embedding critical thinking and problem- solving in

Embedding critical

thinking and problem-

solving in academic

skills courses

Presented by

Lydia Dutcher

Education Manager (Graduate Programs)

Marcella Robertson

EAP Teacher/Teacher Trainer

The University of Sydney

Overview

– Critical thinking & problem-solving at university

– Critical thinking & problem-solving in EAP curriculum design

– Case 1: Graduate Academic Skills (GAS) – The Project Proposal – Questions

– Case 2: Advanced Skills for Academic Success (ASAS) – Core Task 2 – Questions

– Final reflections


Critical thinking & problem solving at

university


What is critical thinking?

“Critical thinking aims to open up

and challenge existing

knowledge, rather than

reproduce it.” University of Sydney,

https://sydney.edu.au/students/critical-

thinking.html

“Critical thinking is a complex process of deliberation which involves a wide range of

skills and attitudes.” (Cottrell, 2011)

“[Critical thinking] is the appropriate

use of reflective scepticism within the

problem area under consideration.” (McPeck, 1981)

“Critical” does not mean destructive,

but only willing to examine what we

sometimes presuppose in our way of

thinking, and that gets in the way of

making a more livable world.” (Butler,

2012)


How is critical thinking positioned at university?

https://sydney.edu.au/students/graduate-qualities.html


Critical thinking & problem solving in EAP curriculum

design


Embedding critical thinking in EAP courses

– Break critical thinking down into concrete sub-skills by drawing upon

published frameworks

– Interweave these sub-skills in EAP course curricula

– Demonstrate and make visible to students how critical thinking manifests and

instantiates through language use

– Provide opportunities for practise and feedback

(Brick et al, 2016; Alexander et al, 2008)


Case 1

Graduate Academic Skills

The Project Proposal

Identifying, researching, and solving a problem

Framework for analysis: ‘Critical thinking skills analysed for the

EAP classroom’ (Alexander et al, 2008)


Graduate Academic Skills (GAS)

– 5 week course pre-university entry

– Student profile: – Studying at an English-medium university for the first time

– Have satisfied entry requirements for university

– Aims & curriculum design: – High-level academic course for university transition

– Developing skills in autonomous learning, scaffolded by the teacher

– Focussed on short projects done independently and in groups


The Project Proposal

- Identify a real-world problem, research the problem, generate and critically evaluate solutions

- Present a project proposal in written and oral form

1) Written Project Proposal (1500-2000 words)

2) Oral (video) Presentation (2-3 minutes)


Project proposal stages Draw on academic knowledge and skills to research, write and present a project proposal that

addresses a complex, real-world problem related to the learner’s field of interest and/or future

study.

1. Apply a range of idea generation techniques.

2. Apply research strategies to search, collect, select, process, and cite information.

3. Use the research process to develop and critically analyse ideas.

4. Apply critical thinking skills to evaluate and analyse ideas and evidence.

5. Use problem-solving skills to identify gaps in knowledge and define issues.

6. Develop creative and innovative solutions to real-world problems.

7. Use appropriate academic genres for written texts and multi-media presentations.

8. Use written and oral skills to communicate ideas effectively for academic contexts.


What

academics do

Higher order

critical

thinking skills

needed

Key critical

thinking skills

Critical thinking sub-skills

Solve problems

Critically

analyse the

components of

a problem

Argue a case

for one or

more solutions

Identify and

describe a problem

from a situation

Identify and

evaluate solutions

Recommend

solutions

Evaluate/justify

counter arguments

Rebut counter-

arguments with

support

(Alexander et

al, 2008)




study.










What

academics do

Higher order

critical

thinking skills

needed

Key critical

thinking skills


Solve problems

Critically

analyse the

components of

a problem

Argue a case

for one or

more solutions

Identify and

describe a problem

from a situation

Identify and

evaluate solutions

Recommend

solutions

Evaluate/justify

counter arguments

Rebut counter-

arguments with

support

(Alexander et

al, 2008)


What

academics do

Higher order

critical

thinking skills

needed

Key critical

thinking skills


Solve problems

Critically

analyse the

components of

a problem

Argue a case

for one or

more solutions

Identify and

describe a problem

from a situation

Identify and

evaluate solutions

Recommend

solutions

Evaluate/justify

counter arguments

Rebut counter-

arguments with

support

What do I already know about

this?

How does this relate to my own

knowledge?

How do I know there is a

problem?

(Alexander et

al, 2008)




study.










What

academics do

Higher order

critical

thinking skills

needed

Key critical

thinking skills


Solve problems

Critically

analyse the

components of

a problem

Argue a case

for one or

more solutions

Identify and

describe a problem

from a situation

Identify and

evaluate solutions

Recommend

solutions

Evaluate/justify

counter arguments

Rebut counter-

arguments with

support


this?


knowledge?


problem?

