are valuable for teaching concepts,
generalizations, processes, and skills. The teacher must decide which to select
given the learning outcomes desired and the composition of the class. When
choosing, the teacher should consider a number of factors:

• How personalized should the learning be? Students will usually be more
involved in the learning experience and tend to participate more actively when
an inductive approach is used. If a deductive approach is chosen, it is
important to structure the learning experience in order to draw on students'
prior experiences and learning, and to provide for their active involvement.
• Should learning experiences be predictable? The deductive approach is
more predictable because the teacher selects the information and the sequence
of presentation.
• What depth of understanding and rate of retention is desired? Students
tend to understand and remember more when learning occurs inductively.
• How much time is available to teach the material? The deductive approach
is faster and can be an efficient way to teach large numbers of facts and
concrete concepts. (Bilash, 2009)

Instructional methods tend to be either deductive or inductive, although

some methods use both. Many lessons can include both approaches.

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References:
1. Open Polytechnic, (2018) https://www.openpolytechnic.ac.nz/current-
students/study-tips-and-techniques/reading-and-research/thinking-critically-
and-evaluating-information/
2. http://www.criticalthinking.org/resources/PDF/CT-
competencies%202005.pdf
3. https://www.doane.edu/facstaff/resources/cetl-home/31812
4. https://www.linkedin.com/pulse/what-importance-benefits-critical-
thinking-skills-islam
5. https://www.insightassessment.com/Uses/node_4053
6. https://www.thinkwatson.com/mythinkingstyles
7. Critical Thinking & Problem Solving Skills (Webliography of Sources)
http://falcon.jmu.edu/~ramseyil/critical.htm
8. The National Center for Teaching Thinking – ”All Students Can Be Good
Thinkers” http://www.nctt.net/
9. The Critical Thinking Community http://www.criticalthinking.org/
10. The Thinking Classroom – A Journal of Reading, Writing and Critical
Reflection. http://ct-net.net/ct_tcp
11. Teaching Critical Thinking – The Dartmouth Writing Program
12. An Introduction to Critical Thinking (by Steven D. Schafersman).
http://www.freeinquiry.com/critical-thinking.html
13. SkillsYouNeed (2018) What is Communication? [online] available at
www.skillsyouneed.com/ips/what-is-communication.html
14. Clanchy, M.T. (1993) From Memory to Written Record England 1066 –
1307 Oxford, Blackwell
15. Saskatchewan Education: Making Instructional Choices.
16. https://highered.mheducation.com/sites/0767417399/student_view0/chapter2/glossary.html

17. http://www.debate.org/debates/?page=12&order=2&sort=&category=Education

18. https://jamesclear.com/book-summaries/a-technique-for-producing-ideas

19. http://www.aui.ma/personal/~A.Cads/1201/Mod2/M2-links/L-6-
Critical%20Thinking%20and%20Argumentation.htm

20. http://www.dartmouth.edu/~writing/materials/faculty/pedagogies/thinking.shtml

21. https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/inductivedeductive.html

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