Unit 1

INTRODUCTION TO CRITICAL THINKING

 CRITICAL THINKING

Edward Glaser (1941) has defined critical thinking as:

 “The ability to think critically, involves three things:
 an attitude of being disposed to consider in a thoughtful way
the problems and subjects that come within the range of one's
experiences,
 knowledge of the methods of logical inquiry and reasoning,
and
 some skill in applying those methods.”
 Explanation

 According to Glaser, the process of critical thinking

comprises a persistent effort to analyze any accepted form
of knowledge in the light of new evidence that supports it
or challenges it for further analysis.
 It begins with the ability to recognize problem with the
existing knowledge, belief or assumptions then goes on to
find workable means of solving the problem.
 This process includes collection of empirical evidence and
then to state the unstated assumptions and values with
clear descriptions in understandable language.
 Clarity and accuracy of interpreting the data is the key to
convince those who stand strong on the already
constructed knowledge.
 Michael Scriven & Richard Paul (1987)

 A statement presented at the 8th Annual

International Conference on Critical Thinking and
Education Reform, that is accepted as a definition by
National Council of Excellence in Critical Thinking,
USA;
 “a disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from, or
generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief
and action”
 Explanation

 According to Scriven and Paul the critical thinkers

does not simply believe the information they receive.
 They reach the level of believing after going through
the process of conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered
 Even if the information is generated by their own
observation and experience they use reflection, and
reasoning, or discuss before they believe and act.
 Linda Elder 2007

A well cultivated critical thinker is the one who:

 raises vital questions and problems,
 gathers and assesses relevant information comes to
well-reasoned conclusions and solutions, then offers
them after testing against relevant criteria and
standards;
 reflects open mindedly within alternative systems of
thought, and
 elaborates effectively his/her own conclusions
LETS LOOK BACK
 Historical Human Evolution

Human beings in jungle and caves during stone age

 How did they save themselves?
 How did they use stones?
 How did they use fire?
 How did they grow crops?
 How did they make homes?
 How did they develop civilizations?
 How did they begin trade?
The answer that comes to mind is “they learned”
 Critical Thinking is as old as Learning

 The formal education in at least the known etymology of

Socrates’ vision of teaching and learning; goes back not
less than 2500 years ago
 Socrates recognized the fact that one cannot rely upon
those in "authority" to have complete knowledge and
insight.
 He established that people may have power and high
position but still can be intensely confused and irrational.
 He enhanced the importance of asking profound
questions that probe deeply into thoughts before we
establish a belief.
 His method of questioning is now known as "Socratic
Questioning" and is the best known strategy of critical
thinking teaching so far.
 Evolution of Critical Thinking

 Socrates’ practices were followed by the critical thinking of

Plato, Aristotle, and the Greek thinkers, all of whom
emphasized that reality is often very different from what it
appears to be.
 Greek tradition emerged the need, for anyone who desires to
comprehend the deeper realities, must think systematically,
and draw proposition broadly and deeply
 In early middle ages philosophers like Al-Farabi and Thomas
Aquinas continued the tradition of systematic critical
thinking.
 Ibn e Sina continued the critical and comparative analysis of
the prevalent philosophical and religious text and paved the
way to critical review of information received through senses.
 Evolution of Critical Thinking…contd.

 In the Renaissance (15th and 16th Centuries), a torrent of

scholars in Europe became active in thinking critically
about religion, society, human nature, and law. Among
these scholars were Colet, Erasmus, and Moore in
England.
 Francis Bacon, in England, was explicitly concerned with
the way we seek knowledge. He recognized explicitly that
the mind cannot safely be left to its natural tendencies.
He laid the foundation for modern science with his
emphasis on the information-gathering processes.
 In 17th Century Robert Boyle and Sir Isaac Newton
presented their work extending the horizons of critical
thought even further towards scientific discovery.
 Recent History

 Eighteenth Century thinkers applied critical thinking to

the problem of economics, it produced Adam
Smith’s Wealth of Nations. In the same year, applied to
the traditional concept of loyalty to the king, it produced
the Declaration of Independence. Applied to reason
itself, it produced Kant’s Critique of Pure Reason.
 In the 19th Century, critical thought was applied to the
domain of human social life by Comte and Spencer.
Problems of capitalism, and economic critique of Karl
Marx are the examples of 19th century work; similarly
Darwin’s Descent of Man; works of Sigmund Freud on
Psychoanalytic Theory
 In the 20th Century, our understanding of the power and
nature of critical thinking has emerged in increasingly
more explicit formulations of social structures.
 CRTICAL THEORY IN EDUCATION

 Critical Theory in Education has emerged from the wider

discipline of sociology, and focuses at the ways in which
political ideology shapes Education as a way of challenging or
maintaining existing scheme of privilege and social control
within educational planning like any other social sector.
 It cross-examines the social, cultural, political and economic
context of compulsory education to demonstrate how
education is serving the dominant cultural interests in any
society by developing generations whose members are unable
to question or challenge the status quo, and merely accept the
dictation they are given by any “Authority”.
 Critical theory in education thus throws a critical eye upon the
history, the development and practice of education and
educational contextualization.
 CRITICAL THEORY IN EDUCATION

 William Graham Sumner (1906) mentioned "Schools

make persons all on one pattern, orthodoxy. School
education, unless it is regulated by the best knowledge
and good sense, will produce men and women who are all
of one pattern, as if turned in a lathe” (p. 630).
 The field of critical theory in education hence covers a
wide range of Social and Educational issues – the
Context, Curriculum, the pedagogy or teaching style, the
role of the State, the influence of corporate powers, the as
well as the issues of Cultural and Individual Identity etc.

http://www.tonywardedu.com/critical-education-theory/a-history-of-critical-education-theory
 Development of Critical Thinking
within Bloom’s Taxonomy

https://edu.casio.com/forteachers/math_education/
 How do we develop Critical Thinking?

 Receive information- analyze the facts, opinions,

assumptions, hypotheses
 Use multiple sources of information to verify the
authenticity of information
 Develop questions and ask the right person/s
 Before accepting something as a fact look at it from
multiple perspectives
 Broaden our social circle to converse with people of
multiple perspectives
 Read multiple authors of opposite opinion
 Apply logical reasoning and do not decide /believe until
it makes sense.
 Question the already established theories to verify.
 Teaching for Higher Order Thinking

Critical thinking is based on certain assumptions:

 Brains are physiological while minds are developed.
 Curriculum is a mind-grooming instrument.
 Education should strive upon preparing learners for self-direction.
 They should be prepared for thinking their way through the
challenging life.
 Careful analysis, clear thinking, and reasoned deliberation are
fundamental to democratic life.

A teacher needs to recognize that teaching in a critical manner is essential

for:
 reading, writing, speaking, and listening
 reasoning within all subject areas
 decision-making and problem-solving
 analysis and evaluation
 civic and personal choices, etc.
 UNIT 2

CRITICAL THEORY AND PEDAGOGY

 Critical Theory

 Various theorists especially in twentieth century were

named as “critical theorists” as their theories fall into the
classification of critical theory under the Transformatory
Emanicipatory Pradigm of social sciences.
 Their major critique draws upon social structures based
on wealth, class and power distribution which results in
developing inequalities
 Analyzing the class difference around the world; based
upon economic and socio-cultural aspects; these
theorists challenged and paved way for re-thinking
education to change the reality of this world.
 Politics of Education

 Authority is a relationship at the very core of a political

system in which men obey and submit because they
believe it proper to do so.
 Politics isn’t some evil, dark discipline. It’s just one more
way to use relationships to get things done.
 Politics involve the decision making and the regulation of
power, influence and authority, especially in the
allocation of resources which people need in a
civilization.
 Education is one of the modern systems developed to
teach the young and adult minds what authorities want
them to learn.
 Philosophy of Power and Education

 Freire (1982) who is considered to be the best well known

advocate of the relevance of education was critical of how
decisions were made regarding the experiences which
children encountered.
 Freire critiqued more on how the decision in education is
made by certain power centric pressure groups
 Power for Foucault (a French philosopher) is what makes us
what we are, operating on a quite different level.
 Foucault challenges the idea that power is wielded by people
or groups by way of ‘episodic’ or ‘sovereign’ acts of domination
or imposition, seeing it instead as dispersed and pervasive.
 ‘Power is everywhere’ and ‘comes from everywhere’ so in this
sense is neither an agency nor a structure (Foucault 1998)
 Educational Planning and Implementation

 Decision making within the education system is in

large part a political process, involving number of
key players.
 To begin with there are legislators in decision-
making regarding curriculum, a number of powerful
sponsors adept at persuading local school boards,
state legislatures, state departments of education,
and accrediting agencies are central in
institutionalizing reforms.
 Education-related decisions by officials at all levels
of government may be influenced by varied concerns.
 POWER TRICKLES DOWN

• Political Leadership
Top
leadership • Policy makers

• Regional /District Officers

Middle
Management • Institutional Heads

Classroom
• Teachers
Management
 Do people have voice?

