By Brenda Judge, Patrick Jones, Elaine McCreery
Read or Download Critical Thinking Skills for Education Students (Study Skills in Education) PDF
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Extra resources for Critical Thinking Skills for Education Students (Study Skills in Education)
The section read: The children appear to have no interest in school. I guess that’s not surprising, because their parents don’t seem to be interested either. Among the questions this small comment had generated were the following: • How do you know that the parents aren’t interested? • How do children show their lack of interest? • What other reasons could there be for children’s lack of interest? • What makes you think it is the parents’ attitudes that is influencing them? • What influence do parents’ attitudes have over their children’s?
N. (1997) Teaching your students to think reflectively: the case for reflective journals. Teaching in Higher Education, 2(1). pp. 33–43 Boud, D. Keogh, R. and Walker, D. (1985) Reflection: turning experience into learning. London: Kogan. L. E. (1985) Positive behaviour management: a manual for teachers. London, Croom Helm. Dewey, J. (1933) How we think. C. Heath. DfES (1999) All our futures: creativity, culture and education. London: HMSO. DfES Central Advisory Council for Education (1967) Children and their primary schools (‘The Plowden Report’).
Look critically at how it is used and decide if it has been reflected upon and considered critically or used as an illustration to support the point being made. Consider whether being more critical will add quality to your work or whether simply illustrating is exactly what the quotation needs to do. Worked example We will now look at an evaluation of an English lesson about the use of the prefixes ‘un-’ and ‘re-’ which could be quoted in an essay about managing children’s behaviour. The children appeared more able to use the ‘un-’ prefix correctly than the ‘re-’ prefix.