The development of critical thinking skills is a fundamental educational objective necessary for Higher Education. Students in Higher Education are expected to engage in complex reasoning and analysis activities; therefore, they need to be taught how to think rather than what to think. Critical thinking allows learners to develop the ability to demonstrate their thinking processes and to make reasoned judgment about everything they learn. It also helps students be active participants in the learning process and prepares them to be lifelong learners who are capable of facing challenges. This book emphasizes the importance of integrating critical thinking in Higher Education, and it shares the findings of a research study that was conducted in order to investigate attitudes of university teachers and students towards the appropriateness and the implementation of critical thinking in Moroccan Higher Education. The book is likely to interest researchers in Higher Education, and English Language Teaching & Learning. The findings of the study might be of use to university teachers and students. However, given the importance of the topic, the work might also interest general readership.
In EFL contexts, the reading instruction practices do not do much to enhance students’ reading comprehension especially at higher levels. The instructional practices prevailing therein emphasize surface-level information processing techniques such as memorization and rehearsal at the expense of deeper processing such as elaboration and critical thinking. Given the importance of reading comprehension abilities and critical thinking skills, it seems to be imperative to raise EFL instructors’ awareness concerning the possible relationship between critical thinking and EFL reading comprehension performance. This book provides an investigation of students’ critical thinking ability and how they are related to the students’ gender and reading scores. From the perspective of professional practice, this study has the potential to make a significant contribution to the field in that it has provided further insights into the relationship between EFL reading comprehension performance and critical thinking. Moreover, EFL instructors can be made conscious of the importance of critical thinking and they could therefore apply its strategies at the EFL reading courses.
This work is an attempt to show the importance of Content and Language Integrated Learning as the appropriate methodology to help our students develop critical thinking. Through the presentation and analysis of a teaching sequence designed for Secondary Students of the province of Buenos Aires, Argentina, this book offers a plan of action to enhance students' autonomy as well as contribute to citizenship formation. The book covers a range of relevant principles related to CLIL, a specific curriculum design and task-based methodology to be implemented in the classrooms.
Critical thinking is an essential life skill required by most people in today’s complex world. Development of critical thinking is important in preparing students for post-secondary education and for competing economically in the global environment. A number of studies in developed countries have advanced some strategies for fostering critical thinking, however, few studies have been conducted in Sub-Saharan Africa. In Kenya, where this study was conducted, development of critical thinking is one of the objectives of teaching English in secondary schools. The purpose of this study was to explore how teachers of English in a secondary school foster critical thinking in their classes. The findings of the study revealed that while teachers acknowledge the importance of critical thinking in learning, they do not have a clear understanding of what it is.They were also aware of the suggested pedagogical practices for fostering critical thinking but these theoretical perspectives did not reflect in their teaching, as some of the practices were not fully explored.Teachers face challenges such as superficial understanding of critical thinking,time constraints among others.
From the mind behind HeadScratchers, a guide to getting more out of thinking We often hear about the importance of thinking critically and acting strategically. And yet, there are few resources that provide a business??“focused, non??“academic, practical
Despite the importance of writing and numerous approaches to the teaching of this skill, tackling EFL writing is still one of the challenging areas for teachers and students. In fact, an educated person in the process of writing needs not only a certain amount of L2 background knowledge but also metacognition to be a successful writer. There have been lots of researchers who showed how to incorporate basic thinking strategies into writing. Therefore, this book compares practicing critical thinking skills and self-assessment, which are both kinds of higher order thinking in the process of writing, to find out which one is more effective on writing achievement of EFL learners. Findings could be well-applied to writing classes and they are likely to be of great interest to teachers, syllabus designers, and researchers.
The history of thinking process is as old as the education itself. It has been rooted with both the formal and informal education. This God-gifted ability strongly rooted with the human history. Thinking is highlighted more in ancient Greek, especially when the great scholar Socrates tended in modern discussions to be associated with a particular idea of teaching: one that is based on questions, and involves no direct transfer of information but rather allows the pupil to see the truth (Rowe as cited in Palmer, 2001). Socrates believes in the importance of reasoning things out. In his point of view, the best source for accepting any claim was the solid reasoning (Rowe, 2001). Aristotle also agrees with Socrates’ idea and defines a man “a rational animal” (Hobson as cited in Palmer, 2001). Both the scholars view not only focused on thinking but also elaborate beyond it. For example, the use of reasoning skill in thinking process leads to a deep thinking rather thinking at surface.
