model of instructional
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COGNITIVE PERSPECTIVE
The cognitive perspective is concerned with understanding mental processes such
as memory, perception, thinking, and problem solving, and how they may be related
to behavior.
VIEW OF LEARNING
Knowledge is actively constructed, learning is presented as a process of active
discovery. The role of the instructor is not to drill knowledge into students through
consistent repetition, or to goad them into learning through carefully employed
rewards and punishments. Rather, the role of the teacher is to facilitate discovery by
providing the necessary resources and by guiding learners as they attempt to
assimilate new knowledge to old and to modify the old to accommodate the new.
Teachers must thus take into account the knowledge that the learner currently
possesses when deciding how to construct the curriculum and to present, sequence,
and structure new material.
BEHAVIORIST VIEW OF LEARNING
Behaviorism (also called the behaviorist approach was the primary paradigm in
psychology between !"#$ to !"%$ and is based on a number of underlying
assumptions regarding methodology and behavioral analysis&
'sychology should be seen as a science. Theories need to be supported by
empirical data obtained through careful and controlled observation and
measurement of behavior.
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Behaviorism is primarily concerned with observable behavior, as opposed to
internal events like thinking and emotion. bservable (i.e. e)ternal behavior
can be ob*ectively and scientifically measured. +nternal events, such as
thinking should be e)plained through behavioral terms (or eliminated
altogether.
'eople have no free will a person-s environment determines their behavior.
There is little difference between the learning that takes place in humans and
that in other animals. Therefore, research can be carried out on animals as
well as humans.
Behavior is the result of stimulus response (i.e. all behavior, no matter how
comple), can be reduced to a simple stimulus response association
ll behavior is learnt from the environment. /e learn new behavior through
classical or operant conditioning.
COGNITIVE VIEWS OF LEARNING
0ognitive theory is an approach to psychology that attempts to e)plain human
behavior by understanding the thought processes. The assumption is that in
humans, thoughts are the primary determinants of emotions and behavior.
0ognitive learning is the refining of knowledge by adding new information to prior
knowledge. rgani1ed cluster of knowledge about a particular topic. n associative
structure that stores knowledge organi1ed around a particular topic, concept, ob*ect,
event, or situation.
0ognitive 2earning Theory is a broad theory that e)plains thinking and differing
mental processes and how they are influenced by internal and e)ternal factors in
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order to produce learning in individuals. /hen cognitive processes are working
normally then acquisition and storage of knowledge works well, but when these
cognitive processes are ineffective, learning delays and difficulties can be seen.
These cognitive processes are& observing, categori1ing, and forming generali1ations
about our environment. disruption in these natural cognitive processes can cause
behavioral problems in individuals and the key to treating these problems lies in
changing the disrupted process. 3or e)ample, a person with an eating disorder
genuinely believes that they are e)tremely overweight. 4ome of this is due to a
cognitive disruption in which their perception of their own weight is skewed.
therapist will try to change their constant pattern of thinking that they are overweight
in order to decrease the unhealthy behaviors that are a result of it.
DIFFERENCES BETWEEN BEHAVIORAL THEORYAND COGNITIVE THEORY IN LEARNING
Both B. 3. 4kinner and lbert Bandura believed behavior is the result of what is
learned from e)perience (0orey, #$$". /hereas 4kinner believed environmental
influences control people, Bandura believed people are goal5oriented and have
specific intentions and purposes. 6e believed the basis for learning is observing
others. Traditional behavioral theory is based on the concepts of classical and
operant conditioning and that learning produces behavior (0orey,
#$$". +nappropriate or abnormal behavior results when learning is based on
maladapted learning, or learning as a result of maladaptive reactions.
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0ognitive theory (0T claims faulty and maladaptive thinking causes psychological
disturbances (0orey, #$$". +f the thinking can be corrected, so can the resultant
disturbance. 0ognitive processes determine how people emotionally e)perience and
react to their environment. /ard (#$!! wrote that 7llis believed individuals 8have a
tendency towards becoming aware of (their irrationality and working steadily
towards rationality8 (p. !$9. +n cognitive therapy, clients learn new and more
effective ways of thinking (0orey, #$$".
0ognitive theory takes into consideration the client:s early childhood history but
believes behaviors continue to be reinforced throughout the lifespan because of
patterned thought processes. +n therapy, clients e)plore maladaptive thoughts and
learn to replace them with new rational and appropriate thinking (0orey, #$$". The
primary difference between these two theories is the emphasis on overt behavior in
behavioral theory and in cognitive theory, the focus is on cognition or individual
thought processes (0orey, #$$".