WHAT ABOUT COMMUNITY PARENTS AND

LEARNERS
WHAT ABOUT LOCAL NEEDS AND GLOBAL
DEMANDS
WHAT ABOUT INCLUSION???

WHO HAS A VOICE?

 SOCIAL CLASS THEORY

 Theories of social class were fully elaborated only in

the 19th century as the modern social sciences. The
issues of social stratification and inequalities were
discussed by political philosophers such as Thomas
Hobbes, John Locke, and Jean-Jacques Rousseau.
 The French and English writers in the late 18th and
early 19th centuries put forward the idea that a
society’s form of political life is determined by the
nonpolitical elements in society, such as the
economic system and the family.
 Social Class Theory…Contd.

Karl Marx’s theory of class elaborated what distinguishes one

type of society from another is its mode of production
(i.e., the nature of its economy and division of labour e.g.
agriculture, industry, land and trade etc.),
and each mode of economy engenders a distinctive class system
in which one class controls the process while another class is,
or other classes are, providers of services to the dominant
class.
German sociologist Max Weber questioned the importance of
social classes in the political development of modern societies,
pointing out that religious patterns, nationalism, and other
factors played significant roles.
Weber proposed limiting the concept of class to impersonal
income distinctions between groups, thereby distinguishing
economic class from social status, or political hierarchies.
 Social Reproduction

 Bourdieu’s social reproduction thesis focused research

on the relation between education, family, and social
classes.
 Bourdieu argued that education plays an important role
in aiding and abetting the reproduction of social
inequality and social exclusion.
 “Cultural capital” holds central importance in the process
of social reproduction because inequalities in cultural
capital reflect inequalities in social class.
 Success in the education system is supported by the
possession of ‘cultural capital’ and of upper class habits.
Lower class students do not in general have these traits,
so the failure of the majority of these students is
unavoidable.
 Social Reproduction…contd.

 Bourdieu states that Cultural Capital consists of

familiarity with the dominant culture in a society, and
especially the ability to understand and use 'educated'
language.
 It is evident that the possession of cultural capital varies
with social class. This makes it very difficult for lower
class pupils to succeed in the educational system.
 Bourdieu claims that social inequalities are legitimated
by the educational credentials held by those in dominant
positions.
 This means that the education system has a key role in
maintaining the status quo.
 Social Exclusion and Marginalization

 Social exclusion, and marginalization, is the

phenomenon of social disadvantage to the periphery
of society.
 This term was first used in France and is now used
widely around the world.
 It is commonly used in sociology, education, psychology,
politics and economics where the exclusion becomes a
major challenge.
 Social exclusion is the process where individuals or group
of people are systematically denied the full access to
different rights, opportunities and resources that are
supposed to be available to all members of society.
 Social Exclusion and Marginalization… Contd.

 Social exclusion’ has been conceptualized as social behaviors

of dominating social groups affecting a subgroup of the
population and keeping them outside mainstream social
systems and relationships.
 Similarly, social exclusion can be referred as the processes
hidden in unequal power distributions within a federation or
state that in result create inequalities or multiple
disadvantages.
 On the one hand a school of thought stands that emphasize
lack of participation of individuals in society and on the other
hand is the one that identify social exclusion in terms of lack
of access to basic rights for members of particular group or
community.
 In terms of who or what is generating exclusion, and
important aspect is causal role of diverse ‘agents’ ranging
from religiosity and globalization to excluded individuals and
groups themselves.
 Factors of Social Exclusion

• Geographic
Natural
• Climate

• Economic
Structural
• Association

• Tradition
Cultural
• Religion
CAN EDUCATION BREAK
STATUS QUO

WHAT IS THE WAY FORWARD?

HOW SHALL WE REDUCE THE CLASS
DIFFERENCE?
HOW SHALL WE INCLUDE THOSE WHO ARE
EXCLUDED?
 Critical Pedagogy

 Question is what happens in the classroom?

 Freire (1970) distinguished between banking education
and problem posing education. In the traditional view of
education, teachers are pillars of knowledge; they know
everything and students know nothing.
 This model mirrors the structure of an oppressive society
in which the oppressed and the oppressors are divided. It
advocates fixation of reality. So it is a vehicle for
continuing the political oppression and working against
liberation or emancipation.
 Critical pedagogy is a transformation-based approach to
education. Critical pedagogy is a philosophy of
education and social movement that combines education
with critical theory.
Critical Pedagogy and Social Justice

Teaching with social

Justice

Teaching about Social

Justice

Teaching for Social

justice
 What is the role of teacher and student?

 As a pioneer to this approach Dewey (1963) believes that,

learning through problem solving and practical
application leads students to take a more active role in
determining their experiences and positions within
society.
 According to Giroux (1997), by creating appropriate
conditions, teachers enable students to become cultural
producers who can rewrite their experiences and
perceptions.
 According to Paulo Freire (1998), classroom experiences,
with the help of the teachers, should become situations in
which students are encouraged to act as active agents in
their own education and to develop a critical
consciousness that helps them evaluate the validity,
fairness, and authority within their educational and
living situations.
 Effective Pedagogies

a. Praxis
 “The purpose of the educator and the educated, the
leader and the followers in a dialogue between equal
partners is called praxis” (Gur-Ze'ev, 1998).
b. Dialogism
 Richard Paul says similarly that "dialogical thinking" is
inherent to Critical Thinking (Paul 1990).
c. Questioning
 The work of William Glasser, M.D. (1990), provides
insight into nurturing the critical thinking process
through the use of specific types of questions.
 THANK YOU

COURSE COORDINATOR
Dr. Afshan Huma
Department of EPPSL, AIOU
Afshan.huma@aiou.edu.pk
051-9057714
 Critical Thinking and
Reflective Practices (8611)

Presented By:

ZULFIQAR ALI
(M.Phil , M.Ed)
 UNIT 3

TEACHING STRATEGIE S
TO PROMOTE CRITICAL
THINKING
 Higher order thinking skills

⚫ Higher order thinking skills are needed by every

individual to lead a successful life.
 TEACHING AND LEARNING IN 21ST CENTURY

1. There is more information available for learners now

than ever before.
2. The pace of social change continues to increase.
3. The universe is becoming a connected whole more than
ever before.
4. Our mass media showers down on us with its so called
“expert” discourse.
5. We are surrounded by weak arguments promoted with
considerably wider range of resources such as social
media.
6. Students need to learn how to manipulate and process
information more than just check to see how full their
knowledge bank is.
 COOPERATIVE TEACHING AND LEARNING

⚫ Cooperative teaching and learning gained its strength with the

emergence of two major schools of thought one is
“Constructivism” and the other is “Connectivism”.
⚫ Cooperative teaching and learning is an approach to group
work that minimizes the occurrence of unpleasant experiences
and maximizes the learning with a sense of achievement and
satisfaction that result from working with a high-performance
team.
⚫ To accomplish their group’s task, students must exchange
ideas, make plans, and propose solutions. Thinking through
an idea and presenting it collectively can be very helpful and
understood by others in a better way.
⚫ Such interaction promotes intellectual growth. The exchange
of different ideas and viewpoints can enhance the growth and
inspire broader thinking.
 Deeper levels of Cooperative Learning

