Embedding critical
thinking and problem-
solving in academic
skills courses
Presented by
Lydia Dutcher
Education Manager (Graduate Programs)
Marcella Robertson
EAP Teacher/Teacher Trainer
The University of Sydney Page 2
Overview
– Critical thinking & problem-solving at university
– Critical thinking & problem-solving in EAP curriculum design
– Case 1: Graduate Academic Skills (GAS) – The Project Proposal – Questions
– Case 2: Advanced Skills for Academic Success (ASAS) – Core Task 2 – Questions
– Final reflections
The University of Sydney Page 3
Critical thinking & problem solving at
university
The University of Sydney Page 4
What is critical thinking?
“Critical thinking aims to open up
and challenge existing
knowledge, rather than
reproduce it.” University of Sydney,
https://sydney.edu.au/students/critical-
thinking.html
“Critical thinking is a complex process of deliberation which involves a wide range of
skills and attitudes.” (Cottrell, 2011)
“[Critical thinking] is the appropriate
use of reflective scepticism within the
problem area under consideration.” (McPeck, 1981)
“Critical” does not mean destructive,
but only willing to examine what we
sometimes presuppose in our way of
thinking, and that gets in the way of
making a more livable world.” (Butler,
2012)
The University of Sydney Page 5
How is critical thinking positioned at university?
https://sydney.edu.au/students/graduate-qualities.html
The University of Sydney Page 6
Critical thinking & problem solving in EAP curriculum
design
The University of Sydney Page 7
Embedding critical thinking in EAP courses
– Break critical thinking down into concrete sub-skills by drawing upon
published frameworks
– Interweave these sub-skills in EAP course curricula
– Demonstrate and make visible to students how critical thinking manifests and
instantiates through language use
– Provide opportunities for practise and feedback
(Brick et al, 2016; Alexander et al, 2008)
The University of Sydney Page 8
Case 1
Graduate Academic Skills
The Project Proposal
Identifying, researching, and solving a problem
Framework for analysis: ‘Critical thinking skills analysed for the
EAP classroom’ (Alexander et al, 2008)
The University of Sydney Page 9
Graduate Academic Skills (GAS)
– 5 week course pre-university entry
– Student profile: – Studying at an English-medium university for the first time
– Have satisfied entry requirements for university
– Aims & curriculum design: – High-level academic course for university transition
– Developing skills in autonomous learning, scaffolded by the teacher
– Focussed on short projects done independently and in groups
The University of Sydney Page 10
The Project Proposal
- Identify a real-world problem, research the problem, generate and critically evaluate solutions
- Present a project proposal in written and oral form
1) Written Project Proposal (1500-2000 words)
2) Oral (video) Presentation (2-3 minutes)
The University of Sydney Page 11
Project proposal stages Draw on academic knowledge and skills to research, write and present a project proposal that
addresses a complex, real-world problem related to the learner’s field of interest and/or future
study.
1. Apply a range of idea generation techniques.
2. Apply research strategies to search, collect, select, process, and cite information.
3. Use the research process to develop and critically analyse ideas.
4. Apply critical thinking skills to evaluate and analyse ideas and evidence.
5. Use problem-solving skills to identify gaps in knowledge and define issues.
6. Develop creative and innovative solutions to real-world problems.
7. Use appropriate academic genres for written texts and multi-media presentations.
8. Use written and oral skills to communicate ideas effectively for academic contexts.
The University of Sydney Page 12
What
academics do
Higher order
critical
thinking skills
needed
Key critical
thinking skills
Critical thinking sub-skills
Solve problems
Critically
analyse the
components of
a problem
Argue a case
for one or
more solutions
Identify and
describe a problem
from a situation
Identify and
evaluate solutions
Recommend
solutions
Evaluate/justify
counter arguments
Rebut counter-
arguments with
support
(Alexander et
al, 2008)
The University of Sydney Page 13
Project proposal stages Draw on academic knowledge and skills to research, write and present a project proposal that
addresses a complex, real-world problem related to the learner’s field of interest and/or future
study.
