Teaching critical thinking skills through debates Stewart
Hilland
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SESSION OVERVIEW Context: The module challenge Critical
thinking what, why, how? Scaffolding The debate experience
Outcomes
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Learning Through Mega and Major Events Background on this Level
6 module
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ASSESSMENT TASKS ***2010/11*** Assessment 1 : Group
presentation 'An examination of what has been learned through the
bidding, planning, operation and legacy stages of the 1999 Rugby
World Cup or the 2002 Manchester Commonwealth Games' Assessment 2:
Individual essay 'With reference to Liverpool ECoC and a range of
large-scale event examples, critically assess the value and
reliability of event impact studies'
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The group presentation assessment did not provide the necessary
preparation for the challenging second assessment. How could
students be encouraged to think more deeply about the topichow
could they become more critical in their thinking?
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CRITICAL THINKING...what do we mean?
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Critical thinking can be defined as... Ennis (1996) is one of
the leading writers in the field and he provides a concise, general
definition of critical thinking as a reasonable reflective thinking
that is focused on deciding what to believe or do. Some writers
have attempted to list the skills involved: critical thinking is
...the intellectually disciplined process of actively and skilfully
conceptualising, applying, analysing, synthesising, and/or
evaluating information, gathered from or generated by, observation,
experience, reflection, reasoning, or communication as a guide to
belief and action. (Scriven and Paul, 2007 p1)
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CRITICAL THINKING...why is it important in higher
education?
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Critical thinking in higher education Coverage model (content)
versus critical thinking model (Chaffe,1992) It is generally
recognised that students in higher education should be taught both
course content and the critical skills that will enable them to
consume, process and analyse the information (at increasingly
sophisticated levels) that stems from this content. Non-critical
equals anti-critical It is crucially important for students to be
able to grasp content, be well informed in a discipline, be able to
carry out necessary procedures, be engaged in learning and relate
the subject matter to their own lives and future. What is
misguided, however, is that we can teach for these goals
effectively by using methods that do not require critical thinking.
(Nosich, 2005 p.62)
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CRITICAL THINKING...what level of CT does SHU require in
teaching and learning programmes?
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SHU expectations... The Sheffield Hallam University Graduate
Attributes... Knowledge Application Motivation and Engagement
Social Responsibility Creative and Critical Thinking Sheffield
Hallam graduates can think critically and creatively, and are able
to formulate solutions to problems through reflection and analysis.
They can grasp concepts and use knowledge imaginatively and
innovatively to confront challenges and opportunities. They are
able to knowledgeably critique established theories and
professional practices. Integrity and Professionalism Research and
Enquiry IT Capability (Digital Literacy) Communication
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CRITICAL THINKING...are students expected to show critical
thinking skills in EM modules?
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Evidence from L6 EM module assessments...
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CRITICAL THINKING...caught or taught?
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Caught or taught? We should be teaching students how to think.
Instead we are teaching them what to think. (Clement, 1979 p.1)
...it is strange that we expect students to learn, yet seldom teach
them anything about learning. (Norman, 1981 p.1) Critical thinking
is to knowing as listening is to hearing...critical thinking is a
learned skill that must be developed, practiced and continually
integrated into the curriculum to engage students in active
learning. (Snyder and Snyder, 2008 p.91) Critical thinking is not
an innate ability. Students require training to become
systematically analytical, fair and open- minded in their pursuit
of knowledge (Lundquist, 1999 cited in Snyder and Snyder, 2008
p.92)
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CRITICAL THINKING...so how could/should it be taught?
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Approaches to teaching critical thinking Its a challenge for
the teacher and the students!
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DEBATES...PROS and CONS
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Debates...Cons
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Debates...Pros As presented to the 2011/12 module students (to
win them over to the new assessment) Provides an opportunity for
active learning that extends you individually and as a member of a
team Improves research competence using wide range of media sources
Will develop your reading comprehension skillsyou must be sure of
your data Encourages listening skills as you must listen to,
process and respond to information/points made by other
speakers
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Debates...Pros Helps you to become more critical in the way you
respond to/evaluate information you read or hear Requires you to
synthesise and summarise information Compels you to articulate your
thoughts in a clear, precise and a logical way Helps you to
construct an argument Helps you to develop skills that will
contribute to success in other modules
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SCAFFOLDING THE TEACHING
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Scaffolding approach provides a temporary framework for
learning in which the teacher gives incremental assistance (Hogan
and Pressley, 1997) 'The process by which a teacherassists a
learner, altering the learning task so the learner can solve
problems or accomplish tasks that would otherwise be out of reach.'