⚫ Positive interdependence. Team members are obliged to rely on

one another to achieve the goal. If any team members fail to do their
part, everyone suffers consequences.
⚫ Individual accountability. All students in a group are held
accountable for doing their share of the work and for mastery of all
of the material to be learned.
⚫ Face-to-face promotive interaction. Although some of the
group work may be parceled out and done individually, some must
be done interactively, with group members providing one another
with feedback, challenging reasoning and conclusions, and perhaps
most importantly, teaching and encouraging one another.
⚫ Appropriate use of collaborative skills. Students are
encouraged and helped to develop and practice trust-building,
communication, and conflict management skills.
⚫ Group processing. Team members set group tasks, periodically
assess what they are doing well as a team, and identify changes they
will make to function more effectively in the future.
 Reasons for Adopting Cooperative learning

⚫ Helps to actively engage more children in learning than

do teacher centered or lecture-oriented methodologies.
Leading the learning process keeps them engaged
⚫ Encourages students to support their classmates in a
group rather than to compete against each other. In this
way, students can combine their skills and talents and
help others. Social interaction helps in promoting social
inclusion
⚫ Working in groups students can bring multidimensional
thoughts and discussions over a single subject. Thinking
through even opposite view points and sharing openly,
the learners learn to discuss and raise questions.
 Changed Role of Teacher

• Learning Resources
Managing • Learning Outcomes

• Activity details
Instructing • Group assignments

• Group work
Assisting • Overcome the difficulties
 DISCUSSION AND DEBATE

⚫ Schools should teach students how to learn and how to think

critically through debate.
⚫ Instead, our government indoctrination facilities teach
students what to think, the students’ minds should be given
the liberty to think and discuss.
⚫ If we only make them listen and watch passively the students
are being made just another brick in the wall instead of
teaching them how to construct their own of knowledge.
⚫ When they receive conflicting information they are unable to
sort through it, but instead make emotional decisions on what
to believe based on their group identity or trusted influential
figures.
⚫ True learning takes place only through critical discourse.
 Critical Discourse

⚫ Discussion and debate provides the potential for independent,

dynamic and free thought and dialogue.
⚫ Critical debate cannot easily be controlled, and its process
asks for active thinking.
⚫ Classrooms are highly important places to teach students
intellectual survival skills instead of submission and
surrender their own thoughts.
⚫ Debate teaches content as well as process and requires
information acquisition and management.
⚫ Different aspects of an issue must be investigated and
understood by the debater.
⚫ Debaters learn how to gather information and marshal that
knowledge for their purposes.
⚫ The process of such discourse is dynamic, fluid, and changing.
 How to conduct classroom debate?

⚫ Set clear goals as per learning outcomes

⚫ Prepare probing questions as per students interest
and level of previous knowledge
⚫ Communicate the rules and expectations
⚫ Help making mix-diverse groups
⚫ Include the whole class – call out the silent ones
⚫ Help bringing in relevant information
⚫ Help drawing broader conclusions instead of
agreement.
⚫ Leave food for thought –unanswered questions.
 Types of Debates

⚫ Four Corners Debate:

 Putting forward one question or statement

 Letting the groups take four positions

 Giving them time to develop their argument in their own

corner
 Then come to center, in a circle to debate

⚫ Role play debate

 Describe multiple roles – e.g. democrats vs autocrats;
conservatives vs liberals or Policeman vs Citizen; Doctor vs
Patient; Employer vs employee; etc
 Give one topic to ponder and defend their perspective
 Types of Debates …contd.

⚫ Fishbowl debates
 Grouping chairs are placed in a circle pattern. Several chairs are then
placed inside the circle for teams representing the different positions
of the debate. Chairs can also be added for several students
representing the audience.
 To bolster attention among those outside the fishbowl, an empty
chair can be added, which is free game, allowing someone from the
outside to enter the fishbowl to ask a question or make an argument.
⚫ Think-pair-share debates
 Ask students to think and make notes alone about the issue.
 After personal reflection is completed, they search for a partner of
opposite opinion and pairs are formed.
 The pairs then work together, comparing their notes and creating
lists to support both sides of the issue.
 Types of Debates …contd.

⚫ Meeting-house debates
 The Lincoln-Douglas debate model. In a meeting house debate each
team makes an opening argument. The class is then given the
opportunity to question each side. The professor serves as
moderator, ensuring each side gets an equal amount of time to argue.
In order to encourage more class participation and limit certain
students from dominating the questioning, the professor could
assign cards to each student.
⚫ Problem-solving debate
 It typically involves eight students. Four students are assigned to
each team. One student from each side presents a solution to given
problem based on historical and philosophical arguments. The next
two students take the position on why solutions are or are not
justified. The third set of students proposes a plan that would carry-
out their position. The final two students summarize the position of
their team and provide a closing argument.
 Question Answer Forums

⚫ Questioning plays a critical role in the way instructors

structure the class environment, organize the content of
the course and has deep implications in the way that
students assimilate the information that is presented and
discussed in class.
⚫ If teachers and students utilize questions effectively,
students will discover that the question is a very valuable
learning tool. It is a device through which they can
organize their thinking to achieve certain objectives. This
type of knowledge creation is possible if students are
given major roles in their learning process.
 Types of Question

Low order questions High order questions

What color is the lion in that picture? Why do you suppose the lion is that color?
These questions check a student’s ability to recognize This question allows the student to recognize and
color and identify the color. There is a very narrow identify color, but then asks the student to consider the
range of possible answers (tan, light yellow, fawn) relationship of the lion’s color to other things (its
environment, other lions, other species of animal, its
place on the food chain)
Convergent Divergent
What other animals can you think of that use color as Suppose the lion had been born with a much darker
camouflage? colored coat, what do you predict would happen to that
lion in the wild?
This question checks a student’s ability to identify This question allows the student to consider a scenario,
what role camouflage and animal coloration play in use knowledge regarding camouflage, coat coloration
nature and suggest other examples. (The responses are and the environment the animal lives in to create an
fairly easily anticipated and require that students recall original answer that is logical and correct.
other examples of animals they have seen or studied).
 Teacher vs Student Questions

⚫ Teachers pose questions ⚫ Students pose questions

for : for:
 Deeper Understanding  Clarification
 For enhancing knowledge  More details
 For application purposes  Exemplifying
 For analytical reasoning  For analysis
 For critical discussion  For disagreeing
 For enabling them to  For bringing novelty
think beyond the text
books
 Classroom Assessment Techniques

⚫ FORMATIVE ⚫ SUMMATIVE
ASSESSMENT ASSESSMENT

⚫ Classroom Assessment ⚫ To assess the level of

Techniques that respond learning and thinking
directly to concerns with respect to
about deeper levels of psychomotor, cognitive
learning and higher and affective domain.
order thinking. ⚫ Helps to assess for
⚫ Helps to improve the further plan
process
 Classroom Assessment

⚫ Individual Assessment ⚫ Group Assessment

Every student must be Group activity assessment

monitored and evaluated should include specific
even in group work and criteria regarding
discussion as well as cooperation,
through individual test, communication,
questions and puzzles collaboration and team
work.
 Performance based assessment

⚫ In performance-based assessments, the tasks should clearly and

explicitly assess the targets which are being measured by the
teacher (Doyle, 1983)
⚫ "the degree to which evidence and theory support the
interpretations of test scores entailed by proposed uses of
tests"(Miller & Linn, 2000, p. 367).
⚫ The tasks should also have understandable and clear criteria for
scoring, allowing the teacher to evaluate the results objectively,
fairly, and consistently. In other words, this means that the tasks
should be reliable (Williams & Ryan, 2000).
⚫ In addition, in these kinds of tests, the students have an option to
participate in the process (for example, to define scoring rubrics, or
clarify the performance criteria); while in traditional paper and
pencil assessments, the students simply provide responses.
Thank You
 Unit 4

REFLECTIVE PRACTICE
 What is Reflection?

 What do you see in the mirror?

 Why do you see mirror before you leave home?
 How does reflection help you?
 Reflection is important!