Behavioral learning theorists believe that learning has occurred when you can see
changes in behavior. The behavioral learning model learning is the result of
conditioning. The basis of conditioning is that a reward following a desirable
response acts as a reinforcer and increases the likelihood that the desirable
response will be repeated. Reinforcement is the core of the behaviorist approach.
0ontinuous reinforcement in every instance of desirable behavior is useful when a
behavior is being introduced. nce a desired behavior is established, intermittent
reinforcement maintains the behavior. Behaviorist theory approaches are frequently
used in weight loss, smoking cessation, assertiveness training, and an)iety5reduction
programs. The importance of regularly and consistently rewarding desired behavior
immediately and not rewarding undesirable behavior is crucial to the success of a
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behaviorist approach to learning. 2earning is broken down into small steps so that
the person can be successful. The nurse provides reinforcement at each step of the
process
0ognitive learning theorists believe that learning is an internal process in which
information is integrated or internali1ed into one-s cognitive or intellectual structure.
2earning occurs through internal processing of information. 3rom the cognitive
viewpoint, how new information is presented is important. +n the first, or cognitive
phase of learning, the patient learns the overall picture of what the task is and the
sequences involved. +n the second, or fi)ation learning phase, the learner begins to
gain skill in performing the task. /hether a physical task is learned as a whole or
part by part depends on its comple)ity.
TEACHING STRATEGIES
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Teaching strategies refer to methods used to help students learn the desired course
contents and be able to develop achievable goals in the future. Teaching
strategies identify the different available learning methods to enable them to develop
the right strategy to deal with the target group identified.
! TEACHER KNOWLEDGE, ENTHUSIASM AND RESPONSIBILITY
FOR LEARNING
The creation of a classroom that reflects the teacher:s knowledge, enthusiasm
and the responsibility for creating a learning environment that will effectively nurture
the student-s desire to learn and to accept the challenges of thinking and inquiring
into all that is offered by the teacher. To create this environment, the teacher must be
prepared to challenge the pre*udices of an education system that still reflects.
Teachers need to ad*ust their thinking about the nature of teaching; the classroom
environment should mirror the teacher:s reflective practices that would be central to
the learning environment. There are many theories about reflective practice and
thinkers like Baird (!""!,
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shared; students and teachers all become learners, discovering the world of the
sub*ect. The teacher that is willing to share his knowledge unconditionally will be
stepping towards the effective classroom. The passion that a teacher has for his
sub*ect will be creating a world that moves beyond the ritual of classroom activities.
Teacher is the guardian for learning in the classroom environment. +f the teacher
goes in unprepared, unwilling to share, unfocussed on the process of developing a
conte)t that will encourage and stimulate an interest and a thirst for further
knowledge then that teaching is shirking the responsibility of being a teacher.
Teaching is far more than simply transferring information, it is the engaging of minds
to seek out answers. 4trong, silver and Robinson (!""% put forward the acronym
40R7 to suggest a model of student engagement. This model should be applied to
teachers first&
4& The 4uccess of mastery of the sub*ect that you teach.
0& The 0uriosity that every teacher should have entrenched in their teaching.
teacher who is not curious has lost a critical portion of the passion for learning.
& riginality a teacher who is passionate about the teaching process will be
creative; will be constantly seeking new ways of engaging and challenging students.
R& Relationships are central to the effective classroom and teachers are crucial in the
nurturing of opportunities for students to engage with sub*ects that at senior levels
can lead to a life5long interaction with the sub*ect.
7& To maintain this process the teacher needs 7nergy. This a something that schools
do not always provide, and teachers in general need the time to reflect; to re5
energise and to regenerate their focus on the learning process.
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2) CLASSROOM ACTIVITIES THAT ENCOURAGE LEARNING
+n many classrooms this is the key factor that supports an effective learning
environment. +t answers the question posed by 4mith earlier in this paper as to what
do effective teachers do in the classroom.
