Critical Thinking and Reflective Practices Shazia Bibi

The University of Lahore
Department of Education
Critical Thinking and Reflective Practices

Spring -2023)
B.Ed (Hons) Elementary /3 Credit Hours
Instructor: Sadia Jabeen email: sadia.jabeen@ed.uol.edu.pk

Office: EE 1 (3rd floor) Room: 08 Masjid Basement
Class Days: Wed, Thu Lecture Timings: 08:30-10:00, 11:30-01:00
I. COURSE DESCRIPTION
This is an introduction to critical thinking with an emphasis on analyzing and

constructing both inductive and deductive arguments. This course summarizes the goals
and consequences of critical thinking, as well as items to be aware of when learning how
to think critically, including cognitive biases and logical fallacies. The course also covers
the value that comes from both individual thinking and group-based thinking, as well as
the various disadvantages that come with both territories. This course is intended for
those who are interested in gaining a basic sense of thinking and developing their
cognitive abilities, to better their lives as individuals, and to make them better and
stronger employees, team members, and leaders.
COURSE LEARNING OBJECTIVES
By the end of this course, students will be able to:
1. Differentiate between 'Good' and 'Bad' bent of mind.

2. Ask and analyze thought provoking Questions.
3. Understand the relationship of critical thinking with reading and writing.
4. Foster rational motivation among the students.
5. Apply critical thinking in different content areas.
6. Develop the habit of contributive thinking.
7. Understand the concept and role of reflection and reflective practices as a tool for raising
critical consciousness.
8. Use reflection as a tool of inquiry into practice.
Page 1 of 6
II. COURSE CONTENTS:
1. Introduction
2. Strategies and Techniques to Develop Critical Thinking
3. Critical Thinking and Art of Questioning
4. Critical Thinking and its Applications
5. Standards and Benefits of Critical Thinking
6. Types of Reasoning, Problems and Making Decisions
7. Introduction to Reflection
8. Major Proponents of Reflective Practice
9. Process and Techniques of Reflection
10. Application of Skills and Approaches to Reflection
III. COURSE GRADING POLICY:
You will be graded as under:

1. Mid-term exam
2. Final-term exam
3. Assignments
4. Quiz
5. Classroom Activity
6. Project & Presentation
Attendance Policy:
At least 75% attendance is required.

The Policy on Writing. In all courses, student's written work is evaluated for effectiveness, as
well as content. The writing must express ideas clearly, logically, and maturely, using Standard
English sentence structure, grammar, and spelling. Students must acknowledge all sources of
information by following a standard citation format.
Behavior Expectations: Students should read "Code of Student Conduct," as well as other
documents, policies, and the student handbook. Students are reminded that they should not
disrupt or obstruct teaching and learning. Nonetheless, if a student or group of students is found
disturbing the class in any way will be expelled from the class and will not be allowed until
authorized by the Head of Department.
Academic Integrity: All students are expected to behave with academic honesty. It is not
academically honest to misrepresent another person's work as your own, to take credit for
someone else's words or ideas, to accept help on a test or assignment when you are expected to
work independently, to obtain advanced information on confidential test materials, or to act in a
way that might harm another student's chance for academic success. Students are strictly
prohibited to offer any sort of monetary favors to any member of the university staff and faculty.
If you would be found guilty of offering, presenting, or being a party to any such campaign; it
will result in immediate rustication of the student until the Pro-Rector’s approval in favor of the
student. Please check the university prospectus for more information.
Page 2 of 6
EVALUATION CRITERIA
 Final: 40%
 Mid: 30%
 Sessional* 30%
Total: 100%
*It includes the quizzes, assignments, presentations, classroom activity, internal
assessment, viva, attendance.
IV. STATEMENT ON FACULTY AND STUDENT CODE OF ETHICS
The Code of Ethics sets the parameters for proper conduct in the classroom by both
faculty and students. This is basic but it underscores the main principle here that we will
follow as a team: The faculty member will do his best to provide the best teaching and
learning environment for each student as an individual and for the class as a whole.
Students, on the other hand, will be responsible for their own work-product, will provide
proper documentation when they use the work of others as references, and will respect
the rights of others to contribute to the teaching/learning environment as best suits their
comfort level, the capabilities, and their motivations.
V. OVERVIEW OF TEACHING METHODOLOGY
Cooperative learning, group discussion, lectures.
Page 3 of 6
DETAILED COURSE OUTLINE
(Teacher will provide the teaching material to students)
WEEK COURSE CONTENTS

:
Unit 1: Introduction
1.1 . Introduction to the Fundamentals of Critical Thinking
1 1.2 Why Critical Thinking Matters?
1.3 Activity on the concept of critical thinking
1.4 Critical Thinking and the Process of Analysis

1.5 Teaching Students to Think Theoretically
2
1.6 Teaching Students to Think Empirically
1.7 Activity on teaching Students to Think Empirically and theoretically
Unit 2: Strategies and Techniques to develop critical Thinking
2.1 Brain Storming
2.2 Concept Mapping
3
2.3 Generalization and Testing the Limits
2.4 Activity on concept mapping different concept in classroom
2.6 Logical Reasoning