 Home: A family is a social structure; every family

member needs to reflect upon what they do? why they do
it? And how they can do it better for family’s
betterment?
 Organizations: A set up in which people interact for a
purpose and they need to reflect if their actions and
behaviors are fulfilling the purpose/s without harming
anyone.
 Society: A larger structure of personal, private and public
set ups in which individuals and groups need to reflect
before during and after any social interaction.
 REFLECTIVE PRACTICE

 Reflective practice is the ability to reflect on

action in order to keep the learning process in cycle.
(Schon, 1983)
 After analysing and evaluating, we develop the
theoretical aspects in practice. This practice is being
done for the better future. Such process is known as
Reflection. (Reid, 1993)
 Reflection is more than merely thinking or musing.
Reflection is a not simple, but complex in nature. It
is planned and brainy activity that flourishes
learning from experience. (Dewey, 1933)
 THEORETICAL PERSPECTIVES AND MODELS

John Dewey on Reflection: What contribute to

learning is not confined to imagination, belief, and
stream of consciousness.
 They are certainly part of our thinking activities, but play
too less a part in lifelong learning. In the context of
learning; reflection plays a different role.
Dewey defines reflection as the
" …active, persistent, and careful consideration of any
belief or supposed form of knowledge in the light of the
grounds that support it and the further conclusions to
which it tends “(Dewey, How We Think, 1933).
 Stages of Reflection

1. "Perplexity", it starts when an individual responds to

suggestion and ideas that s/he confronts with a problem.
2. "Elaboration" is the second stage. Soon after confronting
problem the individual recalls the previous experiences, its
pros and corns, negative and positive effects.
3. In the light of the elaboration, the person sets the
"Hypotheses". What happened why and how and what best
choice was at that time.
4. When a person come across with the same experience or
same to some extent he then, compares the existing problem
and its hypotheses with the previously learnt experience and
its hypotheses. This stage of "Comparing Hypotheses"
enables him to come to some better conclusion.
5. After carefully examining all the hypotheses, he is now ready
for the final stage "Taking Action". This action is now a well
thought of and based on reflective thinking process.
 Three Attitudes

In fact, to Dewey, reflective thinking fosters the

development of three attitudes that further the
“habit of thinking in a reflective way.” These three
attitudes are:
 Open mindedness (freedom from prejudice)
 Wholeheartedness or absorbed interest
 Responsibility in facing consequences (Dewey,
1944)
 Schon’s Model of Reflective Practice

 According to Schon (1983) "Professional knowledge

and expertise is developed through reflective
practices". Schon was basically interested in knowing
as to when and how the professionals use reflection
for professional development.
 Schon's work was based on the proximal
development of theory and practice of reflection. His
work is on reflection in-action and reflection on-
action.
 Kolb’s Model of Reflective Practice

 According to David Kolb (1984) the learning process

becomes easier by going through the four stages of
learning despite people’s preference for a certain
stage.
 Kolb’s four stages of learning is a cyclical process in
which people must work through each of the four
stages.
 This does not necessarily have to be from the same
starting point, but preferably in the same order.
 Peter’s DATA Model

Peters (1991) describes a process called DATA that

consists of four steps:
 Describe : the basic elements of situation
 Analyze: facts, beliefs, assumptions
 Theorize: the known theories to resolve the issue
 Act: after evaluating the alternatives –decide to
act accordingly
 Brookfield 4 Critical Lenses

Brookfield (1995) suggests that we employ four

“critical lenses” through which we view and reflect
upon our practice.
These are:
 our own view (which he refers to as autobiography);
 that of our students;
 that of our fellow professionals;
 and the various theoretical perspectives propounded
in educational literature.
 ACTION AND REFLECTION
in teaching and learning

 Through reflective practice models, learning from

experience requires shuttling back and forth from
observations, to examination and reflection on those
observations, and then acting on those conclusions.
 The more people reflect before, during and after an
action, the better they get as professionals and the more
they can learn about themselves.
 To be reflective in the instruction, reflective practitioners
ask questions routinely and deliberately to themselves
and then use their answers to guide and change their
instructional practices.
 THANK YOU

 Dr. Afshan Huma

Afshan.huma@aiou.edu.pk
 Unit 5

REFLECTIVE CYCLE
 Gibb’s Reflective

 Professor Graham Gibbs published his Reflective

Cycle in his book titled "Learning by Doing"(1988).
 This model known as the Gibbs’ Cycle has been
particularly influential in teacher education
programs.
 Gibb's Cycle has its basic utility and benefit is for the
people who learn from different situations from
which they go through, most probably when they are
unable to go about with their plans.
 Description
Stage I
What
Happened
Action Plan Feelings
If arose What were
again, what you thinking
would you and feeling
do

Conclusion Evaluation
What else
could you have What was good
done and bad

Description
Stage II
What sense can
you make of the
situation

Gibb's Cycle of Reflective Cycle (Reflective Cycle, 2015)

 Stage 1- Description

 This is the stage of “mindfulness”. According to

Gibbs first of all you need to explain what you are
reflecting on to.
 To begin with reflective cycle, step 1 is to describe the
whole event
 The reason for your involvement in this event
 Include important details to indicate what happened
 The description should be as you perceived it
therefore it should be written or recorded as soon as
possible
 You may include background information, such as
what it is you’re reflecting on and tell explicitly who,
what, where, questions.
 It’s important to remember to keep the information
provided relevant and to-the-point.
 Do not drivel on about details that aren’t required in
the description such as guessing the causes, and
consequences. Keep the description as simple as
possible.
Make use of the following questions while writing your
first stage description:
 When did this happen?
 Where did it happen?
 Why were you there?
 Who else was there?
 What happened?
 What did you do?
 What did others do?
 What was the result?
 Stage II- Feelings

 While describing an event you simply write/record

what happened
 Second step is to explore any thoughts or feelings
that you were having at the time of the event in
isolation from the other components.
 What you need to exercise and learn is that at this
stage you do not include any further description and
do not try to evaluate them.
 Here you expand to tell how the thoughts and
feelings that you were having have impacted on the
event.
 You are bound to have feelings about what happened.
You may have felt anxious, especially if what happened
was new to you.
 The important thing is to show how you managed to do
what was expected of you despite your anxiety.
 Try to describe/explain your feelings. Whenever we are
involved in particular situation, after narrating it the next
step is to ask ourselves about the feeling.
 This particular stage is the analytical stage in the Bloom's
Taxonomy.
 This will help in the development of cognitive abilities,
communication skills and expression of thoughts. This
also brings the inside out.
 Stage III- Evaluation

 This section should be written / recorded at least 6

hours after the event but not later than 24 hours.
 Evaluation is the stage of judgment- you need to
bring out the positive and negative features
 You need to evaluate your actions as well as other’s
actions
 For instance in a classroom situation you will evaluate your
own instructional practice and learners’ behavior
 It is important that you try to consider both the good
and the bad even if the event was negative or positive
 Your values, ideological background, context and the environment
as well as situation influences your evaluative judgments. For a
conscious effort to evaluate an incident practice to answer the
following questions:

 What do you think went well in the situation?

 Did you learn anything useful as a result of what went on?

 Did anything give you cause for concern – either in what others did
or what you did?

 Was there something which you would not wish to experience

again?
REFLECTION  Lynn Fendler is one of key
IN THE HALL professor in critical pedagogy
OF MIRROR  She explained how the reflection
in isolation can make this process
useless
 I (Afshan Huma) further suggest
two important steps after stage III
and before stage IV
 Talk to experts
 Read literature
 Doing so will help you make the
next 3 stages more meaningful
and useful
 Stage IV-Description -2

 Once you have written/ recorded first 3 stages

 Now begins the formal reflection process
 Read everything again and think through
 Now write the how you make sense of the whole
event and this should be the largest section of your
reflection.
 It is useful to take all the issues that you have
highlighted previously in the reflection and consider
them separately. (make subheadings and sections)
 Refer to useful examples of others
 This stage is more of synthesis of the above three stages
and in the light of knowledge.
 Here it is suggested that you may re-write the description
of the event but this time you may make use of your
knowledge regarding this.
 If you feel you need to learn more then study and seek
guidance for…
 child psychology,
 knowledge of teachers professional development,
 knowledge of school management and supervision; etc.
 Using the specific knowledge you now need to re-write
the whole description.
 Stage V- Conclusion

 This section asks for being honest about your contribution

and feelings;
 you bring them all together so that you can sensibly conclude
from examining the incident and consulting the relevant
literature/expert opinion, how what you did led up to the
incident.
 From this, you should be able to make a logical alternative
about how you can overcome such situations.
 Human being have the best mental faculty of all creations on
the basis of their thinking abilities and choosing the best
options out of the available options.
 The quality of the option that they choose, tell us the quality of
thinking of that particular person. Now the big question to
answer at this stage is What else could be done?
Questions Answers of Description 1 Alternate 1 Alternate 2

1. When did this happen?

1. Where did it happen?

1. Why were you there?

1. Who else was there?

1. What happened?

1. What did you do?

1. What did others do?

1. What was the result?

 Stage VI- Action Plan

 This is the last step of cycle before we go into the

practice again
 After going through the above reflective exercise; it is
expected that you will use the best option along with
the reason of choosing it and also its pros and cons.
 This is where taking into account the previous
elements of the cycle, you suggest a plan for if this
event (or similar) were to happen again.
 What would you do differently or keep the same?
This is the final section of the cycle and the end of
this particular reflection.
Gibbs' (1998) reflective cycle guides us through six stages of reflection which can be
better understood with this chart given below

What, where and when? Who did/said what, what did you
1. Description: what happened do/read/see hear? In what order did things happen? What
were the circumstances? What were you responsible for?