(Alexander et

al, 2008)


Project proposal

Using criteria to assess proposed solutions to problems

• Risk

• Benefits

• Beneficiaries

• Feasibility

• Impact

• Potential barriers


Project proposal

Using criteria to assess proposed solutions to problems

• Risk

• Benefits

• Beneficiaries

• Feasibility

• Impact

• Potential barriers

a. Assess the risk. First, assess the risks and benefits/impact: Do

any risks outweigh the benefits/impact? Remove these.

b. Assess the beneficiaries. Do any of these actions only benefit

stakeholders other than your community of focus? Remove these.

c. Assess the feasibility. Are any actions infeasible, given your

resources? Remove these.

d. Assess the potential barriers. Are any of these insurmountable,

given your resources? Remove these.


What

academics do

Higher order

critical

thinking skills

needed

Key critical

thinking skills


Solve problems

Critically

analyse the

components of

a problem

Argue a case

for one or

more solutions

Identify and

describe a problem

from a situation

Identify and

evaluate solutions

Recommend

solutions

Evaluate/justify

counter arguments

Rebut counter-

arguments with

support


this?


knowledge?


problem?


these?

How do these relate to my own

knowledge?

Are they relevant?

What are the criteria for

evaluating the solutions?

How are they applied?

Are there any other possible

solutions?

Is the reasoning correct?

What are the implications?

(Alexander et

al, 2008)




study.










What

academics do

Higher order

critical

thinking skills

needed

Key critical

thinking skills


Solve problems

Critically

analyse the

components of

a problem

Argue a case

for one or

more solutions

Identify and

describe a problem

from a situation

Identify and

evaluate solutions

Recommend

solutions

Evaluate/justify

counter arguments

Rebut counter-

arguments with

support

What do I already know about this?


knowledge?

How do I know there is a problem?


these?


knowledge?

Are they relevant?

What are the criteria for evaluating

the solutions?



solutions?



What is my/the writer’s

view/stance? (Alexander et

al, 2008)


What

academics do

Higher order

critical

thinking skills

needed

Key critical

thinking skills


Solve problems

Critically

analyse the

components of

a problem

Argue a case

for one or

more solutions

Identify and

describe a problem

from a situation

Identify and

evaluate solutions

Recommend

solutions

Evaluate/justify

counter arguments

Rebut counter-

arguments with

support

What do I already know about this?


knowledge?

How do I know there is a problem?


these?


knowledge?

Are they relevant?

What are the criteria for evaluating

the solutions?



solutions?



What is my/the writer’s

view/stance? (Alexander et

al, 2008)

How do I argue my case

most effectively given the

mode of communication?


Presenting the project proposal

Video proposal

Narrative structure

Written proposal

Project proposal macro-genre


Project proposal – an example

Questions?


Case 2

Advanced Skills for Academic Success

Core Task 2 - Essay

Identifying, researching, and arguing a case

Framework for analysis: ‘BALEAP Can Do Framework for EAP

Syllabus Design and Assessment’


Advanced Skills for Academic Success (ASAS)

– 4 week course pre-university entry

– Student profile: – Australia Award scholarship recipients

– Re-entering university after a long period in the workplace

– Aims & curriculum design: – Orientation to the learning styles encountered at Australian tertiary institutions

– Develop and practice academic skills in English

– Integrated series of lectures and workshops


Search

databases

Read for

topic

overview

Notice

recurring

citations

Track

down

sources

Create

topical

reading

lists

Read for

focused

knowledge

building Track your reading

Research – Reading – Writing Cycle

Identify key

search

terms

Track

your

reading

Develop

your

research

question

Decide

your genre.

Write your

essay


Track your reading: From understanding to synthesis

‘The matrix’

Track

your

reading


Sample competencies: BALEAP Can Do Framework:

• R1.2.4 Evaluate source materials and ideas

• R1.2.6 Collect appropriate evidence from appropriate academic

sources

• W1.1.7 Adopt a critical stance towards source materials

• W1.1.8 Demonstrate critical thinking [in production of strong

academic argument with supporting evidence]

• W1.2.2 Relate material from one source to another

BALEAP Can Do Framework


Decide your genre. Write your essay.

Input from course Exposition

Explanation (factorial & consequential)

Critical review

Literature review

Discussion

“Demonstrate and make visible to students how

critical thinking manifests and instantiates

through language use” (Argent, 2017).

Decide

your genre.