Creativity is viewed as the engine of technical and economic growth and as playing an important role in the development of both individuals and societies: despite this, its representation in education is at best intermittent. While there is a general belief that creativity cannot be taught, there is agreement that creative performance and output can be increased through instruction in its components. One of these components is divergent thinking. This study explores how users respond to a tool developed to enhance divergent thinking through online learning. The study produced a number of significant findings, most notable of which include findings that implied that undertaking placating, pre-engagement activates increased engagement and performance; the importance of immediate physical environment in mediating affective states; the positive impact of DT exercises in reducing negative emotional responses to the online environment; the positive benefits afforded by the facility to review answers in combination with the online reflection blogs. In addition, it was found that real world, social interaction and dialogue played a vital rolw in enhancing user experience.
I have not met an educator who enjoys having students regurgitate information without taking the time to internalise the given facts and arrive at their own conclusions after much analysis, synthesis and evaluation. Have you? Everyone wants a winner! All stakeholders see the need for critical thinkers. Most books and websites on critical thinking focus on its knots and bolts: what it is; what it is not; how you can teach it; do’s and don’ts; and how you can assess it. This book is different! It shows you how you can use assessment (that is accepted as compulsory in all courses/programmes) to hone critical thinking skills. Because everyone already accepts assessment it is easier to convince the greatest skeptic about the importance of critical thinking. The shared examples show how the critical thinking principles I have taught my students through the medium of assessment have enabled them to be enormously successful. This book is useful not only for teachers, parents, administrators, students and well wishers, but also for employers, government officials, and researchers who value the potential of their human resource and celebrate the contribution they can make in the workplace.
To be successfully intelligent in the 21st century, students must be able to think well in at least three ways: creatively, critically, and practically, with complexity and wisdom. Designing classroom systems which support these goals is nowhere more important than in the arts. This monograph explores the importance for developing a balance of students’ thinking skills and dispositions and reports the results of Delane Ingalls Vanada’s mixed model comparative study in art classrooms. Classrooms designed to be more learner centered (utilizing inquiry, connection-making, and self-direction to a greater degree) had a positive effect on students’ overall quality of thinking as demonstrated in a balanced way. Also revealed is the positive effect of more learner-centered art classrooms on students’ self-beliefs regarding their intelligence and understanding in the context of visual art. Dr. Vanada discusses her emerging theory regarding a systems approach to the development quality thinking, as driven by the learning and thinking culture, belief systems, and dynamic classroom environments.
Reversing the long-term trend that had downplayed the media environment''s importance in Taiwan, media literacy has been gaining increasing interest among educators, government, researchers and observers in recent years. Given this context, this research 1) outlines the concerns and importance of media literacy education in Taiwan; 2) demonstrates how youth consciousness is oppressed and manipulated by ideologies of power in society and the media; 3) determines effective methods for improving university students'' critical thinking about television.
Nation is the modern realization of medieval “ethnos-people” community. Nation is an example of ethnical psychology transformation through the creation of a new scheme of thinking – national identity, for which tradition of national identity, which reaches the transition of ethnos into a state system of organization by its psychological roots, is the basis. Because of politicized national identity as a result of the evolution of ethno-psychological stereotypes of the collective structure of consciousness, the evolution of ethnic organisms in our modern world obtains political importance.
The book has been designed for all and sundry, because Is a book that can change the level and accuracy of your mode of perception about things that you see, torch and feel around the world. Moreover, this book entails the philosophical way of life of the people, in other words is a book that torches the globalized village. The book is of paramount importance, because: -it will make you to be thinking beyond the traditional and superstitious models. -it will make you to be a first class global thinker -it will make you to be thinking across borders and jurisdictions -it will make you to be a rational thinker and decision maker E T C mind you, I am a man of my words, my words don't speak louder than my action.