What was your initial gut reaction, and what does this tell
2. Feelings: what were you thinking about?
you? Did your feelings change? What were you thinking?

What pleased, interested or was important to you? What

3. Evaluation: what was good or bad about the made you unhappy? What difficulties were there?
experience? Who/what was unhelpful? Why? What needs
improvement?

Compare theory and practice. What similarities or

4. Stage II Description: what sense can you differences are there between this experience and other
make of the situation? experiences? Think about what actually happened. What
choices did you make and what effect did they have?

What have you learnt for the future? What else could you
5. Conclusion: what else could you have done?
have done?

6. Action Plan: what will you do next time? If a similar situation arose again, what would you do?
 Do not forget!!!

 Gibb's cycle is not only limited to the curriculum, it is not confined

in teaching only; It is actually the preparation for life.
 You should go through extensive thinking process. Think and re-
think.
 Then take decision, discuss the matter, rehash the decision, feel the
situation and then come up to some conclusion.
 Be open to talk to someone and doubt your own judgments.
 During this process you should learn to argue peacefully; justify
your own selected option at the first place and then through a
process of reflective thinking come up with alternatives.
 So this all hectic mental process prepare you for life, which brings
an individual to different situations, jobs and environment.
 Feeling, thinking and rethinking practice will surely help you in
making decisions later in personal and professional life.
 Thank You

 Dr. Afshan Huma

(afshan.huma@aiou.edu.pk)
 Unit 6

ACTION RESEARCH
 Research

 “Research is defined as the creation of new

knowledge and/or the use of existing knowledge in
a new and creative way so as to generate new
concepts, methodologies and understandings.”
• Western Sydney University 2020
 Types by Purpose

 Three major types

 Fundamental/ Basic research (Development of theory through
descriptive, exploratory and grounded theory research)
 Applied Research (Application/Confirmation of theory in the
field)
 Action Research (Testing alternative solutions to problems in
practice)
 Basic research is largest in its scope of study, applied
research is limited to specific theory and its
application; while action research is only concerned
with a practical problem
 Action Research

 Kurt Lewin- German-American social psychologist,

who is considered to be the founder of "Action
Research", first used this term in 1940's.
 Action Research is the process of finding the solution
through problem solving technique. The expected
outcome of the action research, which addresses the
issues, improves the practices. It is done in groups,
during the activity is in progress.
 Action Research is a process of inquiry or
investigation carried out by and for those taking the
action in practical work
 Teachers as Researchers

 As a critical thinker and reflective practitioner one

tends to identify problems and propose solutions

 As a Critical thinker you tend to identify problems

 As a reflective practitioner you develop action plans

 As a researcher you apply those action plans and

collect data to reflect further
 Importance of Teachers Research

 It is necessary for teachers to be much more deliberate in

documenting and evaluating their efforts. Action research is
one means to that end.
 Action research assists practitioners and other stakeholders in
identifying the needs, assessing the development processes,
and evaluating the outcomes of the changes they define,
design, and implement.
 The self-evaluation aspect of action research (by educators
and/or students) is congruent with the philosophies contained
in the Total Quality Education and Outcomes Based
Education in the world is moving towards.
 Professional knowledge comes from practitioners’ research
more than theoretical research
 Designing Action Research

Step 1
Identification of Problem (Identify a problem to
be studied)
What element(s) of your practice or what aspect of student
learning do you wish to investigate?
What in real sense do you want to improve?
What is the matter of concern that is not up to your
expectations?
Three major problem areas of teachers’ research can be
1. Instructional Challenges
2. Student Learning Issues
3. Classroom Management
 Collect Data on the Problem

 Once the problem is identified, the next important step is

the collection of data.
 This job can be done in many ways.
 It can be done through observation with check list
 You can collect more information through discussion
with other teachers
 Information for student related problems can be
collected through parents feedback on a questionnaire
 Data for classroom management can be derived from
recoding a classroom day/lesson
 Verification and Analysis

 Right tool i.e. valid and reliable information must be

used before developing the implementable action
plan.
 Triangulation in research makes it reliable and
valid. So once the data from multiple sources has
been gathered, it is organized in a form easy to
interpret
 Third step is to analyze qualitatively or
quantitatively
 Reflection

 Once the problem and its relevant data is analyzed

the researcher reflects with the lenses of
 Personal Experience
 Consultation with experts
 Literature review
 Action Plan

 Now is the time to have the action plan.

(a strategic plan of days or weeks or months)
 Not just to have a plan but to implement revise and
repeat.
 While implementing we will again start observing
the process of implementation and record the
applied technique or whatsoever to bring further
improvement in the process of learning.
 In case of success or failure recollect the data, do the
analysis, implement the change and again observe
the applied technique.
Action
research in
Schon’s theory

The cycle of action

and reflection keeps
going on

What is important is
to keep a record as a
research report
 Types of Action Research

 Type 1: The Scientific - Technical View of Problem

Solving:
 The goal of the researcher in this approach is to test a
particular intervention based on a pre-specified theoretical
framework, the nature of the collaboration between the
researcher and the practitioner is technical and facilitator.
 The researcher identifies the problem and a specific
intervention, then the practitioner is involved and they agree
to facilitate with the implementation of the intervention.
 The communication flow within this type of research is
primarily between the facilitator and the group, so that the
ideas may be communicated to the group.
 Type 2: Practical - Deliberative Action
Research

 According to McKernan the practical model of action

research trades off some measurement and control for
human interpretation, interactive communication,
deliberation, negotiation and detailed description.
"The goal of practical action researchers is understanding
practice and solving immediate problems".
 "Practical action research fosters the development of
professionalism by emphasising the part played by
personal judgement in decisions to act for the good of the
client".
 This mode of action research "promotes autonomous,
deliberative action which was given the name of Praxis".
 TYPE 3: Enhancement approach/Critical
Action research

In this type of action research there are two goals for

the researcher using this approach
 One is to increase the closeness between the actual
problems encountered by practitioners in a specific
setting and the theory used to explain and resolve
the problem.
 The second goal, which goes beyond the previous two
types, is to assist practitioners in identifying and
making fundamental problems explicit by raising
their collective consciousness.
 THANK YOU

DO NOT FORGET!
 Continuous improvement in teaching and learning
like any other profession is the need of all times.
Action research is very important for the teachers as
they are dealing with the future of the country. It
asks such question like -What do I want to
improve?, Why am I concerned about it?, What can
I do to improve it?, Who can help me and how? How
will I know it has improved?
 Unit 7

REFLECTIVE & CRITICAL WRITING

 Writing

 Teachers read and write regularly, they read content and

write lesson plans and diaries in routine
 The process of writing is as important as the process of
critical thinking and reflective practice
 A practitioner needs to maintain logs, journals, reports
and keep writing reflective notes
 Writing a critical review is another important skill that
teachers need to learn
 Writing a good critical review requires that you
understand the material, and that you know how to
analyze and evaluate that material using appropriate
criteria.
 Critical Review

