15000 words for bussiness managements assignments

Session Eight & Nine

Developing Research Informed Learning and Practice

Week 8 & Week 9

Objectives

 To understand what ‘critical thinking’ means  To identify why critical thinking is important  To introduce the ‘Holistic Critical Thinking Scoring Rubric’  To highlight the key constructs of the ‘disposition’ toward critical

thinking  To review the skills of critical thinking

Critical Thinking

Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction. The function of education is therefore to teach one to think intensively and to think

critically”

Martin Luther King

“Education is not the learning of facts, but the training of the mind to think”

Albert Einstein

What is critical thinking?.......................  ‘Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying,

analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action’ (Scriven & Paul, 1987, np.) presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987



‘Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skilfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them’ (Paul and Elder, 2008, np)

 The ability to think critically, involves three things: ( 1 ) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. (Glaser, 1947 np.)

Please watch the clip - http://www.youtube.com/watch?v=J0yEAE5owWw

Why Critical Thinking?  Helps formulate clear and precise information relating to issues and problems  Enables well-reasoned conclusions and solutions  Allows for open-minded thought  Assists effective communication around complex problems

Watch clip from Peter Facione on ‘Why’ critical thinking : http://www.youtube.com/watch?v=e1d3fdDO9RE

Problem: Everyone thinks. It is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. Yet, the

quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of

life. Excellence in thought, however, must be systematically cultivated.

Critical Thinking – what it’s not……..

“Critical thinking is skeptical without being cynical. It is open-minded without being wishy- washy. It is analytical without being nit-picky, Critical thinking can be decisive without being

stubborn, evaluative without being judgemental and forceful without being opinionated”

Peter Facione

Let’s talk about Assignment Task 1 & Task 2

Task 1

 Critical review of literature relating to a business topic to be allocated by the module leader. (40% weighting).

Briefly - Business topic

 Critical review of literature indicating key challenges of running an SME business in the UK and how to overcome or accommodate changes in the business environment (caused by the Covid 19). You must also provide recommendations for SMEs to overcome the disadvantages. All arguments and discussions put forward must be supported with a critical review of academic literature, research data and other relevant evidence. The critical review should use a range of sources of research, including academic theories, concepts, policy and practice as well as the use of contemporary information / material to illustrate and support in-depth research, debate and analysis.

Task 2:

 Critical appraisal of your learning preference(s) results on the specific theories / models covered in the class. This should include a discussion of the implications these results have for your learning development on this programme. (40% weighting)

Skilled and Eager to think  Skill: the ability to do

something well; expertise

 Disposition: a person's fundamental qualities of mind and character

SkillsSkills

DispositionDisposition

Willing

Able

AND

AND

Disposition

A person with a strong disposition toward critical thinking……

1. Values critical thinking

2. Believes that using critical thinking skills offers the greatest promise for reaching good judgements

3. Intends to approach problems and decisions by applying critical thinking skills as best they can

Combined these form the ‘Habits of Mind’

Critical Thinking Dispositions

Facione (2000) defines critical thinking dispositions as “consistent internal motivations to act toward or respond to persons, events, or circumstances in habitual, yet potentially malleable ways” (p. 64).

 Open-mindedness (Bailin et al., 1999; Ennis, 1985; Facione 1990, 2000; Halpern, 1998);

 Fair-mindedness (Bailin et al., 1999; Facione, 1990);  The propensity to seek reason (Bailin et al., 1999; Ennis, 1985; Paul,

1992);  Inquisitiveness (Bailin et al., 1999; Facione, 1990, 2000);  The desire to be well-informed (Ennis, 1985; Facione, 1990);  Flexibility (Facione, 1990; Halpern, 1998); and  Respect for, and willingness to entertain, others’ viewpoints (Bailin

et al., 1999; Facione, 1990)

Seven Positive Critical Thinking Habits of the Mind

1. Systematic: consistently endeavours to take an organized and thorough approach to identifying and resolving problems. The systematic person is orderly, focussed, persistent, and diligent in his or her approach to problem solving, learning, and inquiry.

2. Inquisitive: habitually strives to be well-informed, wants to know how things work, and seeks to learn new things about a wide range of topics, even if they immediate utility of knowing those things is not directly evident. The inquisitive person has a strong sense of intellectual curiosity.

3. Judicious: approaches problems with a sense that some are ill-structured and some can have more than one plausible solution. The judicious person has the cognitive maturity to realise that many questions and issues are not black and white and that, at times, judgements must be made in contexts of uncertainty.

4. Truth-seeking: has intellectual integrity and a courageous desire to actively strive for the best possible knowledge in any given situation. A truth seeker asks probing questions and follows reasons and evidence wherever they may lead, even if the results go against their beliefs.

The Disposition toward

‘Critical Thinking

5. Confident in reasoning: is trustful of his or her own reasoning skills to yield good judgements. A person’s or a group’s confidence in their own critical thinking may or may not be warranted.

