microteaching (critical thinking - adapted for 1st year jc students)
TRANSCRIPT
Prepared by Mark Chia Mingde (26 May 2015)
Lesson: Issues and Perspectives/Critical thinking Student Profile: General Education Module students from across the academic schools Working assumptions on prior knowledge: Students will have some awareness of (1) The Concept of Critical thinking/Elements of Reasoning (Paul Richard) and; (2) Design Thinking Framework from the mass lectures, as well as; and (3) An awareness of the tuition phenomena in Singapore and/or Asia. Students will understand that: Every argument is made from a point of view to achieve a certain purpose using relevant reasons and evidence that is founded on certain assumptions which has a whole set of implications which may/may not be positive. Students will be able to 1. Analyze a perspective on a given issue in a systematic manner by using the elements of reasoning Purpose and Point of View,
Information (Reasons & Evidence), Assumptions and Implications 2. Evaluate different perspectives using the elements of reasoning by making judgments on what to accept or reject of other
perspectives, incorporating good ideas for modification if applicable 3. Synthesize alternative perspectives and generate new ones (differentiation) Time Learning Activities Rationale 5 min Recap & Overview:
1. Quick recap on the idea of critical thinking, its purpose and
how it impacts learning in general 2. Quick recap on the elements of reasoning (Purpose,
Question, Assumptions, POVs, Evidence, Concepts, Inference/Interpretation, Consequences/Implications)
3. Map out the lesson for the day:
• Situating Critical Thinking within a larger purpose
beyond the course (motivation) • Activate lower levels in Bloom’s Taxonomy
(Understanding/Comprehension) so we spend more time on higher order thinking (Analysis, Evaluation, Application)
Prepared by Mark Chia Mingde (26 May 2015)
-‐ Objectives – application of elements for analysis/evaluation
-‐ Learning activities – problem analysis, modified jigsaw
• Providing a road map for the lesson so students can regulate their own learning during the lesson
10 min Future Problem: In the year 2030, the recommendations of the ASPIRE committee have been fully implemented in Singapore. The Public has come to accept the notion of multiple pathways to excellence and have grown to see the Applied Study model promoted in the local Polytechnics and ITEs. In this new educational landscape, the Polytechnics have risen to be not just a viable alternative but also very popular and competitive alternative. Old habits die-‐hard and once again the specter of tuition has once again emerged. A confidential shadow report done by Higher Education Branch in MOE HQ revealed to policy makers that on average 2 out of ever 5 Biomedical Science receive at least 3 hours of tuition once a week. Among its top percentile, the figure’s as high as 4 out of 10 Biomedical Science grads. Fees for the best private tutors have gone as high as $200/hr. Most recently, concerned parents have written to the Straits Times forum to raise the issue for public discussion.
• Draws on elements of Problem-‐based learning and Future
Problem Solving Scenarios. • Teacher needs to avoid analyzing the issue at the point,
laying only out aspects of the scenario that highlight the severity of the problem.
• The severity is key – students need to be convinced that (1) this is a likely problem and that (2) it is serious and socially significant enough to be addressed (3) and that a timely solution is necessary lest irrevocable and messy consequences set in.
• Possible problem: students might not have sufficient knowledge of ASPIRE to really know what the fuss is all about – if this is the fear, consider playing the video to give some background knowledge:
https://www.youtube.com/watch?v=35yKEoqAyKk
Prepared by Mark Chia Mingde (26 May 2015)
20 min Problem Analysis [Teacher Modeling]
Ideas for Facilitation: Purpose – my purpose for reasoning is to find out the best way to eliminate or reduce the reliance on tuition among polytechnic students so that the benefits of the ASPIRE recommendations can fully materialize. Question – what is the best way to solve the problem? What constitutes the best way to solve the problem from a policy point of view? How can it be a long-‐term solution rather than a temporary solution? Is it reasonable, and palatable (even if not popular with the public)? Point of View – What are the perspectives which bear on this issue? Who are the stakeholders whose view matter? What are the different groups of poly students, parents and lecturers? How different are their concerns? Why do they matter? How will getting these people involved help me to find the best way? Assumptions: In order to move forward, I’ll need to make some working assumptions: (1) people actually want to reduce the problem (2) that it’s in Singapore’s interest to do something (3) that we have the means to solve the problem
Prepared by Mark Chia Mingde (26 May 2015)
30 min Group Work (Expert Group) The class will be split into three different expert groups: -‐ Parents of Students -‐ Polytechnic Students -‐ Polytechnic Lecturers -‐ Industry Leaders/Practitioners They are given a text which represents a different viewpoint. They will silently read the text and annotation for (1) Question (2) Reasons/Evidence (3) Points of View (4) Assumptions Each group will then be given the time to collate ideas. Teacher to circulate the class to check for accuracy or raise additional questions to further the depth of insight. Students will generate a mindmap of ideas that came from their analysis of the article based on the elements of reasoning.
Teacher has three choices for grouping by • Mixed ability-‐by learner’s Interest/Choice • Ability grouping – roles further from their experience,
especially institutional ones require more prior knowledge (esp. extensive readers)
Each group needs to allocate the following roles: • Timekeeper • Facilitator x 2 • Notetaker • Researcher (optional – the only one with access to a
laptop/smartphone for quick online research) Keep the group to four students (max: 5) Provide either magic whiteboard sheets or butcher paper + markers for them to generate thoughts. Students may use the internet to get some ideas but only one student is allowed this access.
20 min Gallery Walk (Mixed) Students to circulate the class and jot down questions/critiques on analyses done from other perspectives such as: -‐ Have you considered the weakness of such a viewpoint -‐ Is this the best way to solve the problem? -‐ How will it affect group of X of stakeholders? -‐ What the short-‐term problems that may result? -‐ How effective will the solution be in the long term? -‐ What factors may create problems for this?
During this stage, the teacher should be circulating around the class to note examples of (1) good critical thinking, as well as how certain
comments/questions can be used to generate further depth of insight.
(2) fuzzy thinking/vague questions or comments Use the above as a way to sum up the gallery walk and model for them how to work with comments/questions given by their classmates.
Prepared by Mark Chia Mingde (26 May 2015)
30 min Group Work (Expert Group) Students are to return to their expert groups. They will examine the comments/question left by others. They will spend some time trying to respond to the comments and questions left by their classmates. Ideas should be modified if comments and questions given by classmates leads to new insights.
This is the phase at which they will build on additional ideas/questions/comments given from other perspectives to generate new insight. At this point, having considered the issue at length, students might already begin to have ideas/recommendation. Advise them to note down those recommendations instead of debating over them.
5 min Summing up the lesson objectives: -‐ Problem analysis with elements of reasoning -‐ Text analysis with elements of reasoning -‐ Evaluation of Ideas with elements of reasoning -‐ Synthesis of Ideas through modification Taking any final questions Consolidation -‐ (1) Class representative to take shots of the classwork and
upload it on the Poly’s LMS portal (2) Based on the class work today, provide a series of 3
recommendations with supporting ideas/evidence
Consolidate the learning for the day by drawing the links between the various learning activities, their purposes, and how they contribute to the lesson objective. Help them to regulate their own learning by getting them to assess individually (1) the key learning points for the tutorial and (2) if any of those lesson objectives might not have been met or fully met – what more they need to know. The homework will give the teacher assessment evidence on how much learning has taken place on an individual level – this will be their ‘passport’ for the next lesson.