 When you read a text and think deeper, question the

content and seek further information before you accept
the text.
 A critical review evaluates the clarity, quality and
originality of research, as well as its relevance and
presentation.
 Sometimes non-text materials, such as videos, also are
discussed using this formal model of reviewing.
 A critical review is not simply a book report, nor is it a
literary analysis, literary review, movie review, or other
arts review that works with the elements of literature or
art.
 Rather, a critical review is a thorough, usually formal
discussion that uses a variety of critical-thinking tools.
 Goals of Critical Review

 The goal of writing a critical review and analysis is to

help others know the value of text, video or any other
content at hand.
 Critical review helps in highlighting the strong and
weak features of a piece of work.
 If you wish to write a simple critical review with all
of its major structural elements in it, you can simply
develop your review in three body sections:
 summary of the work;
 arguments, responses, and/or implications; and
 evaluative judgments.
Steps to writing an effective critical review

Reading:
 Skim the whole text to determine the overall thesis,
structure and methodology. This will help you better
understand how the different elements fit together once
you begin reading carefully.
Read critically: It is not enough to simply understand
what the author is saying; it is essential to challenge it.
Examine how the article is structured, the types of
reasons or evidence used to support the conclusions, and
whether the author is reliant on underlying assumptions
or theoretical frameworks. Take copious notes that
reflect what the text means and what you think about it.
 Analyzing

 Analyzing requires separating the content and

concepts of a text into their main components and
then understanding how these interrelate, connect
and possibly influence each other.
 It is to Examine all elements:
 the structure, the methods, the reasons and evidence,
 the conclusions, and, especially, the logical connections
between all of the above.
Structure What type of text is it? (For example: Is it a primary source or secondary
source? Is it original research or a comment on original research?)
What are the different sections and how do they fit together?
Are any of the sections particularly effective (or ineffective)?

Methodology Is the research quantitative or qualitative?

Does the methodology have any weaknesses?
How does the design of the study address the hypothesis?
Reason What sources does the author use (interviews, peer-reviewed journals, government
reports, journal entries, newspaper accounts, etc.)?
/Evidence What types of reasoning are employed (inductive, deductive, and abdicative)?
What type of evidence is provided (empirical, statistical, logical, etc.)?
Are there any gaps in the evidence (or reasoning)?

Conclusion Does the data adequately support the conclusion drawn by the
researcher(s)?
Are other interpretations plausible?
Are the conclusions dependent on a particular theoretical formulation?
What does the work contribute to the field?
Logic What assumptions does the author make?
Does the author account for all of the data, or are portions left out?
What alternative perspectives remain unconsidered?
Are there any logical flaws in the construction of the argument?
 Writing a Review

 Once you have carefully read your reading, start

writing. You can start by free writing, by
organizing/outlining, by collecting and/or expanding
upon your critical-reading notes you've already
made, or simply by writing, point-by-point. As you
start:
 You might want to begin with the facts--the main points of the
reading itself.
 You also may start with arguments for and/or against the
author's main position(s), or with implications--hidden
meanings of the reading or what the reading may cause to
happen.
 A third way to start is to begin by evaluating how well or poorly
the text is written, organized, styled, or researched.
 Final Revision and Editing

Start with writing pattern that works best for you, but develop
write up further afterwards
 Read critically: take your text apart so that you understand its
contents and structure thoroughly.
 Free-write: write as much as you can quickly on what you know about
your text or your own viewpoint(s).
 Gather details: mark or type the quotations in your text that best
summarize the points you hope to make. Write descriptions or a list of
the details you have to support your points--facts, quotations, and/or
experiences.
 Write for your audience: visualize it. What details does it need to
take seriously your critical points of view?
 Organize: make an outline using the structure above or whatever
structure your instructor suggests.
 Research: if required, mix research of your summaries, arguments, and
evaluations with the above methods to develop a first draft during your
research.
 Characteristics of Critical Writing

The most common characteristic features of critical writing are:

 a clear and confident refusal to accept the conclusions of other writers
without evaluating the arguments and evidence that they provide;
 a balanced presentation of reasons why the conclusions of other writers
may be accepted or may need to be treated with caution;
 a clear presentation of your own evidence and argument, leading to your
conclusion; and
 a recognition of the limitations in your own evidence, argument, and
conclusion.
So, one will be needed to:
 consider the quality of the evidence and argument you have read;
 identify key positive and negative aspects you can comment upon;
 assess their relevance and usefulness to the debate that you are engaging in
for your assignment; and
 Identify how best they can be woven into the argument that you are
developing.
 Approaches

 Using the "Compare and contrast" approach

 Critiquing two or more pieces of work in comparison
 Trying a give and take of argumentation
 Critiquing an argument with alternate argument
 Talking to an author in your Critical Writing
 Posing questions and finding answers from the work
 Have authors talk to each other in your Critical
Writing
 Having multiple author’s arguments responding to each
other
 Writing a debate of Author and a student
 For student vs for author
 Things to remember

 STYLE, TONE, and WRITER'S ROLE: Develop (in

early or late drafts) an academic style and tone of calm,
reasoned, fair, balanced logic. In your role as a writer,
you should remain a neutral observer, simply applying
the analyses in a balanced, logical, consistent manner.
 AUTHENTICITY: Be as real and meaningful as you can
to your audience, your content, and yourself.
 First, respect your audience: try as fully as you can to consider its
own beliefs about your text.
 Second, find the heart of the meaning in both your reading and your
examination of it, and write about them clearly using high-quality
supporting details.
 Third, make your analyses your own: develop them in a way as
meaningful to you as possible.
 REFLECTIVE WRITING

 Reflective writing is somewhat different from Critical

writing- it is more directed towards you than others.
 Reflection is a form of personal response to experiences,
situations, events or new information. It is a 'processing'
phase where thinking and learning take place.
 There is neither a right nor a wrong way of reflective
thinking; there are just questions to explore.
 Reflective writing can help you to improve your
analytical skills because it requires you to express what
you think, and more significantly, how and why you think
that way.
 What is it about?

 Reflective writing is the writing which involves …

consideration of the larger context, the meaning, and the
implications of an experience or action' (Branch &
Paranjape, 2002). It is:
 One’s response to experiences, opinions, events or new information
 One’s response to thoughts and feelings
 a way of thinking to explore One’s learning
 an opportunity to gain self-knowledge
 a way to achieve clarity and better understanding of what is learning
 a chance to develop and reinforce writing skills
 a way of making meaning out of what One has studied
 Forms of Reflective Writing

a. Learning Logs/Journals
 Learning logs can be used in different ways.
Sometimes they may be a formal part of reflective
writing, or sometimes they may form the basis of a
later reflective assignment.
 The aim of a learning journal is more to reflect on
events and your actions as they happen, but also to
chart your development as you learn.
 Journal writing is the process of recording personal
insights, reflections and questions on assigned or
personal topics.
 b. Reflective Presentation

 If you have taken part in a practical exercise or a work

placement, either as part of a group or as an individual,
you may be asked to give a presentation on what you
have learnt in practice.
 As a presentation is much more conversational, and
sometimes interactive, than an essay or a learning log, it
might be tempting to make this more about illustrating
what you have done to your audience, rather than only
reflecting upon it.
 This is especially true if you have been on a long work
placement, in which a lot of things have happened!
 c. Reflective Essays

 Theoretically, this is probably the type of reflective

writing that you are most used to.
 Much of what is expected of you in a normal academic
essay is still expected of you in a reflective essay.
 You will still be expected to analyze what you are saying,
reference any sources that you have used (and you
should use sources) and have a clear structure to the
essay.
 Thinking about what you want to include in the essay,
and how you will structure it, is often key to getting the
reflection right.
 Think about all of the incidents or events that have most
contributed to your learning.
Questions… Writing
What happens/happened? Recording, expressing, “getting the story down”
Commenting on, attempting to explain: e.g., by
How does/did it happen? adding more detail or approaching the Type 1
story from another perspective or question
Why does/did it happen? What does Theorizing on the story and reflection in Types 1
this mean outside the immediate & 2, linking them to personal theories, e.g., of
context of action? language, learning, and teaching

Are the earlier reflections A subsequent written reflection in a developing

credible/reasonable? Why? Why sequence of reflective writing, in which writers
not? What do they mean now? continue to question and maybe involve others
Are the earlier reflections still After longer intervals, writers use the developing
credible/reasonable? Why? Why spiral of reflection (which again may include other
not? What do they mean now in the writers: e.g. as part of an interactive journal) to re-
light of subsequent experience? examine initial theorizing in the light of
intervening events that may have changed their
perspectives.
 Practicing Reflective Writing

 Be aware of the purpose of your reflective writing and state if

it is appropriate
 Reflective writing requires practice and constant standing
back from oneself.
 Practice reflecting writing on the same event /incident
through different people’s viewpoints and disciplines.
 Deepen your reflection / reflective writing with the help of
others through discussing issues with individuals and groups,
getting the points of others.
 Always reflect on what you have learnt from an incident, and
how you would do something differently another time.
 Try to develop your reflective writing to include the ethical,
moral, historical and socio-political contexts where these are
relevant.
 Thank you

 WRITING IS AS IMPORTANT AS THINKING AND

SPEAKING
 Unit 8

TOOLS AND TECHNIQUES OF

CRITICAL THINKING AND
REFLECTIVE PRACTICES
 What do we need?

