MODULE SPECIFICATION FORM
Module Title:
Teaching Critical Thinking
Module code:
PSY710
Cost Centre:
Semester(s) in which to be offered:
Existing/New:
New
Originating Academic
area:
Module duration
(contact
hours/directed/
directed private
study:
Level:
1
7
GAPS
Credit Value:
JACS2 code:
With effect from:
20
C800
September 2011
Title of module being
replaced (if any):
Psychology
80 hours private
study, 80 hours
directed learning
including on-line
engagement, 20
hours peer group
study (via VLE
forums), 20 hours
taught (via email
and Moodle). Total
200 hours
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Programme(s) in which to be
offered:
MSc Teaching of Psychology
Module
Leader:
Christopher Lewis
Status:
core/option/elective
(identify programme
where appropriate):
Option
None
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
Module Aims:

to critically evaluate the importance of critical thinking within the post-16 curriculum.

to develop and critically evaluate strategies for teaching such skills.
Expected Learning Outcomes
At the end of this module, students should be able to:
Knowledge and Understanding:
1. Demonstrate a critical and systematic understanding of the importance of critical thinking
within the post-16 curriculum.
2. Demonstrate a critical understanding of the arguments for teaching such skills.
3. Develop strategies for teaching critical thinking skills to students and critically reflect upon
these strategies.
Transferable/Key Skills and other attributes:
Develop critical thinking, and scholarship appropriate to study at masters level;
Critically evaluate contemporary research;
Develop complex knowledge structures.
Assessment: please indicate the type(s) of assessment (e.g. examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
Portfolio
Indicative content:
Examples of lesson plans / resources used to develop students’ critical thinking skills.
Reflection and / or empirical evidence used to discuss the effectiveness of these strategies
and plan future developments.
Assessment
1
Learning
Outcomes
to be met
1,2,3
Type of assessment
Weighting
Portfolio
100%
Duration
(if exam)
Word count
or equivalent
if appropriate
4000
Learning and Teaching Strategies:
A variety of teaching and learning strategies will be adopted included directed reading, online discussions, on-line tutorials, self-directed learning, and formative assessment exercises.
Feedback from formative assessment – weekly
e-mail support – as required
telephone support – as required
VLE forums – throughout the course
Moodle directed learning – throughout the course
Syllabus outline:
The nature of critical thinking, reasoning and argument skills
The arguments for teaching such skills
The relationships between educational theory and practice in facilitating critical thinking.
Developing and evaluating strategies for teaching critical thinking, reasoning and argument
skills
Bibliography
Essential reading:
McGhee, P. (2001), Thinking psychologically. Basingstoke: Palgrave. (3 copies: class mark
150:MCG)
(www.patrickmcghee.co.uk)
Van den Brink-Budgen, R. (2010), Critical thinking for students: Learn the skills of analysing,
evaluating and producing arguments. Oxford. How to Books. (2 copies: 168: BRI)
Other indicative reading:
Bonnett, A. (2008) How to argue. London: Pearson. (2 copies: class mark: 168: BON)
Cottrell, S. (2005), Critical thinking skills: Developing effective analysis and argument.
Basingstoke: Palgrave. (6 copies: Class mark: 160:COT)
Jarvis, M. (2005). The psychology of teaching and learning. Cheltenham, UK: Nelson
Thornes. (3 copies: class mark: 307.15)
Leicester, M. (2009), Teaching Critical Thinking Skills. London: Continuum International
Publishing Group. (on order)
Lipman. M. (2003) Thinking in Education. Cambridge: Cambridge University Press. 2 copies:
class mark: 371.3. LIP)
Upton, D., & Trapp, A. (2010). Teaching psychology in higher education. Leicester, UK. BPS
Blackwell. (on order)
Yeomans, J., & Arnold, C. (2006). Teaching, learning and psychology. London: David Fulton.
(class mark: 1 copy: class mark: 370.15)
Journals
Psychology Teaching Review (1992 (Vol 7) to date)
Psychology Teaching and Learning (available free online at
http://www.psychology.heacademy.ac.uk/s.php?p=55)
Teaching of Psychology (from 2011)