NAME : SEHRISH

FATHER NAME : AURANGZAIB

ROLL NO : 0000484147

REGISTRATION
: 0000484147
NO

SEMESTER : SPRING 2023

PROGRAM : B.ED (1.5/2.5 YEARS)

CRITICAL THINKING
COURSE : AND REFLECTIVE
PRACTICES (8611)

COURSE CODE : 8611

ASSIGNMENT NO : 01

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 ASSIGNMENT NO 01
QUESTION NO 01
Q.NO.1 What are different strategies required for the development as
critical thinker?
ANSWER
Developing critical thinking skills is essential for effectively analyzing
and evaluating information, solving problems, and making informed
decisions. There are several strategies that can help individuals enhance
their critical thinking abilities. Here are some key strategies for developing
as a critical thinker:-
1. Analyzing Assumptions: Critical thinkers question underlying
assumptions and biases in any given situation. They strive to identify
implicit assumptions and assess their validity and potential impact on
decision-making. This involves being aware of personal biases and
actively seeking alternative viewpoints.
2. Seeking Evidence: Critical thinkers place a strong emphasis on
evidence and evaluate information based on its reliability, credibility,
and relevance. They actively seek out diverse sources of information,
consider multiple perspectives, and critically evaluate the evidence
presented.
3. Evaluating Arguments: Critical thinkers assess the strength and
validity of arguments by examining the logic, reasoning, and

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 evidence supporting them. They look for logical fallacies,
inconsistencies, and weaknesses in the arguments presented and
construct well-reasoned counterarguments when necessary.
4. Asking Questions: Effective critical thinkers ask probing and
insightful questions to deepen their understanding and challenge
assumptions. They use questioning techniques such as Socratic
questioning to explore different angles and encourage critical
reflection.
5. Applying Problem-Solving Strategies: Critical thinkers employ
systematic problem-solving strategies to analyze complex issues and
generate creative solutions. They break down problems into smaller
components, consider alternative solutions, and evaluate the potential
consequences of each option.
6. Promoting Open-Mindedness: Critical thinkers cultivate open-
mindedness and are receptive to different perspectives and ideas.
They actively listen to others, suspend judgment until they have
gathered sufficient evidence, and are willing to revise their own
beliefs and positions based on new information.
7. Engaging in Reflection: Critical thinkers engage in reflective thinking
to evaluate their own thinking processes and decision-making. They
assess their own biases, assumptions, and logical inconsistencies,
seeking continuous improvement.

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 8. Collaborating and Communicating: Critical thinkers value
collaboration and constructive dialogue. They actively engage in
discussions with others, respectfully challenge ideas, and actively
contribute to the exchange of diverse perspectives.
9. Developing Information Literacy Skills: Critical thinkers possess
strong information literacy skills, enabling them to locate, evaluate,
and use information effectively. They are skilled at distinguishing
credible sources from unreliable ones, understanding bias, and
critically evaluating the quality of information.
10. Embracing Lifelong Learning: Critical thinking is a lifelong
learning process. Critical thinkers are curious and have a genuine
thirst for knowledge. They continuously seek opportunities to expand
their knowledge, skills, and intellectual capacity.
By employing these strategies, individuals can develop and refine their
critical thinking abilities, enabling them to navigate complex problems,
make informed decisions, and engage in thoughtful analysis.

QUESTION NO 02

Q.NO.2 Describe in detail roots of critical pedagogy.

ANSWER
Critical pedagogy is an educational philosophy and approach that focuses
on empowering learners to critically examine and challenge oppressive
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social structures and systems. It aims to foster students' critical
consciousness and develop their ability to become active participants in
their own education and agents of social change. The roots of critical
pedagogy can be traced back to various philosophical and educational
traditions. Here are some key influences on the development of critical
pedagogy:
1. Critical Theory: Critical pedagogy draws heavily from critical theory,
which originated in the Frankfurt School of social theory in the early
20th century. Critical theory, spearheaded by scholars such as Max
Horkheimer, Theodor Adorno, and Herbert Marcuse, examined how
power structures and ideologies perpetuate social inequalities.
Critical pedagogy adopts the critical theory perspective and applies it
to education.
Paulo Freire and Liberation Pedagogy: Brazilian educator Paulo Freire is
widely regarded as a foundational figure in critical pedagogy. His seminal
work, "Pedagogy of the Oppressed" (1968), introduced the concept of
liberation pedagogy. Freire argued that traditional education perpetuates
oppressive social relations by treating students as passive recipients of
knowledge. He advocated for a pedagogy that promotes dialogue, critical
thinking, and the development of learners' agency to challenge and
transform oppressive systems.
3. Social Constructivism: Critical pedagogy aligns with social
constructivist theories of learning, which emphasize the active

