DEDD 0000: Becoming a Doctoral Practitioner Critical Thinking Part 3: Activities of Critical Thinking Program Transcript

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1 DEDD 0000: Becoming a Doctoral Practitioner Critical Thinking Part 3: Activities of Critical Thinking Program Transcript DR. IAN WILLIS: In this section on critical thinking we're looking at things that might be considered to be a bit more active, so these are activities that I hope you find useful in developing and thinking about critical thinking. In sort of summary in advance, that's looking at the value of reviews, evaluations, different sorts of mapping, brainstorming, and I'm going to stress practice. And I'm also going to give one or two puzzles and activities that simply suggest different areas that you could go and have a look at that are a little bit more fun. So, beginning with some research on what it is that is necessary for excellence, and then you're probably not be surprised to know that you need focus, practice that leads to improvement. It takes repetition. It takes time. We need feedback. Would be some of the hallmarks of developing a skill or an ability, including critical thinking. And so I've added to that the idea of deliberately doing exercises, or puzzles, that will help you or anyone else to develop their critical thinking skills. Next we're looking at some general comments about what you might do, particularly in a class, to support and develop critical thinking. And I'm going to go into a little bit more detail in some of the following slides on this. But the notion that, get engaged, and brainstorming in the discussions, thinking about for and against, always questioning the evidence that somebody's providing, accepting or questioning. And some of the things that are structured into the program, that the idea that you should be consciously using the reflection assignments, or the reflection pauses if you like, or tools to help you develop your critical thinking. Recognizing that it's the developmental process that all of us are engaged with. So, the next two slides have five concrete examples of things that you can do to help develop critical thinking, or if not you, it might be useful for students, if you're working with students. So, you read an article, prepare a summary. But a limited one. And you could apply that to a lecture that you listen to, or that you watch.

2 What are the seven most important points that you got from the lecture? Really important. What questions do you have? Einstein was once teaching a group of people and came in, sat down, and he said to them, What questions do you have? There was a silence. He got up and left. Came back, repeated the same thing. What questions do you have? Silence, and he left. And it dawned on the people that they had to have some questions. And so next time he came, sat down, and they had questions. The point being that without questions, without some questioning, without some curiosity, it's very difficult to promote learning. So, cultivate in yourselves and in others the notion of questioning, and using questions. Three more things. What do you agree with from what you've just heard? So perhaps one of your class members has posted something. Just identify three points that you agree with, and for this level, and why. It's not enough just to say, I agree. That's nice. Why? And then reversing that critique, what are two points that you disagree with, or found unhelpful, and why? And you will notice that you've been asked to agree with more than you've been asked to disagree with. So always bear that in mind. And finally, to make something a bit more concrete, what are three examples of a key concept? Perhaps somebody's presenting an idea, and you might want to find examples from your own practice, from your own professional area. So there's five very simple, very straightforward things you can do to develop critical thinking. And now, by way of light relief, we've got there nine cows in a square. What I'd like you to do is to draw two further squares whereby each of those cows is in a separate pen. So there's one cow in each pen and they're completely separate. And you have to do that by drawing in two further squares. Now, pausing, or perhaps you might want to pause now and have a go at that. I wouldn't be expecting you to get that instantly, so now it's up to you how long you pause for. And the answer is in part four, the resources section. If and when you want to go and have a look at that. So, use two squares to put all the cows in separate pens.

3 One of the things that was highlighted earlier on was the idea of learning the language of assessment. So, learning the common terms that are used in academia. And if you don't know, ask your tutor, ask the instructor, ask one of your class members if you don't understand a term. Now, I've put in there a couple of examples. I'm not going to go through those right now, but they show some of the meanings of important terms. And again, in the fourth section, the resources section, there's a longer list of important terms that are important and useful in an academic context. And as they are used, I think you need to be familiar with them, and you also need to make sure that your tutor or supervisor has the same meaning for the terms. Please don't expect everybody to have the same meaning of these important words, so do please keep checking. The next three slides look at different sorts of maps. They all have the heading Map in them. The first ones called an Argument Map. Each of these I'm only highlighting, so you need to go and look them up if they appeal to you. This one is a really good way of showing what your argument is. So if you're trying to convince yourself or anyone else of a particular point of view, you can visually represent the points for and the points against, and you can also add to that the various rebuttals or confirmation. It allows you to, as it says there, produce a well organized argument, perhaps before you start to write. And it allows you, or someone else, to evaluate your argument. What reasoning? What is it that you're trying to say? It's been developed into kind of workshops, and electronic tools to do this, but you can do it perfectly easily on a piece of paper to show your thinking. In a similar way, Concept Maps provide a different way of showing your thinking, or as I've said here, representing knowledge. Again they're using circles or boxes to show what concepts are involved with connecting lines, but the stress in this case is on the relationship between two different concepts. As I said before, I'm not going to dwell on this now. But that's something, when you have a little bit of time, you may want to pursue. The idea of Concept Maps. And with all three of these, they appeal to different people and at different times. So, I'm suggesting

4 you decide whether you want to learn more about, in this case, Concept Maps or not. Mind Maps I use a lot. I use it for planning and for thinking, and the idea being that you put your central idea in the middle, and then allow yourself to radiate thoughts out from there. Eventually they're made hierarchical around the central idea, but at first you might want to use it just for thinking. They're often hand drawn, although there is software available to do that electronically. They will appeal to some of you, and quite definitely not appeal to others. So again, put it into Google and have a look at Mind Maps. One of the main writers in this area is a gentleman by the name of Tony Buzan. That's B-U-Z-A-N. Tony Buzan. Mind Maps are allied to the idea of brainstorming. For me the central point here is separating the idea of generating ideas from judging or evaluating them. So, the main thing is, at first it's about quantity. To set up the freedom for yourself just to have ideas. And in general terms, that's done by not being critical of them. So let yourself think of all kinds of ideas that are related to whatever topic it is that you're trying to explore, and let that run. Focus on quantity. Then switch your mind to judgment, to thinking about quality, to bringing it together, to deciding what it is that you want to retain, what you want to get rid of. So, sorting, hopefully, using criteria. So, I'll repeat. So start out by generating ideas. Focus on quantity. Then switch to a distinctly separate stage of judging, critiquing, evaluating the ones you want to take forward. So, summarizing those activities, there were three different sorts of maps. There were five pretty simple and straightforward things you can do in class discussions. We also talked about checking the language of assignments. I said go and look on the web if you want to learn some more. And I haven't got it there, but the idea that just to go to do some puzzles, to enjoy, to practice, to make a conscious effort to develop your skills. And summarizing that on this final slide, is the notion that for you to develop your skills-- this isn't very surprising-- you need to do things. You need to practice. You need to make use of some of these ideas, the ones that appeal to you. And I

5 quite like that saying that, "A twit on the move may be worth 10 seated philosophers." That sense of, you want to know whether it works or not, try it. Very finally, I'd like to do the reminder that section four, or part four, contains the resources, the sources, some web links, the answers to some of the puzzles, and is available to you just as a PowerPoint. And you can get at that just by clicking on it and opening it up Laureate Education, Inc.

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