The fact that a teacher may be successful in one year does not necessarily mean
that success will be continued in the ne)t year. The teaching environment may be
the same but the attitudes that each cohort brings to a classroom will always
influence the outcome. teacher must be able to identify the ebbs and flows of each
class and work with the students to create the learning environment. Teachers need
to be prepared to test what is going on in the class, for e)ample, through feedback
questionnaires on what they doing. +n reflecting on this feedback and on the
classroom activity of a year, a teacher could identify specific e)ercises and
techniques that engaged the students. +t takes patience and persistence to have the
classes work cooperatively, to carry out independent research, and to report back to
small groups and to the whole class the goal is that through the teacher-s
endeavours, the learning will become the student-s own learning. The activities need
to be part of their learning regime and not something that is imposed. This is an area
that requires planning, reflection and preparation. This is clearly a central issue in
this aspect of the learning environment& it is a very self5conscious action on the part
of the teacher. The activities that are used in the class to engage the students must
be reviewed, revisited and refocused so that they are constantly drawing the
students into an effective interaction with the sub*ect. 7ffective Teaching is not a
passive action.
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3) ASSESSMENT ACTIVITIES THAT ENCOURAGE LEARNING
THROUGH EXPERIENCE
The process of learning and the creation of an effective learning environment.
The effective teacher has to be aware of the debate surrounding assessment and
has to be able to cope with the interplay of summative and formative tasks.
Regardless of the educational structure, the effective teacher will use assessment as
part of the learning environment rather than as a separate entity.
4) EFFECTIVE FEEDBACK THAT ESTABLISHES THE LEARNING
PROCESSES IN THE CLASSROOM
The effective classroom is one were the students actively seek feedback as they
will know that their own learning will become part of the feedback process. The
nature of interplay of learning and teaching in the activities of the effective classroom
adds to the value of the feedback in such an environment. lton 2ee (#$$A
highlights the value of feedback but warns that too much can be as detrimental as
too little. This then provides another key aspect of the effective teacher. 3eedback
that is appropriate and meaningful to the learner will be a central part of the effective
learning environment.
+n a further step the feedback that a teacher gets from the students is essential to
the creation of a learning environment. The more feedback that a teacher can obtain
from students, and the more the teacher can act on that feedback, the better the
learning environment will be that is created.
5) EFFECTIVE INTERACTION BETWEEN THE TEACHER AND THE
STUDENTS, CREATING AN ENVIRONMENT THAT RESPECTS,
ENCOURAGES AND STIMULATES LEARNING THROUGH
EXPERIENCE
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The effective teacher will be one who engages with the students in the class in a
way that highlights mutual respect and an acknowledgement of the learning process
that is in place. 7isner:s suggestion that teaching is a caring e)ercise is very much
part of the effective learning process. 2earning is an emotional e)ercise. 4tudents
will engage in something that appeals to them emotionally. The teacher who brings a
sense of personal involvement to the classroom, who wants to share the knowledge
with the members of the class, who is prepared to show that heshe is also a part of
the learning cycle, will be setting up a relationship which will encourage a good
learning environment. /olk (#$$! highlights this by emphasising that teachers ?who
are passionate about learning ... create an infectious classroom environment- (p.%".
The effective environment will allow students the time to learn. This is something that
is mentioned frequently in the literature. This last factor is essential in creating an
ethos of learning that will allow students to feel comfortable in the classroom. The
working environment that is generated by the interaction and the enthusiasm of the
teacher will remove the stigma of ?working- and turn the learning process into
something that is rewarding and therefore to strive towards. +n effect, the creation of
an effective learning environment would generate a positive learning atmosphere
throughout a school.
TEACHING MODELS
DEFINITION
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There are several definitions of Teaching models given by different educationalist.
227C C< RDC (!"9"; >odeling is an individual demonstrating particular
pattern which the trainee through imitation.
B.K.'44+ 2.0.4+CE6 C< odel of
teaching is a plan that can also be utili1ed to shape courses of studies, to design
instructional material and to guide instruction.
FD07 C< /7+2 (!"G#; Teaching of model is a pattern or plan, which can be a
curriculum or courses to select instructional materials and to guide a teachers
actions
Celson 2 Bossing (!"G$, p.G# HTeaching models is pattern or plan, which can be
used to shape a curriculum or course, to select instructional materials and to guide a
teacher-s actionI. H+t consist guidelines for designing educational activities and
environment. +t specifies was teaching and learning that are intended to achieving
certain kind of goalsI.
ccording to >orse, H>odels are prescriptive teaching strategies designed to
accomplish particular instructional goalsI. The prescriptive also can be used as
guides for curriculum design or for choosing and constructing instructional materials
and used during teacher do planning, implementing and assessment stages of
instruction.
ccording to 3iburt 6ighet, H+t is a set of inter5related components arranged in a
sequence which provide guidance to reali1e specific goals.