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 construction of knowledge through social interactions and
meaningful contexts. Influenced by scholars like Lev Vygotsky,
critical pedagogy recognizes the importance of dialogue,
collaboration, and authentic experiences in the learning process.
4. Feminist Pedagogy: Feminist pedagogy has played a significant role
in shaping critical pedagogy. Feminist scholars have critiqued
traditional educational practices for marginalizing women's voices
and perpetuating gender inequalities. Critical pedagogy incorporates
feminist perspectives by addressing issues of power, privilege, and
gender dynamics in the classroom.
5. Anti-Colonial and Postcolonial Theory: Critical pedagogy takes
inspiration from anti-colonial and postcolonial theories, which
examine the impact of colonialism, imperialism, and cultural
domination on education and society. Scholars like Frantz Fanon,
Edward Said, and bell hooks have influenced critical pedagogy by
highlighting the need to challenge Eurocentric and hegemonic
knowledge systems.
6. Democratic Education: The principles of democratic education have
informed critical pedagogy. Democratic education emphasizes
student participation, shared decision-making, and social justice. It
aims to create inclusive learning environments that empower students
to be active citizens in a democratic society.

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 7. Critical Race Theory: Critical pedagogy incorporates insights from
critical race theory, which examines the intersections of race, power,
and education. It acknowledges the systemic nature of racism and
seeks to address racial inequalities and promote racial justice in
educational settings.
8. Cultural Studies: Critical pedagogy draws on cultural studies, which
analyzes the relationship between culture, power, and education.
Cultural studies challenges dominant cultural norms, explores the
role of popular culture in shaping identities, and encourages critical
engagement with media and cultural artifacts.
These various intellectual and theoretical influences have shaped the
foundations of critical pedagogy. At its core, critical pedagogy seeks to
create inclusive and transformative educational spaces that empower
learners to critically examine social structures, challenge injustices, and
actively contribute to building a more equitable and democratic society.

QUESTION NO 03
Q.NO.3 Select a topic of debate from social sciences. Conduct a debate
for about 20 minutes and then write your own reflections on how it
went?
ANSWER
Topic: Universal Basic Income (UBI)

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Debate:
Moderator: Welcome, ladies and gentlemen, to today's debate on the topic
of Universal Basic Income (UBI). We have two teams, Team Pro and
Team Con, who will present their arguments and counterarguments. Each
team will have 10 minutes to present their case, followed by a 5-minute
rebuttal period. Let's begin with Team Pro.
Team Pro: Speaker 1: Universal Basic Income is a crucial step towards
reducing poverty and ensuring social justice. By providing every citizen
with a guaranteed income, UBI would alleviate financial stress, promote
equal opportunities, and empower individuals to pursue education,
entrepreneurship, and creative endeavors.
Speaker 2: UBI can address the challenges posed by automation and job
displacement. As technology advances, many traditional jobs will become
obsolete. UBI can provide a safety net, allowing individuals to transition
into new industries, engage in lifelong learning, and contribute to society
in different ways.
Rebuttal (Team Con): Speaker 3: While the idea of UBI may sound
appealing, its implementation would be economically unsustainable. The
costs of providing a universal income to every citizen would be
astronomical.
Speaker 3 (continued): Additionally, UBI could create a dependency on
the state and discourage individuals from seeking employment or pursuing

