Critical Thinking and Reflective Practices (8611)

B. Ed (2/5, 1/5 Years)

Spring, 2019
ASSIGNMENT No. 01

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Q.1 Why to you think critically thinking is important for teachers and learning‟s in
twenty century?
Answer:
Today, critical thinking is considered as one of the most important skills for career
success and an essential component of life in the information age.
Academia, business and policy makers all concur on its importance. The USA-based
Partnership for 21st Century Skills (P21) organization and the American
Management Association list it as a key 21st century skill “expected to become
even more important in the future.”
In the context of the UAE and the national agenda, it gains even more importance
as ensuring students are equipped with critical thinking skills is primordial to
achieving a competitive knowledge based economy.
Critical thinking has been identified as a key skill to foster innovation. Research
shows that critical thinking and creativity are correlated. Critical thinking training
is becoming common practice in the workplace to help develop employees‟
innovation skills.
It is a required building block for a STEM education. Subjects in the STEM
curriculum teach students how to think critically and how to solve problems —
skills that can be used throughout life to help them get through tough times and
take advantage of opportunities whenever they appear.
On both accounts, critical thinking is key to the fulfillment of the UAE‟s aspiration
outlined in the Vision 2021 that “science, technology and innovation become the
real drivers for sustainable socio-economic development” and tangible goals
outlined in the recently launched Science, Technology and Innovation (STI) policy.
In fact, it permeates many of the strategic sectors and focus areas outlined in the
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In this context, critical thinking becomes more than a skill; it‟s a mindset, often
requiring a culture shift. For us educators, we recognize that is easier to create a
culture rather than shift it. Therefore, we believe that nurturing critical thinking
from a young age at school is essential for it to become a constructive, life-long
habit.
One educational system that has adopted critical thinking as an essential part of its
curriculum and teaching method is progressive education.
It is a system that relies on active learning methods for children, starting from a
very young age. It provides a framework for the learning and teaching methods
that can encourage critical and independent thinking in children and facilitates the
process of learning in students. Leading educators agree that a curriculum aimed at
building thinking skills would benefit not only the individual learner but also the
community, and society at large.
Against this new paradigm, the role of education, teachers and students inevitably
must change. Today the role of the teacher in a progressive environment is very
much different to that in a traditional classroom. Teachers need to move from
primarily being the information keeper and information dispenser to being an
enabler of learning where knowledge is co-constructed with the student.
Teachers will become facilitators, guides, mentors, sources and resources that
support children in acquiring independent thinking and „learning for life‟,
stemming from the unique blend of traditional and experiential learning that
progressive education offers.
At Clarion, the only school to date offering progressive education in the UAE, our
teachers have the benefit of experience with and education from the world‟s leader
in progressive education, the NY-based Bank Street. In recognition of the
increasing importance of progressive education, Bank Street has been tasked by
the US Department of Education to guide the development of the curricula of
schools around the United States to equip the students with the optimal education
to prepare them for STEM-based and other priority 21st century careers.
Empowered with the right education and values, children who grow up in the UAE
have an opportunity to become truly global citizens and role models to children all