( Reiser, 2004 p.27 ) 'Cognitive apprenticeship' (Collins et al,
1991) Dual aspects of scaffolding: providing support for learners
and actively engaging the learners in the process (Hogan and
Pressley, 1997)so that the learners can think for themselves (de
Grave et al, 1999)
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THE DEBATE EXPERIENCE
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Preliminaries Creating an argument Refutation Mini debate
Research Team Meetings The debate
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THE PRELIMINARIES
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Familiarisation: debate terms and format The Motion
Teams:Proposition Team : Sit on left of Judge They make the case
for the motion Opposition Team : Sit on right of Judge They Oppose
the motion 3 debaters per team and each debater speaks for 3
minutes 1st Proposition 1st Opposition 2nd Proposition 2nd
Opposition Final Proposition Final Opposition ***Debaters research
and prepare both Proposition and Opposition material
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Familiarisation: the role of each speaker (Examples) 2 nd
Proposition Reaffirms the Proposition team's case. Responds to
(rebuts) arguments of the previous speaker (one minute). Presents
the second half of the Proposition case. 2nd Opposition Reaffirms
the Opposition team's case. Responds to (rebuts) arguments of the
previous speaker (one minute). Presents the second half of the
Opposition case.
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CREATING AN ARGUMENT
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Arguments/How to argue Assertion (the 'claim') Reasoning (the
'because' part) Evidence (the 'proof' of your reasoning) A R E
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Arguments/How to argue Some assertions... The legal age for
drinking alcohol should be lowered from 18 Boxing should be banned
Children under the age of 16 should not be allowed to own and use
mobile phones Provide some reasons and evidence to back up these
assertions (Paired work)
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REFUTATION
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Refutation/How to refute Step by step refutation... They
say...identify the particular argument made by the other team
But...state the basics of the counter-argument Because...give the
reasoning and evidence Therefore...draw a conclusion by comparing
the argument and the refutation to show that the refutation is
better
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Take a motion... This team believes that boxing should be
banned ( An outline of the Proposition arguments would follow) The
first ARE The BMA has called for a ban on boxing because repeated
blows to the head can cause serious injury and long-term medical
problems like Parkinson's disease. Although the risk of injury in
sports like rugby or horse riding is greater, the risk of serious
injury in boxing is greater. A ban would mean fewer people dead,
injured or permanently damaged. As the First Oppositionhow would
you refute this argumentand what would be the first point of your
case?
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MINI DEBATE
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Hosting the Olympics is a good investment To practise debate
procedure... (Information sheet given in advance) Working in teams
of 3 Proposition or Opposition Information given
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THE ACTUAL DEBATE
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Preparation... 'The 2002 Commonwealth Games was a positive
investment for the city of Manchester' 'The 1999 Rugby World Cup
was a positive investment for the city of Cardiff' Creating teams
(3 + 3) Setting up a bank of research material Providing detailed
speaker descriptions Scheduling 15 minute team consultations
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Blackboard
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Detailed speaker advice For example... 1st Opposition Reject
the motion: This team rejects the motion that Briefly outline the
major arguments that will be addressed by the Opposition. Don't
introduce them one by oneso do not say 'our first argument is
this...', 'our second argument is that'. Weave them together'Our
case is based on (and then link them altogether) Respond to (rebut)
the arguments of the previous speaker (one minute) Refute by
Relevance The argument lacks relevance. Perhaps the data does not
'fit' the argument Refute by Significance The argument may have
some relevance but overall it is not significant (perhaps the
data/size of survey is limited so it does not carry any 'weight')
Refute by Capture Turn the argument to suit your case. Perhaps some
of the studies used could actually work for your argument. 'They
use the study by X and Y and yet this research also states that.'
Refute by Answering the Argument Give evidence to dismiss the
argument
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OUTCOMES
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Assessment Sheet Criteria (equal weighting) (0) Very poor (1)
Poor (2) Weak (3) Basic pass (4) Sat (5) Effect (6) Prof. (7) Adv.
(8) Except. (9)(10) Quality and evidence of research Mastery of
content (knowledge and understanding) Level of critical thinking
Structure, clarity and persuasiveness of the argument Effectiveness
of delivery
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Video Evidence
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Student Feedback Preparation before the debate and taking part
in the debate has... 1.Encouraged me to read about the topic from a
range of sources 2.Helped me to evaluate the relevance of
information 3.Helped me to break down the topic into different
parts 4.Helped me to identify different elements of an argument
pros and cons 5.Challenged me to search for information to support
specific debate arguments
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Student Feedback Preparation before the debate and taking part
in the debate has... 6. Taught me to back up my points using
evidence from sources 7. Taught me how to challenge and rebut an
argument 8. Encouraged me to express my views clearly and precisely
9. In general, increased my knowledge of the debate topic 10.In
general, developed my understanding of the debate topic
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Assessment 2 comparisons 'With reference to Liverpool ECoC and
a range of large-scale event examples, critically assess the value
and reliability of event impact studies'
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