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higher education. It may disincentivize work and hinder economic
productivity, leading to a stagnant economy and a burden on taxpayers.
Speaker 4: UBI fails to address the root causes of poverty and inequality.
It overlooks the structural issues in society, such as unequal distribution of
resources and lack of access to quality education and healthcare. Instead of
a one-size-fits-all approach, targeted social welfare programs and
investments in education and skills training would be more effective in
tackling poverty.
Rebuttal (Team Pro): Speaker 5: UBI is not meant to replace work or
discourage productivity. It aims to provide a basic level of financial
security, enabling individuals to take risks, explore new career paths, and
engage in meaningful work without the fear of economic instability.
Studies have shown that UBI can actually enhance productivity and
entrepreneurship.
Speaker 6: UBI can also address the unpaid care work predominantly
performed by women. By recognizing and valuing this essential labor,
UBI can contribute to gender equality and support the wellbeing of
families and communities.
Closing Statements: Team Pro: In conclusion, Universal Basic Income has
the potential to create a more equitable society, reduce poverty, and
provide individuals with the freedom to pursue their aspirations. It is a
transformative policy that can adapt to the changing nature of work and
ensure that no one is left behind.

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Team Con: While the intentions behind UBI are noble, its implementation
poses significant challenges and potential negative consequences. We
need to focus on targeted interventions and systemic changes that address
the root causes of poverty and inequality.
Reflection:
The debate on Universal Basic Income (UBI) provided a platform for
exploring different perspectives on a complex social sciences topic. Both
teams presented strong arguments, highlighting the potential benefits and
drawbacks of UBI. The debaters demonstrated their knowledge of
economic principles, social implications, and the role of government in
addressing societal challenges.
Team Pro emphasized the potential of UBI to reduce poverty, support
equal opportunities, and address the future impacts of automation. They
argued that UBI would empower individuals to pursue education,
entrepreneurship, and creative endeavors. Team Con, on the other hand,
raised concerns about the economic feasibility of UBI and its potential to
create dependency on the state. They advocated for targeted interventions
and focused investments in education and skills training.
As the moderator, I observed that the debate was respectful and well-
structured, with each team presenting their arguments coherently and
offering rebuttals to counter opposing viewpoints. Both teams utilized
evidence and logical reasoning to support their claims, showcasing critical
thinking skills and the ability to articulate complex ideas.

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Personally, I found the debate enlightening and thought-provoking. It
provided a comprehensive overview of the advantages and challenges
associated with UBI, deepening my understanding of the topic. The
arguments presented by both teams made me consider the economic,
social, and political implications of implementing UBI. The debate also
highlighted the need for further research and analysis to determine the
long-term effects and feasibility of UBI.
One aspect that stood out to me was the emphasis on the potential of UBI
to promote gender equality by recognizing and valuing unpaid care work.
This perspective shed light on the intersectional aspects of UBI and its
potential to address social inequalities beyond income distribution.
Overall, the debate on UBI provided valuable insights into a complex
social sciences topic. It showcased the importance of critical thinking,
evidence-based arguments, and respectful engagement in discussing and
evaluating policy proposals. The debate format allowed for a
comprehensive examination of multiple perspectives, helping me develop
a more nuanced understanding of the topic and the considerations involved
in implementing UBI.
Moving forward, I believe it is crucial to continue exploring and
researching the potential impacts of UBI, considering its implications on
the economy, social dynamics, and overall well-being of individuals and
communities. Only through rigorous analysis and thoughtful debate can

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we develop informed and effective policies to address poverty and
inequality in our society.
QUESTION NO 04
Q.NO.4 Explain in detail taxonomy of question types. For each type,
devise five questions.
ANSWER
In educational and cognitive contexts, a taxonomy of question types
categorizes questions based on the cognitive processes they require from
respondents. This taxonomy helps educators and researchers understand
the depth and complexity of questions and facilitates the development of
effective questioning strategies. Here is an explanation of the taxonomy
along with five example questions for each question type:
1. Knowledge-Based Questions: Knowledge-based questions assess
factual recall and understanding of information. They focus on
retrieving information from memory or demonstrating
comprehension.
Example Questions:
1. What is the capital of France?
2. Explain the process of photosynthesis.
3. Name three major rivers in Africa.
4. Define the term "gravity."
5. Describe the main events of the American Revolutionary War.

