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Critical Thinking with Deep and Surface learning,Critical Writing,Criticism and Discriptive Writing.From University Kent. See critical thinking exercise on page 20
Typology: Exercises
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Surface Learning characteristics : •^
Students aim to recall basicfacts/information by rote
-^
Assessment anxiety (esp. exams)
Seen as test of
memory
-^
Key concern: meet requirements
-^
Heavy dependence on basic books,lecture notes, handouts
Uncritical reproduction
Broad generalisations
-^
General lack of interest in topic
More interest in finishing
‘Getting the job done quickly’
Key objective: getting reward
Deep learning characteristics : •^
Students aim to
understand
ideas
Less need to know
every
detail
-^
Reduced assessment anxiety
seen as test of
understanding
-^
Key concern: do
I ‘
get it’?
-^
Readiness to explore range of sourcesand follow new leads
Critical review of alternatives
Consider implications/application
-^
Greater personal interest in topic
Curiosity: what does this
mean
?
Taking more time to explore
Key objective: how can I use this….?
Based on P. Ramsden
Learning to Teach in HE
Essential ingredient for ‘deep learning’:
critical thinking
criticises
others
investigates
the evidence for and against different
ideas, theories, presentations of ‘facts’ and so on-^
tests
the evidence through cross-examination
alterative perspectives
and explanations
informed opinion
in the light of evidence
reasoned arguments
for the conclusion reached
(NEVER ‘this is true’ BUT ‘this is true
because...’)
Critical thinking means: •
Stepping back from immediate personal feelings
Examining data from
different
angles
Checking the
accuracy
of information
Checking the
logic of the argument
Looking for possible
flaws
in argument
Understanding why other people see it differently
Checking statistics and other empirical data
Checking undeclared
assumptions
Reaching
informed conclusions
Key questions include: •
Why? Who says?
How does this work? How often? How much?
How reliable is this information?
Is this true? Why/why not?
Always
look
beneath
surface; challenge your own thinking:
What is
main point
I want to make?
Can I back up my argument?
Is my evidence relevant, accurate, up-to-date?
Is my view based on false premises/false logic?
Gives a clear and confident account which
refuses
simply to
accept what has been said
Gives a
balanced
account of pros & cons of ideas
Avoids unsubstantiated assertions
Asserts or assume something is simply true
Uses paragraphs to
develop
and expand ideas
ALWAYS gives a clear and precise account of the relevantevidence and arguments
ALWAYS backs up argument with
evidence
ALWAYS gives reasons for conclusion
ALWAYS recognises limitations (tends, suggests..)
ALWAYS avoid simplistic conclusions
In the light of
this
evidence, it seems that….
make sure you (really) understand key terms
your
language
Try to decide which – if any! – of the following statementsmight be evidence-based or simple assertionsHow would you test whether each statement is correct? •^
My friend is the best friend on earth
-^
My telephone number is difficult to remember
-^
The deepest part of the ocean is 35,813 feet deep
-^
Dogs make better pets than turtles
-^
85% of all cases of lung cancer are caused by smoking
-^
If you stretch out a Yo-yo it will be 23 inches long
-^
One person out of every hundred people is colour blind
-^
Two out of ten British citizens are Euro-sceptic