Critical Thinking and Reflective Practices (8611)

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

Spring, 2019
ASSIGNMENT No. 01

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 policy.

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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.

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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.

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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:

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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.

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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

4. CREATING A COUNTRY

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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.

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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:

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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).

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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

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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

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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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