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 6. Comprehension Questions: Comprehension questions assess the
ability to interpret and explain information. They require
understanding and application of concepts or ideas.
Example Questions:
1. How would you summarize the main theme of the novel you just
read?
2. Explain the meaning of a metaphor using an example.
3. Compare and contrast two different economic systems.
4. How would you apply the scientific method to investigate a natural
phenomenon?
5. Describe the steps involved in solving a quadratic equation.
6. Application Questions: Application questions assess the ability to use
knowledge and concepts in practical or real-life situations. They
require applying learned information to solve problems or make
decisions.
Example Questions:
1. Given a specific budget, how would you plan a week-long vacation
itinerary?
2. Design an experiment to test the effects of temperature on plant
growth.
3. Solve the following math problem using the Pythagorean theorem: A
right-angled triangle has sides measuring 3 cm and 4 cm. What is the
length of the hypotenuse?
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 4. Develop a marketing campaign for a new product, considering target
audience and promotional strategies.
5. How would you use historical data to predict future trends in the
stock market?
6. Analysis Questions: Analysis questions assess the ability to break
down complex information into its component parts and examine the
relationships between them. They involve identifying patterns,
making connections, and drawing conclusions.
Example Questions:
1. What are the main factors contributing to climate change, and how do
they interact with each other?
2. Analyze the causes and consequences of a specific historical event.
3. Identify recurring themes in a series of literary works and explain
their significance.
4. Evaluate the strengths and weaknesses of a scientific research study.
5. Break down a complex mathematical problem into its individual
steps and explain the rationale behind each step.
Evaluation Questions: Evaluation questions assess the ability to make
judgments, assess the merits or value of something, and provide evidence-
based reasoning to support the judgment. They require critical thinking
and the ability to weigh different perspectives or criteria.
Example questions:

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 1. What are the ethical implications of using animals for scientific
experiments?
2. Evaluate the effectiveness of a specific government policy in
addressing social inequality.
3. Assess the strengths and weaknesses of a literary work in terms of
character development and plot.
4. Analyze the impact of a specific technological advancement on
society.
5. Compare and evaluate different strategies for reducing carbon
emissions.
It's important to note that these question types are not mutually exclusive,
and a question can often involve multiple cognitive processes. The
taxonomy provides a framework for understanding the cognitive demands
of different question types and can guide educators in designing questions
that promote deeper learning, critical thinking, and the development of
higher-order cognitive skills in learners.
QUESTION NO 05
Q.NO.5 What are different reflective models of professional
development?
ANSWER
Reflective models of professional development are frameworks or
approaches that encourage educators and professionals to engage in
reflective practice, critically analyze their experiences, and use the insights
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gained to improve their professional skills and knowledge. These models
provide a structured process for self-reflection and continuous growth.
Here are some common reflective models of professional development:
1. Kolb's Experiential Learning Cycle: Developed by David A. Kolb,
this model follows a four-stage cycle of learning: concrete
experience, reflective observation, abstract conceptualization, and
active experimentation. Educators engage in a continuous loop of
experiencing, reflecting, conceptualizing, and applying their
knowledge and skills.
Example prompts for each stage:
 Concrete experience: Describe a recent teaching experience you had.
 Reflective observation: What were the key moments or interactions
that stood out to you during that experience?
 Abstract conceptualization: What theories or principles of education
can you connect to the experience?
 Active experimentation: How can you apply what you learned to
improve your future teaching practices?
2. Gibbs' Reflective Cycle: Developed by Graham Gibbs, this model
consists of six stages: description, feelings, evaluation, analysis,
conclusion, and action plan. It encourages professionals to explore
their experiences, emotions, and critical analysis to gain deeper
insights and plan for future action.
Example prompts for each stage:
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  Description: Describe a specific teaching situation or event.
 Feelings: Reflect on the emotions and reactions you experienced
during that situation.
 Evaluation: Assess the positive and negative aspects of the situation.
 Analysis: Analyze the factors that influenced the outcome and your
role in it.
 Conclusion: What did you learn from the experience?
 Action plan: What steps can you take to improve your teaching
practice based on this reflection?
3. Schön's Reflective Practice: Developed by Donald A. Schön, this
model emphasizes the role of reflective conversations and the
"reflection-in-action" and "reflection-on-action" processes. It
encourages professionals to reflect while engaging in their work and
also through retrospective analysis.
Example prompts for reflection:
 Reflection-in-action: What decisions or actions did you take during a
teaching session? How did you adapt to unforeseen circumstances?
 Reflection-on-action: Looking back at a previous teaching session,
what worked well? What would you do differently next time?
4. Johns' Model of Structured Reflection: Developed by Christopher
Johns, this model follows a structured process of reflection that
includes the description of an event, reflection on the feelings and