1. Apply a range of idea generation techniques.
2. Apply research strategies to search, collect, select, process, and cite information.
3. Use the research process to develop and critically analyse ideas.
4. Apply critical thinking skills to evaluate and analyse ideas and evidence.
5. Use problem-solving skills to identify gaps in knowledge and define issues.
6. Develop creative and innovative solutions to real-world problems.
7. Use appropriate academic genres for written texts and multi-media presentations.
8. Use written and oral skills to communicate ideas effectively for academic contexts.
The University of Sydney Page 14
What
academics do
Higher order
critical
thinking skills
needed
Key critical
thinking skills
Critical thinking sub-skills
Solve problems
Critically
analyse the
components of
a problem
Argue a case
for one or
more solutions
Identify and
describe a problem
from a situation
Identify and
evaluate solutions
Recommend
solutions
Evaluate/justify
counter arguments
Rebut counter-
arguments with
support
(Alexander et
al, 2008)
The University of Sydney Page 15
What
academics do
Higher order
critical
thinking skills
needed
Key critical
thinking skills
Critical thinking sub-skills
Solve problems
Critically
analyse the
components of
a problem
Argue a case
for one or
more solutions
Identify and
describe a problem
from a situation
Identify and
evaluate solutions
Recommend
solutions
Evaluate/justify
counter arguments
Rebut counter-
arguments with
support
What do I already know about
this?
How does this relate to my own
knowledge?
How do I know there is a
problem?
(Alexander et
al, 2008)
The University of Sydney Page 16
Project proposal stages Draw on academic knowledge and skills to research, write and present a project proposal that
addresses a complex, real-world problem related to the learner’s field of interest and/or future
study.
1. Apply a range of idea generation techniques.
2. Apply research strategies to search, collect, select, process, and cite information.
3. Use the research process to develop and critically analyse ideas.
4. Apply critical thinking skills to evaluate and analyse ideas and evidence.
5. Use problem-solving skills to identify gaps in knowledge and define issues.
6. Develop creative and innovative solutions to real-world problems.
7. Use appropriate academic genres for written texts and multi-media presentations.
8. Use written and oral skills to communicate ideas effectively for academic contexts.
The University of Sydney Page 17
What
academics do
Higher order
critical
thinking skills
needed
Key critical
thinking skills
Critical thinking sub-skills
Solve problems
Critically
analyse the
components of
a problem
Argue a case
for one or
more solutions
Identify and
describe a problem
from a situation
Identify and
evaluate solutions
Recommend
solutions
Evaluate/justify
counter arguments
Rebut counter-
arguments with
support
What do I already know about
this?
How does this relate to my own
knowledge?
How do I know there is a
problem?
(Alexander et
al, 2008)
The University of Sydney Page 18
Project proposal
Using criteria to assess proposed solutions to problems
• Risk
• Benefits
• Beneficiaries
• Feasibility
• Impact
• Potential barriers
The University of Sydney Page 19
Project proposal
Using criteria to assess proposed solutions to problems
• Risk
• Benefits
• Beneficiaries
• Feasibility
• Impact
• Potential barriers
a. Assess the risk. First, assess the risks and benefits/impact: Do
any risks outweigh the benefits/impact? Remove these.
b. Assess the beneficiaries. Do any of these actions only benefit
stakeholders other than your community of focus? Remove these.
c. Assess the feasibility. Are any actions infeasible, given your
resources? Remove these.
d. Assess the potential barriers. Are any of these insurmountable,
given your resources? Remove these.
The University of Sydney Page 20
What
academics do
Higher order
critical
thinking skills
needed
Key critical
thinking skills
Critical thinking sub-skills
Solve problems
Critically
analyse the
components of
a problem
Argue a case
for one or
more solutions
Identify and
describe a problem
from a situation
Identify and
evaluate solutions
Recommend
solutions
Evaluate/justify
counter arguments
Rebut counter-
arguments with
support
What do I already know about
this?
How does this relate to my own
knowledge?
How do I know there is a
problem?
What do I already know about
these?
How do these relate to my own
knowledge?
Are they relevant?
What are the criteria for
evaluating the solutions?
How are they applied?
Are there any other possible
solutions?
Is the reasoning correct?
What are the implications?
(Alexander et
al, 2008)
The University of Sydney Page 21
Project proposal stages Draw on academic knowledge and skills to research, write and present a project proposal that
addresses a complex, real-world problem related to the learner’s field of interest and/or future
study.