4 2.7 Activity on some logical questions in classroom
Unit 3: Critical Thinking and Art of Questioning

3.1 Critical Thinking and Socratic Questioning
3.2 Teaching Students to Ask Good Questions & Follow up the Implications of Thought
5 3.3 Teaching Students to narrate, analyze, and evaluate their own 'Point of view' and of
others
3.4 Open and Close-ended Questions
3.5 Activity on the practice of open-ended and close-ended question
Unit 4: Critical Thinking and its Applications

4.1 Interrogating the Text
4.2 Primary and Secondary Sources
4.3 Characteristics of Academic Text
6 4.4 Status of Evidence
4.5 Status of the Author
4.6 Comparing and Contrasting Different Sources
4.7 Activity on critical thinking application in classroom
7 Unit 5 : Standards and benefits of Critical thinking

5.1 Critical Thinking in the Classroom
5.2 Critical Thinking in the Workplace
Page 4 of 6
5.3 Critical Thinking in Life
5.4 Activity on Critical Thinking in the Workplace
Unit 6 : Types of Reasoning, Problems and Making Decisions

6.1 Inductive Reasoning
6.2 Deductive Reasoning
6.3 Causal Reasoning
6.4 Sign Reasoning
8
6.5 Comparison Reasoning
6.7 Decision making
6.8 Process of Decision making
6.9 Elements of Decision making
6.10 Activity on inductive and deductive concepts in classroom
Mid Term Examination with Teaching
9
Unit 7: Introduction to Reflection
7.1 Meaning of reflection on practice/educational Issues
10 7.2 Significance of reflection for teacher
7.3 Activity on reflection practices in classroom
Unit 8: Major Proponents of Reflective Practice

8.1 John Dewey
8.2 L. Stanhouse
11
8.3 D, Schon
8.4 Activity on the practices of john Dewey’s concept in Classroom
Unit 9: Process and Techniques of Reflection

9.1 Process of reflection
9.2 Major techniques and strategies (critical incident, analysis,keeping, reflective journals,
12 peer coaching action research)
9.3 Skills for reflection
9.4 Activity on analysis of reflective practices in the classroom
Unit 10 : Application of skills and approaches to reflection

10.1 Systematic reflection throughout the coursework
13 10.2 Activity on different skills in classroom
10.3 Identify key questions for their own role as novice teachers
10.4 Understand the issues in becoming a reflective practitioner
14
10.5 Activity on reflection approaches in classroom
Revision Class:
15
 Revision for previous contents and related concepts
Page 5 of 6
Revision Class:
16
Revision for previous contents, related concepts and activities
17 Final Examination
RECOMMENDED READINGS:
Bassham, G., Irwin, W., Nardone, H., & Wallace, J. (2018). Critical thinking: A student's
introduction paperback. IDEAS.
Chafee, J. (2018). Critical thinking (12th ed.). Cengage learning Inc.
Crawford, A. (2015). Teaching and learning strategies for the thinking classroom. IDEAS.
Lau, J. (2013). An introduction to critical thinking and creativity: Think more, think better.
John Wiley & Sons.
Lovell, S. (2020). Critical thinking: The ultimate guide to improving your critical thinking skills,
becoming better at problem solving, mastering logical fallacies and avoiding cognitive
biases. Routledge.
Lyons, J. & Ward, B. (2017). The new critical thinking: An empirically informed. Sanchit
Jain.
Myers, P. (2012). The teacher's reflective practice handbook: Becoming an extended
professional through capturing evidence-informed practice. Routledge.
Patterson, C. (2020). Critical thinking and problem solving: Advanced strategies and reasoning
skills to increase your decision making, a systematic approach to master logic, avoid
mistakes and be a creative problem solver (10th ed.). Routledge.
Page 6 of 6

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The University of Lahore

Critical Thinking and Reflective Practices

Instructor: Sadia Jabeen email: sadia.jabeen@ed.uol.edu.pk

This is an introduction to critical thinking with an emphasis on analyzing and

COURSE LEARNING OBJECTIVES

By the end of this course, students will be able to:

1. Differentiate between 'Good' and 'Bad' bent of mind.

III. COURSE GRADING POLICY:

You will be graded as under:

At least 75% attendance is required.

IV. STATEMENT ON FACULTY AND STUDENT CODE OF ETHICS

V. OVERVIEW OF TEACHING METHODOLOGY

Cooperative learning, group discussion, lectures.

WEEK COURSE CONTENTS

1.4 Critical Thinking and the Process of Analysis

2.6 Logical Reasoning

Unit 3: Critical Thinking and Art of Questioning

Unit 4: Critical Thinking and its Applications

7 Unit 5 : Standards and benefits of Critical thinking

Unit 6 : Types of Reasoning, Problems and Making Decisions

Unit 8: Major Proponents of Reflective Practice

Unit 9: Process and Techniques of Reflection

Unit 10 : Application of skills and approaches to reflection

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