2. FRAMEWORK FOR TEACHING CRITICAL THINKING
Experience of teaching students at social science university
DR. DAIVA PENKAUSKIENE, DR. ASTA RAILIENE
MODERN DIDACTICS CENTER & MYKOLAS ROMERIS UNIVERSITY
VILNIUS, LITHUANIA
3. WHAT ARE WE GOING TO EXPERIENCE…
Lesson as
being
students
Professional
discussion
about lesson
Sharing of
experience
about ways
to teach CT
5. People about critical thinking….
Critical thinking relies on content, because you can't navigate masses of information if you
have nothing to navigate to…(Kathy Hirsh-Pasek)
Do not indoctrinate your children. Teach them how to think for themselves, how to evaluate
evidence, and how to disagree with you (Richard Dawkins)
The most fundamental attack on freedom is the attack on critical thinking skills (Travis Nichols)
Critical thinking is the key to creative problem solving in business ( Richard Branson)
The world “why” not only taught me to ask, but also to think. And thinking has never hurt
anyone. On the contrary. It does us all a world of good ( Anne Frank)
To think is easy. To act is hard. But the hardest thing in the world is to act in accordance with
your thinking. ( Johann W. von Goethe)
The significant problems we face cannot be solved at the same level of thinking we were at
when we created them ( Albert Einstein).
You have to be open minded, but not too much....You have to keep eye on your brains not
to fall down ( unknown author)
7. What is Critical Thinking?
+ I knew it
- It is new for me
? I do not understand/have question/doubt
! It is interesting/unexpected/strange
8. Back to the Quotes
How does this article contribute to the quote you have
selected before?
Would you like to make different choice now, after you
have read article? If “yes”, what choice and why?
9. I remember…
A film/book/article/event that is perfect example of critical
thinking………
12. ERR FRAMEWORK -1
EVOCATION stage – to evoke, to arouse interest, to excite, to summon
forth, to provoke students to think about what they already know.
Learners establish a baseline of personal knowledge to which new
knowledge can be added; and activate their own learning from a very
beginning
Through this stage interest and purpose in exploration of the topic is
established
13. ERR FRAMEWORK - 2
REALIZATION of MEANING stage – learners come into contact with new
information or ideas. This contact could take the form of reading text, watching a film,
listening to a speech, or doing an experiment. This is also the phase of learning during
which teachers have the least influence on the learner.
It is during this second phase that the learner have independently sustain active
engagement and control their own learning.
INSERT (Interactive Notating System for Effective Reading and Thinking) method
15. ERR FRAMEWORK - 3
REFLECTION stage- learners truly make new knowledge their
own.
Students are expected to begin expressing in their own words the
ideas and information encountered.
Students exchange of ideas & expand their own understanding
16. In Summary ERR Framework helps to...
activate student thinking;
set purposes for learning;
provide rich discussion;
motivate student learning & actively engage in the learning process;
stimulate change & reflection;
expose learners to varied opinions;
help students to ask their own questions;
encourage self-expression;
ensure that students process information & facilitate critical thinking.
17. TEACHER’S ROLE
Facilitation of genuine learning & contextualized
knowledge;
Modeling learning & thinking together with students;
18. ERR FRAMEWORK & CRITICAL THINKING
Critical thinking requires the ability to understand & reflect on what
one knows & thinks;
Critical thought requires thinking with understanding & meaning
making;
Reflection & critical analysis requires thoughtful, creative
consideration about how new knowledge can be applied to
previous understandings, & about how previous understandings
may be altered to accommodate new information
19. TWO WAYS TO TEACH CRITICAL THINKING
Integrative – CT is a part of any program/ course/
subject
Non-integrative ( specific) – CT is a separately taught
subject
20. OPTIONAL COURCE
6 ECTC; 162 h. ( contact- 50 h.)
Aim – to get acquainted with CT and CTD concepts, to get familiar
with CT development strategies & practice them, to become
independent thinkers & responsible learners, open for a new ideas
& experience
Topics - CT concepts & definitions; historical overview of CT
development; main theories; personal traits of critically minded
person; CT development framework & strategies; CT standards &
assessment; CT & work life; CT & social responsibility.
Assessment: work during seminars ( 10%); case study/independent
tasks ( 50%); exam ( 40%)
21. OTHER COURCES
Social programs & projects;
Educational technologies;
Career education;
Adult education;
Alternative learning models;
23. Literature
Davies M. ( 2015 ) A Model of Critical Thinking in Higher education. M.B. Paulsen (ed.), Higher Education:
Handbook of Theory and Research, Higher Education: Handbook of Theory and Research 30, DOI
10.1007/978-3-319-12835-1_2
Klooster, D. (2001).What is Critical Thinking?. „Thinking Classroom“, 4, 36-40
Meredith, K., Steele, J.,Temple, Ch., Walter, S. ( 1998). A Framework for Critical Thinking across the
Curriculum. Guidebook I. Prepared for the project „ Reading and Writing for Critical Thinking“ project.
Meredith, K., Steele, J. ( 2011). Classrooms of Wonder and Wisdom. Reading, Writing and Critical Thinking
for 21st Century. Corwin, Thousand Oaks, California
Moore, T. (2013.).Critical thinking: Seven Definitions in a Search of a Concept. Studies in Higher education.
Vol38, no.4, p. 506-522