“Teaching critical thinking skills through debates”
Stewart Hilland
SESSION OVERVIEW
Context: The module challenge
Critical thinking – what, why, how?
Scaffolding
The debate experience
Outcomes
Learning Through Mega and Major Events
Background on this Level 6 module…
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'
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 topic…how
could they become
more critical in their
thinking?
CRITICAL THINKING
...what do we mean?
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)
CRITICAL THINKING
...why is it important in
higher education?
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)
CRITICAL THINKING
...what level of CT does SHU
require in teaching and
learning programmes?
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
CRITICAL THINKING
...are students expected to
show critical thinking skills in
EM modules?
Evidence from L6 EM module
assessments...
Strategic
Management:
• 'Used and critically reviewed relevant materials from academic and
industry sources '
• 'Critically and rigorously interpreted relevant data'
Events Policy and
Planning:
• '…relevant and insightful discussion that provides an evaluative, and
at times critical, examination of the legacy outcome'
• Critical analysis and discussion counts for 30% of examination marks
Arts Policy and
Planning
Managing Leisure
and Sport Events:
• 'Critically evaluate UK government support of Arts and Entertainments
in reaching the widest audience'
• 'Critically analyse and evaluate event planning models…'
• 'Critical' appears in several examination questions
CRITICAL THINKING
...caught or taught?
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 openminded in their pursuit of knowledge (Lundquist, 1999 cited in
Snyder and Snyder, 2008 p.92)
CRITICAL THINKING
...so how could/should it be
taught?
Approaches to teaching critical
thinking
It’s a challenge for the teacher and the students!
STRATEGIES - Examples
• Evaluating arguments - weighing
and interpreting evidence
(developing a reflective
scepticism)
• Making deductions
• Recognising assumptions and
presuppositions
• Drawing inferences – deriving
logical conclusions from the
premises of different
approaches
• Imagining/exploring alternatives
METHODS - Examples
• Focused discussion activities
• Developing questioning
techniques
• Problem solving
• Debates
• Role play
• Experiential simulations
• Collaborative projects
DEBATES...PROS and CONS
Debates...Cons
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 skills…you must be
sure of your data
Encourages listening skills as you must
listen to, process and respond to
information/points made by other
speakers
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
SCAFFOLDING THE TEACHING
Scaffolding approach…
…provides a temporary framework for
learning… in which the teacher gives
incremental assistance
(Hogan and Pressley, 1997)
'The process by which a teacher…assists 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)
THE DEBATE EXPERIENCE
Preliminaries
Creating an argument
Refutation
Mini debate
Research
Team Meetings
The debate
THE PRELIMINARIES
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
Familiarisation: the role of each
speaker (Examples)
2nd 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.
CREATING AN ARGUMENT
Arguments/How to argue
ARE
Assertion (the 'claim')
Reasoning (the 'because' part)
Evidence (the 'proof' of your reasoning)
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)
REFUTATION
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
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 Opposition…how would you refute this argument…and what
would be the first point of your case?
MINI DEBATE
‘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
THE ACTUAL DEBATE
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
Blackboard
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
one…so 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
OUTCOMES
Assessment Sheet
Criteria
(equal weighting)
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
(0)
Very
poor
(1)
Poor
Weak
(2)
(3)
Basic
pass
(4)
Sat
Effect
Prof.
Adv.
Except.
(5)
(6)
(7)
(8)
(9)
(10)
Video Evidence
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
100%
Strongly
Disagree
80%
Disagree
60%
Neither
40%
Agree
20%
Strongly Agree
0%
S1 S2 S3 S4 S5
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
100%
Strongly
Disagree
80%
Disagree
60%
Neither
40%
Agree
20%
Strongly Agree
0%
S6 S7 S8 S9 S10
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'
Percentage of cohort in each assessment band
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2011/12
2010/11
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