1. Apply a range of idea generation techniques.
2. Apply research strategies to search, collect, select, process, and cite information.
3. Use the research process to develop and critically analyse ideas.
4. Apply critical thinking skills to evaluate and analyse ideas and evidence.
5. Use problem-solving skills to identify gaps in knowledge and define issues.
6. Develop creative and innovative solutions to real-world problems.
7. Use appropriate academic genres for written texts and multi-media presentations.
8. Use written and oral skills to communicate ideas effectively for academic contexts.
The University of Sydney Page 22
What
academics do
Higher order
critical
thinking skills
needed
Key critical
thinking skills
Critical thinking sub-skills
Solve problems
Critically
analyse the
components of
a problem
Argue a case
for one or
more solutions
Identify and
describe a problem
from a situation
Identify and
evaluate solutions
Recommend
solutions
Evaluate/justify
counter arguments
Rebut counter-
arguments with
support
What do I already know about this?
How does this relate to my own
knowledge?
How do I know there is a problem?
What do I already know about
these?
How do these relate to my own
knowledge?
Are they relevant?
What are the criteria for evaluating
the solutions?
How are they applied?
Are there any other possible
solutions?
Is the reasoning correct?
What are the implications?
What is my/the writer’s
view/stance? (Alexander et
al, 2008)
The University of Sydney Page 23
What
academics do
Higher order
critical
thinking skills
needed
Key critical
thinking skills
Critical thinking sub-skills
Solve problems
Critically
analyse the
components of
a problem
Argue a case
for one or
more solutions
Identify and
describe a problem
from a situation
Identify and
evaluate solutions
Recommend
solutions
Evaluate/justify
counter arguments
Rebut counter-
arguments with
support
What do I already know about this?
How does this relate to my own
knowledge?
How do I know there is a problem?
What do I already know about
these?
How do these relate to my own
knowledge?
Are they relevant?
What are the criteria for evaluating
the solutions?
How are they applied?
Are there any other possible
solutions?
Is the reasoning correct?
What are the implications?
What is my/the writer’s
view/stance? (Alexander et
al, 2008)
How do I argue my case
most effectively given the
mode of communication?
The University of Sydney Page 24
Presenting the project proposal
Video proposal
Narrative structure
Written proposal
Project proposal macro-genre
The University of Sydney Page 25
Project proposal – an example
Questions?
The University of Sydney Page 27
Case 2
Advanced Skills for Academic Success
Core Task 2 - Essay
Identifying, researching, and arguing a case
Framework for analysis: ‘BALEAP Can Do Framework for EAP
Syllabus Design and Assessment’
The University of Sydney Page 28
Advanced Skills for Academic Success (ASAS)
– 4 week course pre-university entry
– Student profile: – Australia Award scholarship recipients
– Re-entering university after a long period in the workplace
– Aims & curriculum design: – Orientation to the learning styles encountered at Australian tertiary institutions
– Develop and practice academic skills in English
– Integrated series of lectures and workshops
The University of Sydney Page 29
Search
databases
Read for
topic
overview
Notice
recurring
citations
Track
down
sources
Create
topical
reading
lists
Read for
focused
knowledge
building Track your reading
Research – Reading – Writing Cycle
Identify key
search
terms
Track
your
reading
Develop
your
research
question
Decide
your genre.
Write your
essay
The University of Sydney Page 30
Track your reading: From understanding to synthesis
‘The matrix’
Track
your
reading
The University of Sydney Page 31
Sample competencies: BALEAP Can Do Framework:
• R1.2.4 Evaluate source materials and ideas
• R1.2.6 Collect appropriate evidence from appropriate academic
sources
• W1.1.7 Adopt a critical stance towards source materials
• W1.1.8 Demonstrate critical thinking [in production of strong
academic argument with supporting evidence]
• W1.2.2 Relate material from one source to another
BALEAP Can Do Framework
The University of Sydney Page 32
Decide your genre. Write your essay.
Input from course Exposition
Explanation (factorial & consequential)
Critical review
Literature review
Discussion
“Demonstrate and make visible to students how
critical thinking manifests and instantiates
through language use” (Argent, 2017).
Decide
your genre.
Write your
essay
The University of Sydney Page 33
“Demonstrate and make visible to students how critical thinking
manifests and instantiates through language use”
Three language manifestations of critical thinking:
Strength (‘clearly’)
Caution (‘possibly’)
Distance (‘widely held’)
Hedged (limits | conditions)
Concession
Comparison
Causality
Comparison (‘more than’ | ‘less than’)
Marked lexis (‘insight’ | ‘suffer’)
Reporting verbs (‘confirm’ | ‘explain’)
‘too’ + adjective (‘too vague’)
Taking a stance
Showing relations
between ideas
Evaluating
The University of Sydney Page 34
Core Task 2: Writing Task
Aims of the Writing Task
In the Focus on Writing component of the ASAS program, we will be looking at six common academic
genres: Exposition, Explanation (Factorial), Explanation (Consequential), Critical Review,
Literature Review and Discussion. You may choose any of the above genres for the writing task,
depending on the nature of the topic you are considering and your discipline.
