UNIT 3

TEACHING STRATEGIES 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.
• Group work Assisting
• Overcome the difficulties
• Activity details Instructing
• Group assignments
• Learning Resources Managing
• Learning Outcomes
Changed Role of Teacher
 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.
 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 think  For bringing novelty
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.
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