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Презентация PowerPoint - NIS Aktobe Global Perspectives

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Introduction into
the Critical Path
NIS Aktobe, 2013
The Critical Path
The Critical Path is a teaching and learning process in
the Global Perspectives and Independent Research programme,
which places emphasis on skills development and which aims
to produce independent, reflective learners.
What is the purpose of the
Critical Path?
The skills they develop in working through the steps of
the Critical Path will help students to:
•
•
•
•
improve their level of work in other subjects
work well at university level
make life decisions
form judgements about important issues.
Deconstruction
Deconstruction is a collection of skills that will
help students to plan research and to judge the value
of arguments, reasoning and opinions that they read.
The skills of deconstructing argument and
reasoning will allow students to tell the difference
between facts (which can be cross-checked), opinions
about the facts, conclusions that can reasonably be
drawn from the facts. So for example, when students
read a newspaper article, they will have the skills to help
them decide how much of what they read they should
believe.
Deconstruction
Deconstruction
For example, a journalist might write:
“Alcohol is good for you. Scientists have conclusively proven that
we do not need to worry about the negative effects of alcohol. A
study has shown that people who drink a little red wine every
day are less likely to die of heart disease”.
Reconstruction
Reconstruction is about setting an issue or a single
argument into its context. This consists of:
• researching the issue, using research and deconstruction skills
• bringing the focus to the perspectives themselves rather than
individual arguments or opinions
• awareness that there may be more than two competing
perspectives
• awareness that some perspectives overlap in parts
• establishing and evaluating the evidence base or different
perspectives
• considering the global aspects and consequences of the issue.
Reconstruction
Reflection
Reflection is deep thought about issues, perspectives and
consequences, and the student’s own position in relation to all of
these. It:
• builds on the analytic and evaluative thinking of deconstruction and
reconstruction
• can take place during deconstruction and reconstruction
• responds to and follows from thinking about the strength of the
evidence base for different perspectives
• includes sympathetic and intellectual engagement with different
perspectives
• can include judgement, synthesis, solutions, plans of action,
awareness of the need for more research and awareness of
limitations.
Reflection
Presentation
Presentation is the final stage of the Critical Path.
п‚— In order to present well, students must review the
deconstruction, reconstruction and reflection that they have
done and begin to organise their ideas and their materials.
 The focus has shifted from a consideration of others’ ideas
and perspectives to a communication of the student’s own
ideas and perspective, as they are informed by the reading,
discussions and thinking that have been done.
п‚— Presentation can be written or spoken, formal or informal.
п‚—
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