 A critical thinker needs

 Observation; curiosity; objectivity; analytical skills; …???

 A Reflective Practitioner needs

 Introspection; self analysis; unbiased approach …???

 Some useful tools and techniques

 To promote critical thinking and reflective practice

here are some useful tools and techniques
 Mind Mapping
 Portfolio Development
 Assessment Schedules
 Mentoring and Peer Support
 Mind mapping

 Mind Map is a powerful graphic technique which

provides a universal key to unlock the potential of
the brain.
 It harnesses the full range of cortical skills – word,
image, number, logic, rhythm, colour and spatial
awareness – in a single, uniquely powerful manner.
 Originated in the late 1960s by Tony Buzan, “Mind
Mapping is a graphical technique for visualizing
connections between several ideas or pieces of
information.”
 How to make mind maps?

Mind Mapping is the easiest way to put information

into your brain and to take information out of your
brain - it's a creative and effective means of note-
taking that literally 'maps out' your thoughts. And it
is so simple.
According to Michael Michalko, a Mind Map:
 activates your whole brain
 clears your mind of mental clutter
 allows you to focus on the subject
e.g. Which factors affect student behavior?

Home Environment Classroom Environment

Student
Behavior

Personality traits Teaching

What are the sources of each factor?

• Socio- • Size of class

econo and physical
mic

Home Classroom

personality teaching

• Brought up • Teacher
qualification
 parents

• S1 • S2
Society teachers
F1 F2

F3 F4
• S3 • S4

Friends/
Headteacher
Siblings

WHO CAN HELP IN CHANGING BEHAVIOR?

 Principles of Mind Mapping

 The brain works in different ways. Different people

think in different ways.
 There are certain “programs” loaded in your
consciousness. These programs are your “natural
thinking software”. You get them included with your
mind when you enter this world.
 The brain works according to certain basic
principles, and you can use mind maps to take
advantage of them to improve your creativity and
memory.
 Techniques to use

 Brain Storming: The map itself is quite similar to what

is going on in your head. It’s all one big mish-mash of
information and nothing seems to be structured.
 The Flow: This is a somewhat different type of mind
map, extremely useful when you need to see the
continuity in a system, the step-by-step plan. It’s easy to
get an overview of the chain of events that you have to
follow, the so called step by-step plan, when you use a
mind map.
 The Big Picture: This is a very interesting and effective
mind mapping technique, which also happens to be my
personal favorite. Actually, this technique is very
personal. The Big Picture is all about – to be able to
combine all the techniques for best effect.
 Portfolio Development

 The portfolio is intended to encourage the individuals to

become actively involved in monitoring and reflecting on their
own development
 The contents of the portfolio reflect both academic and field
experiences that demonstrate the person’s application of
knowledge and skills.
 The portfolio allows you to demonstrate mastery of the
competencies of the program.
 It provides a more complete picture of the interests, abilities
and accomplishments in tangible evidences.
 It encourages the one’s organizational skills, self-assessment
of growth, and awareness of continuing educational needs.
 It is expected that practitioners will continue to develop their
portfolios and as they reflect on their profession and their
learning.
 The Working Portfolio

 The working portfolio is a purposeful collection of

student work in progress.
 The collection is assembled based on clear objectives and
guidelines given by the teacher.
 All portfolios begin as working collections, since it is
from these collections that final selections are made for
presentation.
 The advantage of the working collection is that it allows
students to take a second look at what they do, and to
think about how they could improve future work.
 It is a departure from the traditional practice where a
first draft of an assignment was considered as a final
product.
 The Development Portfolio

 The developmental portfolio represents a completed selection

of student work.
 It contains work that shows the student’s progress towards
mastery of set objectives for a topic, theme, or course of work,
and provides evidence of his/her achievement over a period of
time.
 This type of portfolio enhances learning through the process
of reviewing, revising, and evaluating the final product.
 Diagnosis may be one use for these portfolios since the
feedback obtained at intervals can shape further instruction
and learning for the student.
 This type of portfolio clearly demonstrates the integration
among instruction, learning, and assessment.
 The Showcase Portfolio

 The showcase portfolio shows the student’s best

work and is used to support and document
accomplishment in a course/subject area or any
learning activity.
 This requires the student to be able to make a
selection from a range of work (working portfolio)
using specific criteria.
 These criteria may be determined by an external
examining body, by the teacher, or may be developed
by the student in collaboration with the teacher.
 Stages of Portfolio Development
Goal Identification Identifying a vision that will guide the portfolio development.

Collecting Gathering artifacts that demonstrate the student's professional development. Some of these

artifacts will ultimately become the portfolio entries.

Selecting Reflecting and identifying artifacts that are most relevant and meaningful to the student's

purpose, beliefs and philosophy. These become the portfolio entries.

Categorizing Identifying the developing themes of the portfolio.

Connecting Making a linkage between the items selected and the goal of the portfolio. This is the thinking -

through stage that formulates the reflections.

Reflecting Making each entry relevant and meaningful by writing about why the entry is included in the

portfolio. This reflection ties the individual entry to the overall portfolio document

Sharing Presenting and discussing the portfolio to program faculty

 ASSESSMENT SCHEDULES

 Assessment remains a major concern in developing

programs to enhance students’ critical thinking
skills.
 Until a concept can be defined and assessed,
adequate models for teaching are difficult to develop.
 Despite the lack of a comprehensive theory of critical
thinking, varied efforts have been made to develop
assessment tools.
 Assessment schedules for periodic review and
reflection can be useful way for improvement
 1.Commercially available standardized tests

 Instead of using teachers made test a better approach is

considered to be the application of standardized tests
 These instruments have been carefully developed and
tested for reliability and validity, and all have been
widely used as measures for testing people’s ability to
think critically.
 These standardized, commercially available essay test of
general ability provide several advantages over multiple
choice tests or instructor-developed essay tests, including
student-generated responses, carefully established
validity and reliability, and recognition.
 Researcher or instructor designed assessments

 Researchers have provided examples and criteria for

instructors interested in developing assessment techniques
for such purposes as testing domain-specific critical thinking,
testing for transfer, evaluating a critical thinking program,
formative evaluations, or determining grades.
 While teacher made tests can and should be used within the
classroom to assess critical thinking, their use in educational
research projects examining the effectiveness of various
methods or models to teach for critical thinking has important
limitations.
 Instruments designed for a specific experimental method or
model for critical thinking may best capture its strengths, but
the resulting variety of instruments and assessment
techniques has led to difficulties comparing the results of
educational studies.
 Teaching students to assess their own thinking

 Perhaps the most appropriate way to assess students’ critical

thinking abilities is to teach them to assess their own thinking.
 Paul has written extensively on teaching students to assess
their own work, and he has argued that to the extent that
students need feedback from instructors, they have not
achieved a high level of critical thinking (Foundation for
Critical Thinking, 1996).
 Angelo and Cross (1993) have also emphasized the
importance of student self-assessment techniques.
 While highly appropriated for classroom use, however, it
requires a deep understanding of critical thinking and a
tremendous commitment from both the instructor and the
students.
 Further, this method of assessment, for many obvious
reasons, does not meet the requirements of rigorous
educational research.
 METNORING AND PEER SUPPORT