NATURE OF MODELS OF TEACHING:
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J 'rescriptive strategies to guide planning and instruction
J 4upported by research based5evidence
J
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J 'romotes student awareness of how they will be taught and what changes are
necessary.
TEACHER BENEFITS
J +mproves the quality of instruction.
J 4ystematic approach to planning for instruction.
J 3acilitates awareness about students- learning needs.
J ssess impact of instruction.
J ffers alternative ways of representing contentskills.
J
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0ognition is more than *ust learning information. +nstead, it:s the ability to think about
new information, process it and speak about it. +n addition, cognition involves the
application of this new information to other, previously acquired information.
s children mature, for e)ample, they develop the ability to think on higher levels and
critical thinking. They can process information more skillfully and make connections
to other information more easily. +n other words, their thinking skills get progressively
better.
0hildren should be able to improve their ability to focus, to remember
information and think more critically as they age. 0ognitive skills allow children to
understand the relationships between ideas, to grasp the process of cause and
effect and to improve their analytical skills.
ll in all, cognitive skill development not only can benefit the child in the classroom
but outside of class as well.
ESSENTIAL TEACHING SKILLS
Teaching skills can be defined as discrete and coherent activities by teachers
which foster pupils learning. +t is difficult when thinking about essential teaching skills
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Essential
Teachi
ngSkills
Communicat
ion
Organization
InstructionalAlignment
Focus
FeedbackMonitoring
Review
And
Closure
uestioning
Teacher
characteristics
to pinpoint e)actly what we can be doing in the classroom to improve this area. ne
of the ma*or problems in trying to identify a list of essential teaching skills is that
teaching skills vary from very broad and general skills, such as the planning of
lessons, to very specific skills, such as the appropriate length of time to wait for a
pupils to answer a question in a particular type of situation.
verall, in considering teaching skills, it seems to be most useful to focus on
fairly broad and general skills which are meaningful to teachers and relate to how
they think about their teaching. >ore specific skills can then be discussed as and
when they help illustrate and illuminate how these general skills operate.
Cevertheless, given the nature of teaching, it is clear that whatever set of general
skills is chosen to focus on, the overlap and interplay between them will be marked,
and a good case can always be made by others for focusing on a different set.
There are " teaching skills were identified by
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Caring
! teachers" abilities to em#hathize with and invest in the
#rotection and develo#ment o$ %oung #eo#le&
'ositive e(#ectations
! Teachers make about the $uture behavior) academic
achievement) or attitudes o$ their students&
! Emotional su##ort * more e%e contact and smiles
! Teacher e+ort and demand * clearer and more through
e(#lanation
! uestioning * call on more o$ten
! Feedback and evaluation * more #raise, less criticism
Teaching E-cac%
! teachers" belie$s in their abilities to organize and
e(ecute courses o$ action necessar% to bring about
desired results .Tschannen/Moran) 0ool$olk/1o%) 2
1o%) 34456Modeling
! ke% element o$ social cognitive theor%) which
7e(amines the #rocesses involved as #eo#le learn
observing others and graduall% ac8uire control over
their own behavior&
certain time5tested attributes, characteristics, and practices which contribute
immensely to teacher success. There are four teacher characteristics&
20 COMMUNICATIONS
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'recise Terminolog%
Teachers de9ne ideas clearl% and answers tostudents: 8uestions
Connected discourse
1ow teacher connect their lesson to a #oint&
Transition signals
;erbal statement that communicates that oneidea is ending and another is beginning&
Em#hasis
The importance of teachers; ability to communicate clearly is intuitively
sensible, and research documents a strong link between communication and
students achievement as well as students satisfaction with instruction. 0lear
communication can be classified into four elements&
30 ORGANI1ATION
Alerts students to im#ortant in$ormation in alesson and can occur through vocal andverbal behavior or re#itition&
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rgani1ing a classroom can be a daunting task. 7ffective teachers approach
organi1ation with a distinct plan focusing on increased student performance.
3ollowing are some considerations that help when preparing for classroom
management and organi1ation.
• T#.& M"!&.&"$: Keep a calendar and a to5do list. 4et goals for yourself,
prioriti1e your tasks, and learn shortcuts from veteran teachers. Be prepared for
lessons, surprises, and for the needs of your students.