6. Open-minded: is tolerant of divergent views and sensitive to the possibility of his or her own possible biases. An open-minded person respects the right of others to have different opinions.

7. Analytical: is habitually alert to potential problems and vigilant in anticipating consequences and trying to foresee short-term and long- term outcomes of events, decisions, and actions. Is ‘Foresightful’

Contrasting Positive and Negative Habits of the Mind

Positive

Open-minded

Analytical

Confident in Reasoning

Systematic

Inquisitive

Judicious

Truth-seeking

Negative

Intolerant

Heedless of Consequences

Hostile toward Reason

Disorganised

Indifferent

Imprudent

Intellectually Dishonest

Assessing your disposition (tick the statements you most agree with)

Strong Disposition to Critical Thinking Weak Disposition to Critical Thinking

I hate talk shows where people shout about their opinions but never give any reasons at all

I prefer jobs where the supervisor says exactly what to do and exactly how to do it

Figuring out what people really mean by what they say is important to me

No matter how complex the problem, you can bet there will be a simple solution

I always do better jobs where I’m expected to think things out for myself

I don’t waste time looking things up

I hold off making decisions until I have thought through my options

I hate when teachers discuss problems instead of just giving the answers

Rather than relying on someone else’s notes, I prefer to read the material myself

If my belief is truly sincere, evidence to the contrary is irrelevant

I try to see the merit in another’s opinion, even if I reject it later

Selling an idea is like selling cars; you say whatever works

Even if a problem is tougher than I expected, I will keep working on it

I take a lot on faith because questioning the fundamentals frightens me

Making intelligent decisions is more important than winning arguments

There is no point in trying to understand what terrorists are thinking

Total Total

Critical Thinking Skills

 Interpretation Deconstruction of experiences, beliefs, situations, judgments etc. to understand and describe their significance and what they mean. What are the assumptions or judgments?

 Analysis Identifying the relationships within representations (statements, questions, concepts, descriptions) associated with an interpretation. What can be done to check the assumptions or judgments?

 Evaluation Assessing the credibility of representations and the strength of the relationships that emerge from analysis. Are the assumptions or judgments true or false?

 Inference Extracting the potential meaning from the data that is presented. What are the implications or alternatives?

 Explanation Presenting a clear, logical and consistent argument of the outcomes. How can the outcomes be justified?

 Self-regulation Monitoring the critical thinking process to confirm, validate or change the outcomes. What else can be done to monitor the outcomes? (Facione, 2011)

The Holistic Critical Thinking Scoring Rubric A Tool for Developing and Evaluating Critical Thinking (Facione & Facione, 2011)

Strong 4 Consistently does all or most of the following

• Accurately interprets evidence statements, graphics, questions etc • Identifies the salient arguments (reasons and claims) pro and con • Thoughtfully analyses and evaluates major alternative points of view

• Draws warranted, judicious, non-fallacious conclusions • Justifies key results and procedures, explains assumptions and

reasons • Fair-mindedly follows where evidence and reasons lead

Acceptable 3 Does most or many of the following

• Accurately interprets evidence, statements, graphics, questions etc • Identifies relevant arguments (reasons and claims) pro and con • Offers analysis and evaluations of obvious alternative points

• Draws warranted, non-fallacious conclusions • Justifies some results or procedures, explains reasons • Fair-mindedly follows where evidence and reasons lead

Unacceptable 2 Does most or many of the following

• Misinterprets evidence, statements, graphics, questions etc • Fails to identify strong, relevant counterarguments • Ignores or superficially evaluates obvious alternative points of view

• Draws unwarranted or fallacious conclusions • Justifies few results or procedures, seldom explains reasons • Regardless of the evidence or reasons, maintains or defends views

based on self-interest or preconceptions

Weak 1 Consistently does all or almost all of the following

• Offers biased interpretations of evidence, statements, graphics, questions, information or the points of view of others

• Fails to identify or hastily dismisses strong, relevant counter-arguments • Ignores or superficially evaluates obvious alternative points of view

• Argues usin fallacious or irrelevant reasons and unwarranted claims • Does not justify results or procedures, nor explain reasons • Regardless of the evidence of reasons, maintains or defends views

based on self-interest or preconceptions • Exhibits close-mindedness or hostility to reason

Activities  Watch the scenes two or three times. The second or third time through, focus on trying to identify evidence of

the critical thinking skills and habits of mind. Listen to what the characters say and watch their body language. Review the scene in detail, and then prepare a brief description of the scene, highlight those critical thinking skills and habits of mind you noticed the characters displaying. Try to evaluate the scenes by applying the holistic critical thinking scoring rubric (identify an appropriate level – discuss why in your description)

1. Clip one: Houston…we have a problem : http://www.youtube.com/watch?v=kAmsi05P9Uw

2. Clip two: we have a new mission: http://www.youtube.com/watch?v=gmLgi5mdTVo

Please post your descriptions onto the discussion board.