 Last but not the least, mentoring is much useful in

developing critical thinking and reflective practices
 Mentoring is a relationship between two individuals
based on a mutual desire for development towards
career goals and objectives.
 In a mentoring relationship, the two individuals are
referred to as the “mentor” and the “mentee” (the
individual being mentored).
 Mentoring provides development opportunities for both
partners.
 In mentoring, there is no reporting relationship between
the mentor and the mentee (i.e., a manager would not
mentor a direct report).
 Benefits of Mentoring

A mentoring relationship can provide a mentee with:

 greater clarity on life and career choices and their own career goals
 new insight on the organizational culture different perspectives and
values
 the opportunity to develop new networks of contacts
 access to new resources
 greater career satisfaction and increased likelihood of career
 success development in areas not typically address through training
or on the job
Through the mentoring process mentors have the opportunity to
enhance their leadership skills and expand their perspectives by:
 seeing the business world through different eyes being challenged
on perceived wisdom
 increasing their awareness of issues at other levels of the
organization
 meeting new members of the organization
 Types of Mentoring

Formal  Individuals in similar stage of career

 Structured programs frequently match mentoring on options and career goals
mentors and trainee focused on Situational
specific goals  Mentoring for a specific purpose/skill
 Provides accountability based on  Generally short-term
formal contracts between mentor and  Common at all stages of the career
trainee
Supervisory
Natural
 Not all supervisors are comfortable
 Initiated by mentor – one person
also being a mentor
reaching out to another
 Possibility of conflict of interest
 Implicit – usually people with much in
common Trainee initiated
 Begins with an interaction with a
Peer
chosen mentor – it may develop into a
 Individuals in similar positions (e. g.,
mentoring relationship: build bridges
have small children) providing
support, empathy, and advice
 Phases of Mentoring

Building Rapport- Sharing

perspectives

Scaffolding for professional growth

and providing consultation

Resolving and removing support for

independent growth
 Thank you

 There are many other tools and techniques that you

can easily find online.
 You can design and devise your own methods.
Keep exploring!!!
 Unit 9

COMMUNITIES OF PRACTICE AND

KNOWLEDGE
 What is meant by Community?

 Community is a social structure comprising a group

of people:
 Living in the same locale
OR
 Belonging to same religion/sect
OR
 Sharing same sociopolitical interests
OR
 Having same academic/ professional field
…culture; language; economic; hobies;…
The social construction of identity shapes each person's view and
interpretation of the world.
 COMMUNITY OF PRACTICE

 Lave and Wenger (1991) introduced the concept of community

of practice which describes a learning theory with a strong
relationship to the social construction of knowledge.

 A community of practice is not simply a club of friends or an

association of connections between people. It has an identity
defined by a shared domain of interest.
 In pursuing their interest in their domain, members engage in
joint activities and discussions, help each other, and share
information.
 A community of practice is not merely a community of
interest–people who like certain kinds of movies, for instance.
Members of a community of practice are practitioners. They
develop a shared repertoire of resources: experiences, stories,
tools, ways of addressing recurring problems—in short a
shared practice.
 FORMS OF KNOWLEDGE
In Community of Practice

Actual Perceived
CONTENT
KNOWEDGE

PRACTICAL
KNOWEDGE
Critical Reflective

PROFESSIONAL
KNOWLEDGE
 PERCEIVED KNOWLEDGE

When information passes through our knowledge

filter, one of three things happens:
 We decide that the information is not meaningful to us and the
perception stops there,
 We do not immediately recognize the information, but believe
it may be meaningful to us so we have some incentive to gain
more information
 The information is meaningful to us and therefore passes
through the next filter, the valuing filter.
 If a person always feels well informed, he or she may
engage in early closure, not seek out additional
information, and perhaps reach a faulty conclusion.
 CRITICAL AND REFLECTIVE KNOWLEDGE

 Critical knowledge answers how and why the knowledge

exists in the current form and what is yet missing or not
included.
 Reflective knowledge has an important role in high-level
knowledge which requires justifiably taking one’s sources
to be reliable. Reflective knowledge turns out to be a
meta-competence.
 That is, a faculty or disposition to aptly evaluate the
circumstances. If one is to have reflective knowledge, one
must have “an understanding of its place in a wider
whole that include one’s beliefs and knowledge of it and
how these come about” (Sosa, 2007).
How the community of practice helps?

YOU

Senior Junior
Colleagues Colleagues

Local Global
Experts Experts
 Community of Knowledge

 The community of knowledge is a group of people who

gather online and engage in the acquisition and exchange
of knowledge around a particular topic, either with
explicit goals of building new knowledge, or less
formally through shared interests and practice.
 In the current century we can easily go beyond the
geographical limits
 Most of these groups network and share knowledge in
conferences, seminars, webinars, and social media
networks etc. and then continue to share knowledge and
knowledge creation practices
 More Definitions…

 "A group of individuals informally bound to one

another through exposure to a common class of
problems, common pursuit of solutions, and thereby
themselves embodying a store of knowledge"
(Stewart 2001 in Botha et al 2008).
 Wenger, McDermott & Snyder (2002) define it as:
“Group of people who share a concern, a set of
problems, or a passion about a topic, and who
deepen their knowledge and expertise in this area by
interacting on an ongoing basis”.
Principles of Building Community of Knowledge
and Practice
Design for evolution:
 As community of knowledge and practice are dynamic in nature;
design should reflect adaptability.
Open a dialogue between inside and outside perspectives:
 Good community design requires the perspective of an insider, one
that is familiar with the types of activities within. However, the
perspective of an outsider may help members see the possibilities
within their own mechanisms, or in adopting other tools or
procedures.
Invite different levels of participation:
 In any community, there exist different levels of participation.
While those on the peripheral may not participate in the same ways
as those in the core, the peripheral members will still gain insights
and knowledge through this type of participation. All members,
regardless of participation levels, should be valued.
Develop both public and private community spaces:
 Members of communities interact with each other in both
public and private functions. Thus, the public and private
dimension of a community is interrelated. “The key to
designing community spaces is to orchestrate activities in
both public and private spaces that use the strength of the
individual relationships to enrich events and use events to
strengthen individual relationships.
Focus on value:
 As communities are voluntary, value is a key. For members
and prospective members, communities must offer value or
there will may not be the incentive for participation. While
value may not always be explicitly apparent, value should
grow over time as the community evolves.
Combine familiarity and excitement:
 Familiarity, like the comforts of a hometown, is important for
communities of knowledge and practice. However, excitement is
also as important, but in other ways. As communities mature, they
settle into familiar ways of meeting and conduct. Yet, communities
also need challenge and spontaneity to provide a break from
everyday occurrences.
Creating a rhythm for the community:
 Like individuals’ lives having a rhythm, “vibrant” communities also
have a rhythm. “At the heart of a community is a web of enduring
relationships among members, but the tempo of their interactions is
greatly influenced by the rhythm of community events”. While all
alive communities have a particular rhythm or tempo, it’s important
to find the right rhythm at each stage of a community’s
development.
 Stages of Community Development

 The stages of building communities of knowledge and practice are

identified by Wenger, McDermott & Snyder (2002) as follows:
1) Formation (potential and unity):
 Here, initial networks are discovered, common ground is formed and
relationships are formed. The initial call (informally) is usually centered
round the generation of value.
2) Integration (maturing and stewardship):
 At this stage, there is a focus upon particular topics and the admission of
new members. Tools and methods are developed that are unique to the
community. New ideas are continually welcomed as the community
evolves.
3) Transformation
 At this stage, the community may fade away or officially close. This may
also mean that the community has become redundant, or that this stage
brings about the beginning of a new community. Other possibilities include
merging with other communities or becoming institutionalized as a formal
unit.
 Sharing your knowledge

1. Insets – During summer term many institutions

arrange teachers insets for sharing the practical
knowledge
2. Conferences- Provide platform for presenting and
sharing research based findings
3. Seminars – Provide platform for analytical papers
and essays
4. Online Blogs- free writing and reflections to share
online
5. Webinars- short video messages and reviews
6. Publications- Magazines, Journals, and Books.
 THANK YOU!

ALL THE BEST!

Afshan.huma@aiou.edu.pk