• M$&-#': rgani1e everything. 0reate files for yourself and use them.
ake decisions regarding the view from the windows, wall decorations, and
posted information that will either detract from or enhance student concentration.
Remember that the lighting, temperature, and scent of the classroom also affect
student learning.
• S$&"$ B&*%#-: Things to consider as you set up your e)pectations for
student behavior are& classroom rules, procedures, routines, and creating a work5
oriented atmosphere of respect.
40 INSTRUCTIONAL ALIGNMENT
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+nstructional alignment is ensuring your learning ob*ectives, the assessments of
those learning ob*ectives, and the instructional strategies are aligned. +t also refers to
the match between ob*ectives and learning activities. +nstructional alignment is more
sophisticated and subtle than it appears.
50 FEEDBACK
Eiving effective feedback can build a students- confidence, transform their
understanding and motivation and also help them develop key critical skills.
3eedback, especially when linked to formative assessment, tutorials or seminars
should focus on looking forward and on how to enhance learning. The following
well5known acronym, 0RB4, gives a good structure for feedback&
Clear& know what you want to say and say it (or write it clearly and concisely.
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Muestioning skills are essential to good teaching. Teachers often use questions to
ensure that students are attentive and engaged, and to assess students-
understanding. /hat is important to note is that in addition to the intent of the
question, the question itself matters. 3or instance, to ensure that students are
attentive, a teacher could ask the students Hre you listeningNI To assess if the
students have understood, the teacher could ask H
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F r e q u e n c y ! onitoring is a classroom management technique loosely defined as listening to
the learners for their accuracy and fluency, or checking to see whether activities are
going to plan and that the learners are :on task:. 6owever, monitoring is often carried
out as a vague listening and looking e)ercise by the teacher, and sometimes not
done at all, whereas in fact effective monitoring is a skill that needs to be developed
if learners are to benefit fully from activities, particularly those of the information gap
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and group interactive types. >onitoring goes on all the time, but particularly during
speaking activities when the teacher is concerned with the general assessment of
learners: performance in relation to general progress or recent language and skills
development. >onitoring of individual learners takes place during written practice
e)ercises, when the aim is to point out errors and encourage self5correction. Euided
practice activities, particularly of the pair work format, are monitored for accuracy,
while less guided group work activities are monitored for task achievement and
fluency. >onitoring may be general or multipurpose, focusing on one or more of the
following aims.
90 REVIEW AND CLOSURE
Review summari1es previous work and forms a link between what has been
learned and what is coming. 0losure is a form of review that occurs at the end of a
lesson. n effective 80losure8 activity at the end of each class period can help with
that ob*ective, creating what psychologists call the Regency Effect , otherwise known
as a last impression. +deally, closure activities create powerful learning effects at the
tail5end of the class, something that will reverberate for hours after the lesson is over,
something a little sticky.
The defining element of the closure activity is that which your students will soon
come to reali1e& class isn-t over until it has taken place. The bonus added5value
factor, of course, is this& as they come to reali1e that the closure activity is an
essential part of the overall lesson, your students are more likely to think twice
before leaving earlyO
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0losure activities also help define both your teaching agenda and the intended
learning progression, weaving today:s lesson with yesterday:s while providing a look
ahead at what tomorrow:s will bring. s a deliberate part of your planning process,
these activities summari1e the current lesson, provide it conte)t, and build
anticipation for the ne)t. 'roperly implemented, they will help you establish and
maintain course momentum.
CREATING PRODUCTIVE LEARNING ENVIRONMENTS
lthough the establishment of a productive classroom environment is a
difficult and complicated task, it certainly is not an impossible one. Become
thoroughly familiar with the content of the courses you teach. +f you don-t know the
material you are supposed to cover, then your instruction will lack authority.
4econdary students are quick to spot teachers who do not have a good command of
content and they are *ustified in having no patience with such teachers.
Muickly get to know your students. /hen you are familiar with your students,
you will be better able to establish the kind of rapport with them that you need in
order to be a better teacher. 4uccessful teachers have a sound working knowledge
of adolescent behavior in general and of their own students in particular.
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DEFINITION
0ritical thinking is the intellectually disciplined process of actively and skillfully
conceptuali1ing, applying, analy1ing, synthesi1ing, andor evaluating information
gathered from, or generated by, observation, e)perience, reflection, reasoning, or
communication, as a guide to belief and action. ccording statement written in !"@G
by >ichael 4criven and Richard 'aul, Cational 0ouncil for 7)cellence in 0ritical
Thinking, an organi1ation promoting critical thinking in the Q4.