over the world. 3
As educators, it is our responsibility to ignite in them a natural curiosity for the
world around them, the confidence to develop their independence of thinking and
harness their joy for learning. It‟s a gift they will carry with them throughout their
entire lives and one that will serve them well as they grow into the leaders,
innovators, scientists and shapers of tomorrow.
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Q.2 How can you apply any one of the theories of critically thinking in the
elementary classroom of Pakistan? Give a specific example.
Answer:
Critical Theory (or "social Critical Theory") is a school of thought that stresses the
reflective assessment and critique of society and culture by applying knowledge
from the social sciences and the humanities. As a term, Critical Theory has two
meanings with different origins and histories: the first originated in sociology and
the second originated in literary criticism, whereby it is used and applied as an
umbrella term that can describe a theory founded upon critique; thus, the theorist
Max Horkheimer described a theory as critical insofar as it seeks "to liberate
human beings from the circumstances that enslave them".
In sociology and political philosophy, the term Critical Theory describes the neo-
Marxist philosophy of the Frankfurt School, which was developed in Germany in
the 1930s. This use of the term requires proper noun capitalization, whereas "a
critical theory" or "a critical social theory" may have similar elements of thought,
but not stress its intellectual lineage specifically to the Franfurt School. Frankfurt
School theorists drew on the critical methods of Karl Marx and Sigmund Freud.
Critical Theory maintains that ideology is the principal obstacle to human
liberation. Critical Theory was established as a school of thought primarily by the
Frankfurt School theoreticians Herbert Marcuse, Theodor Adorno, Max
Horkheimer, Walter Benjamin, and Erich Fromm. Modern Critical Theory has
additionally been influenced by György Lukács and Antonio Gramsci, as well as the
second generation Frankfurt School scholars, notably Jürgen Habermas. In
Habermas's work, Critical Theory transcended its theoretical roots in German
idealism, and progressed closer to American pragmatism. Concern for social "base
and superstructure" is one of the remaining Marxist philosophical concepts in
much of contemporary Critical Theory. 4
While critical theorists have been frequently defined as Marxist intellectuals, their
tendency to denounce some Marxist concepts and to combine Marxian analysis
with other sociological and philosophical traditions has resulted in accusations of
revisionism by Classical, Orthodox, and Analytical Marxists, and by Marxist-Leninist
philosophers. Martin Jay has stated that the first generation of Critical Theory is
best understood as not promoting a specific philosophical agenda or a specific
ideology, but as "a gadfly of other systems".
CRITICAL THEORY AND EDUCATION
Though relatively few educators--including educational technologists--appear to
concern themselves directly with critical theory (McLaren, 1994a), a number of
influential educators are pursuing the theory in one or more of its current
manifestations. Henry Giroux and Peter McLaren are among the best known of
today's critical theorists, and we find critical theorists working across a spectrum of
intellectual frames: postmodernism (Peters, 1995); critical pedagogy (Kanpol,
1994); power (Apple, 1993; Cherryholmes, 1988); teaching (Beyer, 1986; Gibson,
1986; Henricksen & Morgan, 1990; Simon, 1992; Weiler & Mitchell, 1992);
curriculum (Apple, 1990; Giroux, Penna & Pinar, 1981; Beyer & Apple, 1988; Pinar,
1988; Castenell & Pinar, 1993); feminist pedagogies (Ellsworth, 1989a; Lather,
1991; Luke & Gore, 1992); teacher education (Sprague, 1992); mass
media/communications studies (Hardt, 1993); vocational-technical studies (Davis,
1991); research summaries about critical theory (Ewert, 1991); and research using
methods of the critical sciences (Carr & Kemmis, 1986; Grumet, 1992).
At least two publications attend in depth to Habermasian critical theory in
