Developing Critical Thinking Skills in Discussion using ICT

Developing Critical Thinking Skills in Discussion using ICT

Objectives of Presentation

• How can we facilitate discussion using ICT?
• How can we engage our students in discussion effectively?
• What are some of the tips to simulate students' thinking in discussion?
• Have effective and meaningful discussion with the students during E-Learning

In conclusion....

It is about student engagement by teachers. ICT plays a role when ICT adds value to the delivery of the lesson or the attainment of the student outcomes.

Engagement of students can be attained with / without ICT.

It is aligned with the Skillful Teacher.

Having a range of questioning techniques and ability to engage students in an effective discussion is one of the instructional strategies under Clarity in the The Skillful Teacher

ICT Committee

It will take time for us to reach the stage where we can effectively engaged our students using ICT. However ICT is just a tool but what is more important is the interactions that you have with your students in class or in person.

There are no short cuts to success. With perseverance, we will get there one day.

Structure of Good Discussion

On a personal note, I think there is always be a risk in how this ICT training is conducted without any hand-ons and no computer at all. Hope you have gathered some useful takeways from this ICT training and benefited from this training.

Lastly, I am grateful to all the ICT Champions for the effort and hard work in the approach we have adopted for our PPT . A big thank you!

How do we develop Critical Thinking Skills in Discussion?

Discussion is an integral part of online learning environment.

According to Brookfield and Preskill (2005), “discussions are ideal for exploring complex ideas and entertaining multiple perspectives”

The structure of discussion is critical in building strong collaborative skills and developing higher-order thinking skills.

A well-structured discussion question should allow learners to use their knowledge and comprehension of a subject at the level of application, analysis, synthesis and evaluation.

Types of Discussion Questions (Refer to Table 1)

• Application Questions
• Analysis Questions
• Synthesis Questions
• Evaluative Questions

Implement a critical thinking process that the learners use to reflect on their understanding as they acquire knowledge through their interactions with information, learners and teachers

Through a structured discussion interactions with our learners

Encourage learners to use the "elements of thought" from Paul-Elder Model of Critical Thinking

This model presents the concept of critical thinking in everyday language that learners can draw on to improve and their thinking in class and in their everyday lives

Paul- Elder Model of Critical Thinking

According to Elder and Paul, all reasoning has a purpose and is an attempt to figure something out, answer a question, or solve a problem. Reasoning through a question is based on assumptions that are made from a specific point of view. Information, data and evidence are used in our reasoning. All reasoning is based on ideas, and inferences are drawn from the information to allow us to come to conclusions, which have implications and consequences.

Refer to Table 2 for the description of the elements of thought along with the questions to consider to ensure that learners examine a problem or issue from multiple perspectives and think critically to develop an opinion

Some examples of questions to consider

• What assumption is leading me to this conclusion? (Assumption)
• How am i looking at this situation? (Point of View)
• What conclusions am I coming to? (Interpretations and Inferences)

Have a positive attitude is the key to the success

Characteristics of Online Learners

How do we incorporate Critical Thinking in Discussion Interaction?

• Have a strong academic self-concept
• Exhibiting fluency in the use of online learning technologies
• Possessing interpersonal and communication skills
• Understanding and valuing interaction and collaborative learning
• Possessing an internal locus of control
• Exhibiting self-directed learning skills
• Exhibiting a need for affiliation (the need to be connected or to belong to supportive groups)
• Other Skills
• Social Learning Skills
• Discursive or Dialogical Skills
• Self & Group Evaluation Skills
• Reflections Skills

Leverage on the set of intellectual standards develop by Elder and Paul which can be used in combination with the “elements of thought." The intellectual standards are as follows:

- Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic, Significance, Fairness

The standards can used to improve learners’ thinking skills and help them as they question ideas to determine whether they should accept them.

Refer to Table 3 for the description of the different ways learners can incorporate critical thinking as they engage in discussions with their peers

The ways which our students are learning or engaged in class have changed over time, I believe that our teachers have the ability to engage students with a positive mindset and hard work.

Some examples of questions to consider

• Can you elaborate further? (Clarity)
• How does that relate to the question? (Relevance)
• Do we need to look at this from another perspective? (Breadth)
• Does all this make sense together? (Logic)
• Is this the most important problem to consider? (Significance)

Types of Communications Tools to support Critical Thinking in Discussion

Content of the Presentation

Two modes of communication:

• synchronous and asynchronous

Both synchronous and asynchronous communications allow learners to collaborate with each other to exchange opinions, experiences and interpretations of subject content.

The challenge is to provide the appropriate types of communication modes to help learners achieve the intended outcomes of a learning activity.

Synchronous Communication

• Allows for more dynamic communication due to the immediacy of the interaction
• Provides a venue for instruction through real-time presentations and demonstrations
• Allow learners to ask questions with an immediate response and follow-up questions to clarify understanding

• Characteristics of Online Learners
• Structure of Good Discussion Questions
• How do we develop Critical Thinking in Discussion?
• Paul-Elder Model of Critical Thinking - Elements of Thought
• How do we incorporate Critical Thinking in Discussion Interaction?
• Teacher's Role in Encouraging Critical Thinking
• Types of Communications Tools to support Critical Thinking in Discussion

Asynchronous Communication

•Allows learners and teachers to communicate anytime, anywhere

•Offers flexibility to learners to engage in the lesson materials at a time which fits with their lifestyle and commitments

•Allows learners the opportunity to conceptualize a topic from multiple viewpoints and contribute to each other’s understanding

Teacher's Role in Encouraging Critical Thinking

There is a wide range of communication tools for both synchronous and asynchronous communication. Refer to Table 7 for description of the tools and their applications.

In addition, you may like to refer to Table 5 for a planning checklist which can be used to ensure that your interactions with learners encourage participation, knowledge constructions and critical thinking, monitor progress, communicate feedback on performance and encourage learner self-directedness

Our ICT Journey

2012

• Self-Directed Learning & Collaborative Learning
• Four Square Reflection
• Lesson Redesign

Our Journey Ahead

2013

• Focus on Development of Skills
• How do we develop critical thinking skills in discussion?
• How do we give feedback to students?
• How do we facilitate professional development among staff?
• How do we facilitate SDL and CoL in Google Solutions?

Our ICT journey so far has been about change. A change in our mindset, approach towards teaching and learning and how we engage our students.

Once the purpose of using ICT in teaching and learning is clear, it will bridge all the gaps and unite all in breaking boundaries and overcoming obstacles.

Similarly to this song, it transformed Playing for Change from a small of group of individuals to a global movement for peace and understanding.

One of the most important interactions that a teacher can have with a learner is to encourage knowledge constructions and critical thinking

Requires a blending of facilitation skills and direct instructions to provide leadership and share knowledge of the subject matter with learners.

Refer to table 4 for listing of the types of interactions between a teacher and learners to encourage knowledge constructions and critical thinking

Some examples of Teacher Interactions

• I have been monitoring the discussion and have not seen any posts, so I wanted to give your more information to get your started. Consider the following elements as your compose your discussion response this week [list elements]. For example…. (Prompts)
• I really appreciate the multiple perspectives on the issue we are discussing this week. John, Sue and Nancy believe…. While Paul, Jerry and Carrie believe…. (Weaving)

Teachers play an important role in having effective and engaged interactions with our learners.

The power of teamwork

Everyone of us is at different stage of ICT journey. But what is important is that you are not alone, we have our ICT Champions, IPs HODs and senior teachers to help you.