The essence of critical thinking is suspended *udgment; and the essence of this
suspense is inquiry to determine the nature of the problem before proceeding to
attempts at its solution. This, more than any other thing, transforms mere inference
into tested inference, suggested conclusions into proof.
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J identify the relevance and importance of ideas
J reflect on the *ustification of one:s own beliefs and values
0ritical thinking is not a matter of accumulating information. person with a good
memory and who knows a lot of facts is not necessarily good at critical thinking.
critical thinker is able to deduce consequences from what he knows, and he knows
how to make use of information to solve problems, and to seek relevant sources of
information to inform him.
0ritical thinking should not be confused with being argumentative or being critical of
other people. lthough critical thinking skills can be used in e)posing fallacies and
bad reasoning, critical thinking can also play an important role in cooperative
reasoning and constructive tasks. 0ritical thinking can help us acquire knowledge,
improve our theories, and strengthen arguments. /e can use critical thinking to
enhance work processes and improve social institutions.
4ome people believe that critical thinking hinders creativity because it requires
following the rules of logic and rationality, but creativity might require breaking rules.
This is a misconception. 0ritical thinking is quite compatible with thinking 8out5of5the5
bo)8, challenging consensus and pursuing less popular approaches. +f anything,
critical thinking is an essential part of creativity because we need critical thinking to
evaluate and improve our creative ideas.
THE IMPORTANCE OF CRITICAL THINKING
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Critical thinking is a domain-general thinking skill.
The ability to think clearly and rationally is important whatever we choose to do. +f
you work in education, research, finance, management or the legal profession, then
critical thinking is obviously important. But critical thinking skills are not limited to a
particular sub*ect area. Being able to think well and solve problems systematically is
and benefit for any career.
Critical thinking is very important in the new knowledge economy.
The global knowledge economy is driven by information and technology. ne has to
be able to deal with changes quickly and effectively. The new economy places
increasing demands on fle)ible intellectual skills, and the ability to analy1ed
information and integrate various sources of knowledge in solving problems. Eood
critical thinking promotes such thinking skills, and is very important in the fast5
changing workplace. HThe future now belongs to societies that organi1e themselves
for learning... nations that want high incomes and full employment must develop
policies that emphasi1e the acquisition of knowledge and thinkingS skills by
everyone, not *ust a select few.I
Ray >arshall = >arc Tucker, Thinking 3or 2iving& 7ducation nd The /ealth of
Cations, Basic Books. Cew Dork. !""#
Critical thinking enhances language and presentation skills.
Thinking clearly and systematically can improve the way we e)press our ideas. +n
learning how to analyses the logical structure of te)ts, critical thinking also improves
comprehension abilities.
Critical thinking promotes creativity.
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To come up with a creative solution to a problem involves not *ust having new ideas.
+t must also be the case that the new ideas being generated are useful and relevant
to the task at hand. 0ritical thinking plays a crucial role in evaluating new ideas,
selecting the best ones and modifying them if necessary
Critical thinking is crucial for self-reflection.
+n order to live a meaningful life and to structure our lives accordingly, we need to
*ustify and reflect on our values and decisions. 0ritical thinking provides the tools for
this process of self5evaluation.
Good critical thinking is the foundation of science and democracy.
4cience requires the critical use of reason in e)perimentation and theory
confirmation. The proper functioning of a liberal democracy requires citi1ens who can
think critically about social issues to inform their *udgments about proper governance
and to overcome biases and pre*udice.
BENEFIT OF CRITICAL THINKING
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In Personal and Community
J void falling for scams and making foolish decisions from ignorance
J >ake better decision from verified information
J 3ree one from une)amined assumptions, dogmas, and pre*udices
J Be a better informed citi1en and voter
In the workplace:
J Be a better problem5solver
J Better analy1e information and draw appropriate conclusions
J 0ommunicate a position logically
J >ake good decisions (based on data, not feelings
TEACHING CRITICAL THINKING USING BLOOMS TAXONOMY
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BD 0R2DC /74TBRK J 'R+2 !@, #$! J
>7CT4 (G J %$$
The bottom two levels are factual questions and not considered critical thinking. The
upper levels of the triangle represent critical thinking. Knowledge and
comprehension is categori1ed in not critical thinking. The pplication and analysis
level is a beginning of critical thinking. The high level critical thinking is synthesis and
evaluation.