education. Ewert (1991) has written a comprehensive analysis of the relationships
of Habermasian critical theory to education, and in A Critical Theory of Education,
Young (1990) tries to present a rather complete picture of Habermas's critical
theory and its relations to education. Young says that critical theorists believe that
extreme rationalization has lent itself to the further development of an alienated
culture of manipulation. In the science of education, this led to a view of pedagogy
as manipulation, while curriculum was divided into value-free subjects and value-
based subjects where values were located decisionistically. The older view of
pedagogy as a moral/ethical and practical art was abandoned (p. 20).
Young (1990) further points out that Habermas and other critical theorists believe
that: 5
We are on the threshold of a learning level characterised by the personal maturity
of the decentered ego and by open, reflexive communication which fosters
democratic participation and responsibility for all. We fall short of this because of
the one-sided development of our rational capacity for understanding (p. 23).
Another seminal thinker who is responsible for several notions of critical theory in
education is Paulo Freire. Freire's work, especially Pedagogy of the Oppressed
(Freire, 1969), has been very influential in critical-education circles:
Freire's project of democratic dialogue is attuned to the concrete operations of
power (in and out of the classroom) and grounded in the painful yet empowering
process of conscientization. This process embraces a critical demystifying moment
in which structures of domination are laid bare and political engagement is
imperative. This unique fusion of social theory, moral outrage, and political praxis
constitutes a kind of pedagogical politics of conversation in which objects of
history constitute themselves as active subjects of history* ready to make a
fundamental difference in the quality of the lives they individually and collectively
live. Freire's genius is to explicate ... and exemplify ... the dynamics of this process
of how ordinary people can and do make history in how they think, feel, act, and
love (West, 1993, p. xiii).
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Q.3 Elaborate any three strategies of developing critical classroom interaction,
which is the best among these in your opinion
Answer:
Teaching critical thinking skills is a necessity with our students because they‟re
crucial for living life. As such, every teacher is looking for exciting ways to
integrate it into classrooms. However, what exactly are these skills, and what are
some of the best strategies teachers can use for teaching them?
Thinking critically is more than just thinking clearly or rationally; it‟s about
thinking independently. It means formulating your own opinions and drawing your
conclusions regardless of outside influence. It‟s about the discipline of analysis and
seeing the connections between ideas, and being wide open to other viewpoints
and opinions. 6
You can use these techniques for teaching critical thinking skills in every lesson and
subject. Get creative and find different ways to incorporate them into your
teaching practices.
1. BEGIN WITH A QUESTION
Starting with a question is the most straightforward foray into the subject. What
do you want to explore and discuss? It shouldn‟t be a question you can answer with
a „yes‟ or a „no.‟ You want to develop essential questions here, ones that inspire a
quest for knowledge and problem-solving. They‟ll support the development of
critical thinking skills beautifully.
When you pose your question to students, encourage brainstorming. Write down
possible answers on a chalkboard or oversized pad as a student reference. Having
open discussions with students is a big part of defining the problem in Solution
Fluency.
2. CREATE A FOUNDATION
Students cannot think critically if they do not have the information they need.
Begin any exercise with a review of related data which ensures they can recall facts
pertinent to the topic. These may stem from things like:
• • reading assignments and other homework

