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FNSACC506 - Critical Thinking Skills In Higher Learning Institutions

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Victoria University | Melbourne Australia

   

Implement and maintain internal Control (FNSACC506)

   

Added on  2020-03-01

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In this document, we will discuss the ability to read and comprehend critically as a significant factor in higher learning institutions and many professions. This essay looks at how critical thinking skills should be learned and demonstrated in higher learning institutions. The essay suggests problem-solving skills, peer groups, and enhancing the learning atmosphere as methods that can be employed in the teaching of critical thinking.

FNSACC506 - Critical Thinking Skills In Higher Learning Institutions

   

Victoria University | Melbourne Australia

   

Implement and maintain internal Control (FNSACC506)

   Added on 2020-03-01

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Running head:CRITICAL THINKING IN HIGHER LEARNING INSTITUTIONS 1Critical thinking skills in higher learning Institutions(Author’s name)(Institutional Affiliation)
FNSACC506 - Critical Thinking Skills In Higher Learning Institutions_1
CRITICAL THINKING SKILLS IN HIGHER LEARNING INSTITUTIONS2Critical Thinking Skills in Higher Learning InstitutionsCritical thinking concept started in the mid-20th century. The idea of critical thinking has developed continuously for more than 2000 years. According to (Lisa Gueldenzoph Snyder, 2008), critical thinking can be defined in two ways. The first definition is that critical thinking requires the application of high-order cognitive skills which includes skills such as analyzing. The second definition is wide and comprises several skills which includes establishment of inference’s basis, and decision making skills (Lisa Gueldenzoph Snyder, 2008). Cultivating the ability to read and comprehend critically is a significant factor of higher learning institutions and many professions. This essay looks at how critical thinking should be learned and demonstrated in higher learning institutions. The essay suggests problem-solving skills, peer groups, and enhancing learning atmosphere as methods that can be employed in teaching of critical thinking in higher learning institutions. Students can learn and demonstrate critical thinking abilities by using problem-solving approach. This can be done by using the following ways: Firstly, they can be thought how to compare and contrast (Robert Duron, 2006). Just like classifying, students are required to analyze carefully every topic and subject; they are supposed to compare and think critically about the relevance of the topic. Students can compare and contrast the weather condition for today and yesterday. They can also relate the management lesson learned in this week with the last weeks one. In his research paper (Robert Duron, 2006), provides another way of learning critical thinking. According to him classification and categorization is key in enhancing critical thinking. Classification serves as a crucial role in the acquisition of critical thinking skills because it needs the students to comprehend and employ the set standards. This skill can be achieved by the lecturer offering student several different items on various subjects and ask them
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CRITICAL THINKING SKILLS IN HIGHER LEARNING INSTITUTIONS3to distinguish them based on their issues and place them in their specific categories (Hughes, 2014). This distinction is an important activity since it assists the students to be able to think and self-question themselves regarding the object categories and where each object should fall.Additionally, students can acquire critical thinking skills is through peer learning. Havinga group discussion is an appropriate way to allow the students to think. When students are with their classmates having a discussion or working in groups they are exposed to thinking processesof their mates (Schafersman, 1991). This process allows them to learn and understand how their fellow mates think, hence being able to explore other thinking approaches (Hove, 2011). Critical thinking should be introduced to students promptly in the education process to enable students tobe capable of handling issues as they arise in their education process and be better problem solvers in case of any difficulty. Although, it is of the great essence for students to have various skills and use them effectively.To support critical thinking in a classroom setting, it does not need a pin-drop silence in the classroom. Learning should be carried in such a way that thinking and sharing are encouraged and harnessed in a classroom. This kind of approach ensures that there is a critical, reasonable, and reflective thinking that results in a sound and objective decision making(Crockett, 2015). To enhance this type of critical thinking in undergraduate class, each learning session should begin with a particular topic. Then the dialogue and discussions among learners can be initiated. This initiation can be done by through a process where lecturers raise critical questions, engages the students with appropriate solutions, and justifies them in a way that they will be encouraged to take part in more discussions (Manns, 2013). Critical thinking is both a strategy which comprises deep thinking. Therefore, it is of utmost importance to know how to apply critical thinking in a class setting and also to reflect it as a significant subject. Currently,
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