Write your

essay


“Demonstrate and make visible to students how critical thinking

manifests and instantiates through language use”

Three language manifestations of critical thinking:

Strength (‘clearly’)

Caution (‘possibly’)

Distance (‘widely held’)

Hedged (limits | conditions)

Concession

Comparison

Causality

Comparison (‘more than’ | ‘less than’)

Marked lexis (‘insight’ | ‘suffer’)

Reporting verbs (‘confirm’ | ‘explain’)

‘too’ + adjective (‘too vague’)

Taking a stance

Showing relations

between ideas

Evaluating


Core Task 2: Writing Task

Aims of the Writing Task

In the Focus on Writing component of the ASAS program, we will be looking at six common academic

genres: Exposition, Explanation (Factorial), Explanation (Consequential), Critical Review,

Literature Review and Discussion. You may choose any of the above genres for the writing task,

depending on the nature of the topic you are considering and your discipline.

Depending on which genre you choose, the aim of the writing task is to demonstrate and develop your

ability to critique, explain, argue and discuss an issue. For all of the genres, you are expected to

synthesise information from different sources and write in a clear, concise and formal written style.

This assessment task is designed to help you to cultivate academic writing skills in a way that is relevant

to your field of study. You should select readings that connect with your field of study and your conference

panel presentation, as this will allow you to use your study time more efficiently.


“Demonstrate and make visible to students how critical

thinking manifests and instantiates through language

use” Factorial Explanation [sample text]

Sociocultural Influences on Eating Practices in South Korea

The first factor that emerged was participants'

perceived linkage between working women and family

meals. Male employees with working wives tended to

eat out and consume processed foods more often than

did those whose wives did not work, unless they had

external support from either paid help or family

members. Previous studies on diet quality and

nutritional status with regard to maternal employment

stressed the risk of overweight or obesity, the lower

frequency of family meals, and lower intake of

nutritious foods such as fruits and vegetables among

children. The current qualitative study revealed that

female employment could have various influences on

food intake, with a mostly negative effect, among not

only children but all family members.

Taking a stance

Showing relations

between ideas

Evaluating


Embedding critical thinking: another technique …

Explicit teaching of reading critically

Students should not be expected to know how to read critically; rather, they

need to be taught explicitly how to do so. One way to help students with

critical reading is for the teacher to read a text with students, or to students,

and, through a think-aloud process, reveal to students what the text invokes

through teacher interpretation. A teacher can read a text and stop every few

lines to discuss the various ideas that come to mind: eg, the authority the

writer has, who the writer draws on for theoretical authority, the strengths or

weaknesses of the argument, the standard alternative views, a text that

interlinks with this text in support or opposition, etc. This process of inquiry

is useful for students to witness since students seldom ‘see’ a text directly

questioned by an expert reader.

(Grabe & Kaplan, 1996, p. 346)

Questions?


Final reflections


Embedding critical thinking & problem-solving in academic

skills courses – some recommendations

– Critical thinking & problem-solving addressed in the context of concrete tasks that are general enough to apply to a range of fields, yet relevant to academic contexts so that academic skills are activated

– Task stages are carefully scaffolded, through curriculum designer’s awareness of critical thinking and problem-solving sub-skills, and students are given transferable tools (e.g. criteria for evaluation, methods of tracking reading, language use awareness)

– Raising awareness of critical thinking sub-skills is done before and after tasks through reflective activities

– Critical thinking taught with and through language; i.e. How is critical thinking displayed through language use?

– Recommended course books: EAP Now; Oxford EAP


EAP Teacher Training

Online course to be delivered

9 July 2019 – 3 Sept 2019

For more information: [email protected]

72 EA-endorsed CPD

points


References

Alexander, O., Argent, S., & Spencer, J. (2008). EAP Essentials: A teacher’s guide to principles and practice. Reading: Garnet Publishing Argent, S. (2017). The language of critical thinking, https://www.baleap.org/event/eap-northcritical-thinking BALEAP Can Do Framework: Competency statements for international students, https://www.baleap.org/resources/can-do Brick, J., Herke, M., Wong, D., and Davies, L. (2016). Academic culture: A student’s guide to studying at university (3rd ed.). South Yarra, VIC: Palgrave Macmillan. Cottrell, S. (2011). Critical thinking skills: Developing effective analysis and argument. New York: Palgrave Macmillan. Cox, K., & Hill, D. (2011). EAP Now! English for Academic Purposes. Pearson Education. de Chazal, E., & McCarter, S. (2012). Oxford EAP: A course in English for Academic Purposes. Oxford: Oxford University Press Grabe, W. & Zhang, C. (2013). Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning. TESOL Journal, 4(1), 9-24 McPeck, J. E. (1981). Critical thinking and education. Oxford: Robertson. University of Sydney, https://sydney.edu.au/students/critical-thinking.html Wingate, U. (2015). Academic Literacy and Student Diversity: The Case for Inclusive Practice. Bristol, England: Multilingual Matters.

https://www.baleap.org/event/eap-northcritical-thinking





https://www.baleap.org/resources/can-do



https://sydney.edu.au/students/critical-thinking.html



Thank you!

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