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 emotions, evaluation of the experience, analysis of the experience,
conclusion, and action plan for future improvement.
Example prompts for each stage:
 Description: Describe a specific event or situation in your teaching
practice.
 Reflection: Reflect on the feelings and emotions associated with the
event.
 Evaluation: Assess the positive and negative aspects of the situation.
 Analysis: Analyze the factors that influenced the outcome and the
impact on your teaching practice.
 Conclusion: What insights or learning have you gained from this
experience?
 Action plan: How will you apply these insights to enhance your
teaching practice?
5. Rolfe et al.'s Framework for Reflexive Practice: This model
emphasizes three stages: what? so what? and now what? It
encourages professionals to describe their experiences, consider the
significance and meaning, and determine the actions or changes they
need to make based on the reflection.
Example prompts for each stage:
 What? Describe a specific situation or event in your teaching
practice.

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  So what? Reflect on the significance and meaning of the experience.
What did you learn from it?
 Now what? Determine the actions or changes you will make based on
this reflection.
These reflective models provide structured approaches for professionals to
engage in introspection, self-assessment, and continuous improvement in
their professional practice. By following these models, educators and
professionals can deepen their understanding of their experiences,
challenge their assumptions, and make intentional changes to enhance
their skills and knowledge.
It's important to note that these models are not rigid frameworks but rather
flexible guides that can be adapted to individual preferences and contexts.
The key is to engage in a reflective process that encourages critical
thinking, self-awareness, and growth.
By using reflective models of professional development, educators and
professionals can:
1. Gain self-awareness: Reflective practice allows individuals to explore
their thoughts, emotions, and reactions to their professional
experiences. This self-awareness helps them understand their
strengths, weaknesses, and areas for improvement.
2. Enhance critical thinking skills: Reflective models encourage
professionals to analyze their experiences from different perspectives,
consider alternative approaches, and evaluate the effectiveness of

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 their actions. This process enhances their critical thinking skills and
promotes a deeper understanding of their professional practice.
3. Identify areas for growth and improvement: Through reflection,
professionals can identify areas where they need to develop their
skills, knowledge, or instructional strategies. This self-assessment
helps them set specific goals for improvement and devise action plans
to achieve those goals.
4. Inform decision-making: Reflective practice provides professionals
with valuable insights and data that can inform their decision-making
processes. By critically analyzing their experiences, professionals can
make more informed choices about instructional strategies, classroom
management techniques, and professional development opportunities.
5. Foster continuous learning: Reflective practice is a key element of
lifelong learning. It encourages professionals to continuously seek
new knowledge, adapt to changing circumstances, and refine their
teaching practices. By engaging in reflective models of professional
development, educators can foster a culture of continuous learning
within themselves and their educational institutions.
It's worth noting that effective reflective practice requires time,
commitment, and a supportive environment. Creating opportunities for
reflection, such as dedicated reflection periods, journaling, or participating
in reflective discussions with colleagues, can facilitate the process and
maximize its benefits.

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In conclusion, reflective models of professional development provide
educators and professionals with structured frameworks to engage in
critical self-reflection, gain insights from their experiences, and enhance
their professional practice. By using these models, professionals can
become more self-aware, improve their decision-making skills, and
continuously grow and develop in their roles.

THE END

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