• • previous lessons or exercises

• • a video or text

3. CONSULT THE CLASSICS

Classical literary works are a perfect launch pad for exploring great thinking. Use
them for specific lessons on character motivation, plot predictions, and theme.
Here are some links to explore for resources:
• • Skeptic North

• • Shakespeare and Critical Thinking

• • The Critical Thinking Community

This could be a tremendous project-based learning scenario about learning what
makes a country. In the process, students learn history, geography, politics, and
more. Here are some resources to help you:
• • The Geography Site

• • Could You Start Your Own Country?

• • How to Start Your Own Micro-nation

5. USE INFORMATION FLUENCY

Mastering the proper use of information is crucial to our students‟ success in
school and life. It‟s about learning how to dig through knowledge to find the most
useful and appropriate facts for solving a problem. Students must learn to amass
the proper expertise to inform their thinking. Teaching critical thinking skills can
be supported by an understanding of Information Fluency.
6. UTILIZE PEER GROUPS
There is comfort in numbers, as the saying goes. Digital kids thrive in environments
involving teamwork and collaboration. Show kids their peers are an excellent
source of information, questions, and problem-solving techniques.
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Q.4 Write a dairy record of a full day of your life? Write down a detailed reflection
in a day using the guideline of reflective writing?
Answer:
"Your words are the bricks and mortar of the dreams you want to realize. Your
words are the greatest power you have. The words you choose and their use
establish the life you experience." - Sonia Choquette
Whether we are young or old, we all have a story to tell, something to express and
to offer the world. Writing activities, and in particular reflective writing, fosters our
creativity which is driven by our life experiences. A growing body of research finds
that writing about our responses to events, situations or new information can have
a variety of health benefits. 8
Reviewing aspects of our lives (its setbacks and positive aspects) can help manage
stress, anxiety and depression, improve mood, self-esteem and positive thinking,
help process broken relationships, help ease symptoms associated with trauma,
chronic pain and illness, and even strengthen our immune system.
Writer Ann Turkle says that, in effect, journaling "becomes a record of generous
attention paid to the immediate moment." Setting aside time to write and reflect
helps us make sense of the world around us, validates our experiences, helps us
regroup and find balance in our busy lives, and be a vehicle for decision making,
change and growth.
By writing, we have the opportunity to build a blueprint, a moral compass by
which we live and how we treat others.
If journal writing helps us become better communicators, how do we get started?
1. Begin with a gracious heart: writing for ourselves is not about being the best
writer, having the correct spelling and grammar, or even having the nicest
handwriting. Letting go of what we think we should write about requires courage
and can lead to boundless creative possibilities. A journal is a safe place for us to
work things out, express our innermost feelings and engage with our own
thoughts.
2. Set the tone: Carve out a special time and place to write. We each have a time of
day when we are more productive. For some, writing in the mornings is more
productive and helps face the day while others prefer writing in the evening to
help process the day's events. Whether in a quiet area of the house, or in a bustling
coffee shop, finding the right time and environment for reflective writing can help
us relax. Carrying a small journal in our bag or purse can help us record and
retrieve special moments in our day.
3. Decide what type of journal to begin: Gratitude journals focus on life's blessings,
prayer journals record life moments or people in need prayer, and personal
development journals track career goals. Fitness journals help maintain
accountability and encouragement with healthier living choices, travel journals
record experiences encountering new places and people, and art journals serve as a
way to collect inspirational thoughts, images, sketches and clippings. Take your
pick! 4. Use a variety of reflective prompts: a) Ask questions with a limit: 9
Write about two moments you'll never forget, five words that best describe you
and 10 things that make you smile. Limiting ourselves to certain parameters helps
us focus.
b) Stream of consciousness writing: Based on Julia Cameron's The Artists Way,
write down whatever comes to mind for three minutes. Putting un-edited thoughts
to paper is an excellent meditative practice for our busy lives. c) Write a letter to
yourself: Record your goals, what you want your life to look like in a year's time,
and ways you can attempt to achieve it. Seal it and open it in six months to see
how you are doing. d) Pick a memento: Choose an object and write about when,
where and from who it was received. Discuss its importance and meaning. Objects
have the power to open floodgates to meaningful memories.
5. Seek out community resources: Look for local writers' groups either at the
library or community centre, local creative arts classes that have writing
components, or even swap ideas with friends and family.
Remind yourself there is not a right or wrong way to write reflectively; it's a "space
for questions that may not have answers, a place for thoughts that may otherwise
not have a home and a safe container for emotions so that they do not have to be
loose in the world." (Kelly Brown)
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Q.5 Use Gibbs model and write a reflection report of an interaction between two
students or between two teachers in a school environment?
Answer:
Over the last three months we have been taking part in a number of different
activities, which wouldn‟t normally be included in Physical Education in schools.
These included Tai Chi, Martial Arts, Rowing, Skipping and Parkour just to name a
few. Whitehead (2010) suggested that by acquiring a range of movement skills and
patterns I would find it easier to access a variety of structured physical activity
