Critical thinking and Reflective Practices are vital skills for teachers in present day.

1. Uzma Shuaib

3.  Critical thinking is the ability to understand,
analyze, synthesis and evaluate a problem.
 The list of core critical thinking skills includes
observation, interpretation, analysis, inference,
evaluation, explanation, and metacognition.

4.  Enhances language and presentation skills.
 Promotes creativity.
 Promotes problem solving and reasoning skills.
 Better decision making.
 Become broad and adventurous thinkers
 Generate innovative solutions
 plan and think strategically

5.  Creative Writing
 Cooperative Learning
 Debate and Discussions
 Questioning Techniques
 Classroom Assessment techniques

7.  This is the lowest level of questions and requires students to recall
information. Knowledge questions usually require students to identify
information in basically the same form it was presented. Some
examples of knowledge questions include …
 Examples
 “What is the biggest city in Japan?”
 “Who wrote the poem The Neem Tree?”
 “How many grams in a kg?”
Words often used in knowledge questions
include know, who, define, what, name, where, list, and when.

8.  Simply stated, comprehension or understand is the way in which ideas
are organized into categories. Comprehension questions are those that
ask students to take several bits of information and put them into a
single category or grouping. These questions go beyond simple recall
and require students to combine data together. Some examples of
comprehension questions include …
 Examples:
 “What is the main idea of this story?”
 “If I put these three blocks together, what shape do they form?”
 Words often used in comprehension questions include describe, use your
own words, outline, explain, discuss, and compare.

9.  Use concepts and information to solve problems.
Basically apply the concepts you understand.
Example :
 If you meet the main character of the story what
would you talk about?
 What you do if you could go to the place where the
main character lives?

10.  Recognize patterns , parts and components. It is
basically breaking down of information.
 Example:
 What part of the story could not happen in real
life?
 Compare and/or contrast two of the main
characters.

11.  Assess concepts, weight opinions and judge.
Example
 Was the main character in the story good or bad?
Why?
 Do you agree with the actions/outcome…?

12.  Use Information to create new system,
draw conclusions or generalize.
Examples:
 Create five titles for the story that would give a good
idea of the story's topic.
 Use your imagination to draw a picture about the
story.

14. • How would you adopt the plot to
create a different story?
CREAT
ING
• What choices would you have made if
you were in the story?
EVALUAT
ING
•How is the story related to your
life?
ANALYZING
•What questions would you ask
in an interview with the main
character ?
APPLYING
•What is the main idea of
the story?
UNDERSTANDING
•Who is the main
character?
REMEMBERING

15. “We don’t learn from experience . We learn
from reflecting on experience.” ~ John
Dewey

16.  Reflective practice is the ability
to reflect on one's actions so as
to engage in a process of
continuous learning.
 Reflective teaching means
looking at what you do in the
classroom, thinking about why
you do it, and thinking about if
it works - a process of self-
observation and self-
evaluation.
 Reflective teaching implies a
more systematic process of
collecting, recording and
analysing our thoughts and
observations, as well as those of
our students, and then going on
to making changes.

17. Reflection enables us to:
 Avoid past mistakes
 Make the best use of the knowledge available.
 Challenge & develop the existing professional knowledge
base
 Gives you areas for improvement/development
 Aid creativity and helps to avoid stagnation
 Overcome assumptions we might make about other people
 Key part of emotional intelligence
 Helps to maintain a healthy work/life balance
 Reflective practice helps create confident teachers

18. Experience
Reflection
Action

19. Description –
what
happened
during the
event?
Feelings –
what were
you thinking
and feeling
about the
experience?
Evaluation –
what was
good and bad
about the
experience?
Analysis –
what sense
can you make
of the
situation?
Conclusion –
what else
could you
have done?
Action plan –
what would
you do
differently
next time?

20. What?
So
What?
Now
What?

21.  What? - describe the situation: achievements,
consequences, responses, feelings and problems
 So what? – discuss what has been learnt: learning
about self, relationships, models, attitudes,
thoughts, understanding and improvements
 Now what? – identify what needs to be done in
order to improve future outcomes and develop
learning

22. Self Knowledge
Understanding of
and insight into
ones self worth,
motivates character
and capabilities.
Critical Thinking
The application of
logical principles,
rigorous standards
of evidence, and
careful reasoning.
Inquisitiveness
The willingness to
be curious and
inquiring, e.g. by
asking reflective
questions.
Emotional
Intelligence
The ability to
identify, assess and
manage one’s own
emotions and those
of other individuals
and groups.

23.  Try this exercise to get you to think about the What? model. Get into
pairs and choose person one and person two. Person A needs to
think of an activity they have recently taken part in. Person B will
ask the three what questions: what, so what, now what? Person A
should note their answers below. After two minutes switch places
so Person B is now describing an activity.
What?
So
What?
Now
What?

24.  Diary writing
 Peer observation
 Audio recording
 Student feedback

26.  No Time
 Lack of skill
 Motivation
 Which situations/experiences to reflect upon
 Yourself = Bigger Barrier

27.  Make Time For Reflection
Set aside regular time , specially after an event.
 Find a critical friend
Someone whom you trust
 No right way of reflecting
All the Models are available to help

29.  http://www.criticalthinking.org/
 http://mindinthemaking.org/
 https://www.cambridge-community.org.uk
 https://www.teachingenglish.org.uk