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Paper on Demonstration of Higher-order Thinking Skills

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Added on  2020-02-24

Paper on Demonstration of Higher-order Thinking Skills

   Added on 2020-02-24

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Running head: ENGLISH FOR ACEDEMIC PURPOSES 1The Learning and Demonstration of Critical Thinking Skills by Higher Education Students[Author Name][Institution]Author Note
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ENGLISH FOR ACEDEMIC PURPOSES2AbstractThe process of learning and demonstration of critical thinking among higher education students has been a topic of numerous educational articles. Various instructional techniques exist to promote thought and active learning. Some of these include case studies, written exercises, discussion methods, debates and questioning techniques. This paper will focus on evaluating various applicable ways in which students may learn or demonstrate their higher-order thinking skills.Keywords: Critical Thinking, Conceptualize, Assessments, Intellectual
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ENGLISH FOR ACEDEMIC PURPOSES3Learning and Demonstrating Critical thinking in Higher EducationWhile different scholars try to define critical thinking, all definition come to a consensus that critical thinking takes a formed intellectual development. Currently, critical thinking is becoming an appropriate skill for almost any subject in higher education. Various learning strategies have also entered the schooling system all with an aim to facilitate critical thinking skills. In (Wisdom & Leavitt, 2015), the study states that critical thinking is a development that requires an active and skillful process to conceptualize, analyze, and synthesize the given information. Still, the study of (Tofade, Elsner & Haines, 2013) found that it is easy to see a students’ critical thinking in the way that student responds to a given argument. Where reasons are inappropriate, it shows that the student's logical assumptions are weak.Critical Thinking DevelopmentCritical thinking is a skill that a student learns through regular practice and integration. More than that, it is a process that requires students to center their attentions on the in-depth meaning of the information provided. Notably, this process is different from memorization. In (Popil, 2011), the work discredits memorization by advising that rather than cramming word for word, the students are required to understand the content information and then allow the fact to stimulate their thinking. Critical thinking is a habitual intellectual process. In (Railean, Elçi & Elçi, 2017), the study found that it is through a continuous practice that the students would improve their thinking adequacies. The study of (Lai, 2011) also noted that learning or demonstrating critical thinking requires students to take assessments that keep them engaged in thinking rather than providing a shallow answer. In another opinion, (Yildirim, Özkahraman & Karabudak, 2011)
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