settings. By taking part in these activities I was able to develop my own knowledge
and skills and also see how I could take these activities and develop my skills in
that area to then bring them into schools when I become a physical educator.
These different activities gave me a chance to develop other parts of physical
literacy such as confidence, motivation and self-expression (Whitehead 2010). 10
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Most of the sessions that I had taken part in I had never done before and therefore
wasn‟t physically literate in those areas, some of the sessions also put us into new
learning environments, especially rowing. It is important that we experience
different activity settings as physical competence will be enhanced, only by
experiencing a range of settings will movement patterns and skills be challenged
(Whitehead 2010).
For the first few sessions I was injured and was unable to take part in the activities
therefore I was able to observe the group and watch their development through
each activity and also see if I noticed any reoccurring incidents. One thing I did
notice was the divide between the males and females of the group and the
different levels of confidence they had. Lirgg (1993) found that males preferred
mixed sex classes in schools as they felt more confident, however the females
preferred same sex classes as there was more student involvement because there
was only females in the class.
Another thing that was noticed was the different levels of motivation the students
had for each different activity. Whitehead (2010) defined motivation to be a drive
and eagerness to take part, we need to be motivated to thrive in movement skills,
maintain ability we already have and make progress.
The majority of sports we took part in caused some of us to feel apprehensive and
nervous about taking part as we had never tried them before. However, there were
a few sports activities that didn‟t really cause any of us to feel apprehensive, which
were handball and volleyball. This was because these sports activities had been
carried out before in schools or clubs, I also think as we were in teams and it
became really competitive as a group we fell back into our comfort zones. Whereas
street dance and Tai Chi definitely made us feel out of our comfort zones, this was
because a lot of us hadn‟t experienced activities where we had to express ourselves
with body movements and non-verbal communication.
Some individuals found this quite hard as they seemed to feel embarrassed, we
were asked to get into groups and make up a routine to show at the end of the
session, out of eight groups only two volunteered to perform as the majority of us
were all too embarrassed and didn‟t feel comfortable doing it. Comfort zones can
be defined as an image that is formed of us, DePaul (2011) suggested that by
letting go of the fear of making mistakes will help 11
individuals learn to accept mistakes will be made and try to compete anyway.
When comparing this reaction to that of Handball there was a huge difference in
confidence levels and motivation levels just because that competitive team
environment is what we are used to.
Feelings
When I found out what activities we were going to be doing in this module I felt
very excited and motivated to take part in all of them. Whitehead (2010) proposed
that young individuals need to be aware of different activities and the movement
demands they possess, they also need to gain a rich variety of experiences,
therefore it was going to be really beneficial to us to try these new activities.
A few of the sessions, for example martial arts and rowing, I was feeling very
apprehensive about before, martial arts being something I had never done before
and new it would include some sort of wrestling which I didn‟t feel comfortable
about and rowing something that I had always wanted to try but had never been
brave enough.
By trying these new sports which I wasn‟t used to taking part in I was able to see
how I cope when out of my comfort zone or in a different environment. Whitehead
(2010) suggested that a physically literate individual is able to read the
environment taking shape, size, weight, surface and speed into account All of these
can be linked to rowing, and all of which I found really difficult to read and cope
with, however as the rowing session went on I feel that I progressed and was able
to adapt to the environment and become more literate.
Evaluation
Taking part in all of the different activities was really beneficial for my own
personal development through Physical Education. I was able to experience and
attempt skills that I had never tried before and learn and progress at the same
time. A few of the skills really tested our motivation and confidence levels and put
us out of our comfort zones, for example Martial Arts.
We had to practice movements on a partner which were sometimes a bit
uncomfortable and close, however this is what we had to do to learn the skill, and
the amount of confidence we had and motivation was what kept us attempting the
skills. Whitehead (2010) realises that 12
complex environments can include those where we move as individuals without
any equipment or we experience unpredictable situations and we have to interact
and move with another individual. Physically literate individuals should hold
enough physical competence to succeed in these challenges (Whitehead 2010).
Teacher interactions was one really good experience that I took from the different
physical activities, in Handball, the coach really interacted with us and was asking
questions on what our team was doing well and what we needed to do to improve
and try and win. Whitehead (2010) suggested that the interaction between the
coach and the participant is critical for the development of physical literacy.
However in Parkour, the coach seemed to become frustrated when students
decided they couldn‟t carry out the tasks and they wanted to sit out, a good coach
in order to develop physical literacy needs to be alert to individuals responses
adapt and redirect the tasks so that participants do want to take part (Whitehead
2010). Observing these different types of teacher interactions helped me learn
which the best way to help students progress in their lessons.
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