Depending on which genre you choose, the aim of the writing task is to demonstrate and develop your
ability to critique, explain, argue and discuss an issue. For all of the genres, you are expected to
synthesise information from different sources and write in a clear, concise and formal written style.
This assessment task is designed to help you to cultivate academic writing skills in a way that is relevant
to your field of study. You should select readings that connect with your field of study and your conference
panel presentation, as this will allow you to use your study time more efficiently.
The University of Sydney Page 35
“Demonstrate and make visible to students how critical
thinking manifests and instantiates through language
use” Factorial Explanation [sample text]
Sociocultural Influences on Eating Practices in South Korea
The first factor that emerged was participants'
perceived linkage between working women and family
meals. Male employees with working wives tended to
eat out and consume processed foods more often than
did those whose wives did not work, unless they had
external support from either paid help or family
members. Previous studies on diet quality and
nutritional status with regard to maternal employment
stressed the risk of overweight or obesity, the lower
frequency of family meals, and lower intake of
nutritious foods such as fruits and vegetables among
children. The current qualitative study revealed that
female employment could have various influences on
food intake, with a mostly negative effect, among not
only children but all family members.
Taking a stance
Showing relations
between ideas
Evaluating
The University of Sydney Page 36
Embedding critical thinking: another technique …
Explicit teaching of reading critically
Students should not be expected to know how to read critically; rather, they
need to be taught explicitly how to do so. One way to help students with
critical reading is for the teacher to read a text with students, or to students,
and, through a think-aloud process, reveal to students what the text invokes
through teacher interpretation. A teacher can read a text and stop every few
lines to discuss the various ideas that come to mind: eg, the authority the
writer has, who the writer draws on for theoretical authority, the strengths or
weaknesses of the argument, the standard alternative views, a text that
interlinks with this text in support or opposition, etc. This process of inquiry
is useful for students to witness since students seldom ‘see’ a text directly
questioned by an expert reader.
(Grabe & Kaplan, 1996, p. 346)
Questions?
The University of Sydney Page 38
Final reflections
The University of Sydney Page 39
Embedding critical thinking & problem-solving in academic
skills courses – some recommendations
– Critical thinking & problem-solving addressed in the context of concrete tasks that are general enough to apply to a range of fields, yet relevant to academic contexts so that academic skills are activated
– Task stages are carefully scaffolded, through curriculum designer’s awareness of critical thinking and problem-solving sub-skills, and students are given transferable tools (e.g. criteria for evaluation, methods of tracking reading, language use awareness)
– Raising awareness of critical thinking sub-skills is done before and after tasks through reflective activities
– Critical thinking taught with and through language; i.e. How is critical thinking displayed through language use?
– Recommended course books: EAP Now; Oxford EAP
The University of Sydney Page 40
EAP Teacher Training
Online course to be delivered
9 July 2019 – 3 Sept 2019
For more information: [email protected]
72 EA-endorsed CPD
points
The University of Sydney Page 41
References
Alexander, O., Argent, S., & Spencer, J. (2008). EAP Essentials: A teacher’s guide to principles and practice. Reading: Garnet Publishing Argent, S. (2017). The language of critical thinking, https://www.baleap.org/event/eap-northcritical-thinking BALEAP Can Do Framework: Competency statements for international students, https://www.baleap.org/resources/can-do Brick, J., Herke, M., Wong, D., and Davies, L. (2016). Academic culture: A student’s guide to studying at university (3rd ed.). South Yarra, VIC: Palgrave Macmillan. Cottrell, S. (2011). Critical thinking skills: Developing effective analysis and argument. New York: Palgrave Macmillan. Cox, K., & Hill, D. (2011). EAP Now! English for Academic Purposes. Pearson Education. de Chazal, E., & McCarter, S. (2012). Oxford EAP: A course in English for Academic Purposes. Oxford: Oxford University Press Grabe, W. & Zhang, C. (2013). Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning. TESOL Journal, 4(1), 9-24 McPeck, J. E. (1981). Critical thinking and education. Oxford: Robertson. University of Sydney, https://sydney.edu.au/students/critical-thinking.html Wingate, U. (2015). Academic Literacy and Student Diversity: The Case for Inclusive Practice. Bristol, England: Multilingual Matters.
Thank you!
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