Introduction to Critical Thinking & English Debate (zaki).pptx

learn to debate

1. Introduction to Critical Thinking & English Debate Zaki Hidayat, S.Pd ., Gr.

2. Course Description This course is designed to develop students’ abilities and skills in academic communication, argumentation and debate. The topics of this course train the Students to use sources for academic communication, to produce knowledge, to raise academic questions and to answer the questions scientifically. It also trains them to think critically, to respect others’ points of view and also to direct academic arguments. In this course, students are directed to raise questions and analyze the scientific texts logically and critically, i.e. they are guided to conduct a critical analysis of what they read and are provided with opportunities to practice and develop their skills by writing their reflections on the material studied and on their own learning. Moreover, they are assisted to Identifying problems academically and offer appropriate and scientific suggestions for solving such problems. Also, a number of lectures are devoted to teaching Health and Safety subject to train students about health awareness in order to use laboratories, and protecting against diseases in cafeterias, libraries and lecture halls. Furthermore, the course will focus on the importance of debate and time management.

3. Course aims and Learning Outcome 1. AIMS To foster critical thinking and thoughtful expression. To appreciate the diversity of social relations in communities. To develop intellectualism and confidence of expression 2. Learning outcomes Students will be able to: Exercise debating skills and enhance abilities to express thoughtful, informed opinions in public settings. Use reliable sources to gather evidence in a responsive, critical way. Demonstrate skills of peaceful negotiation with others. Prepare and execute an argument that is logically ground and contributes to the good of the community. Identify emergent problems in communities and to see oneself as an active agent committed to the resolution of them. Demonstrate openness to diverse viewpoints and to express a willingness to change as a result. Demonstrate knowledge in learning communities using tools of technology for the common good.

4. GOALS By the end of this course, students are expected to be able to: Collect information, analyze, criticize, evaluate it and choose what is suitable to the cases under study (i.e. think critically). They are expected to be critical in their reading and writing and respect the different points of view. They are also expected to write reports, to debate, argue, communicate and make posters.

5. Today Activities

6. How Should we think and debate? Thinking process differs from person to another according to intellectual activities. Thinking is a human ability that can be developed through training. Approaches to teaching and learning Teacher- centred Instruction: this is a one-way learning process, from the teacher to the student. Student- centred Instruction: this is a two-way learning process, from the teacher to the student and vice versa.

7. Thinking Skills Lower-order Thinking Skills: Remembering Understanding Applying Higher-order Thinking Skills: Analyzing Evaluating Creating Critical Thinking

8. What is Critical Thinking? It is the ability to understand, evaluate and reach a conclusion about issues in accordance with certain criteria by means of observing, raising questions, comparing, checking arguments and logical reasoning. The purpose behind critical thinking is reflecting on an opinion in order to analyze it and providing evidence and argumentation subjectively, then reaching a decision resorting to certain criteria. There will an exchange of opinions about an issue, a news article, or a story. To accustom students to critical thinking, the best way is to differentiate fact from opinion as well as relevant information from irrelevant information.

9. 9 How many squares are there?

10. Fact and Opinion Fact: fact refers to something which can be proven. It expresses a truth that is reached by consensus which can be found out through observation possessing undisputable of details. For example: 9 is a bigger numeral than 8, or words can be nouns or verbs. Opinion: it is the expression of a person’s viewpoints or it is expression of one’s understanding, ideology or feelings. An opinion can be agreed or disagreed to. For example: Accountancy is a better and more suitable area than media or Audit is an easier subject than Principles of Finance.

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13. Exercise Journalism is the only way for success in life. The earth goes round the sun. Industry sector is more significant than agriculture. There are more job opportunities for Accountancy Department graduates than Administration Department graduates. In accountancy, using a computer is more accurate than a manual use. PSSI may send protest to AFC because of Referee contoverisal In philosophy of ethics “Deontology” is more suitable than “Pragmatics”.

14. Debating and Argument Debate: is a formal discussion about a certain topic reaching a common ground between two opposing sides. Argumentation: it is the process of reasoning the evidence in order to support your opinion. It is summarizing your conclusions in order to ensure the opposing side.

15. Self argument as a problem solver 15

16. Components of Argumentation Students should learn that argumentation consists of the following three components: Statement of possible truth: Students should be trained to start with conclusion they have reached. For example: Smoking cigarettes is less harmful than smoking hookah. Supporting your statements: It is important that students should be trained so that when they demonstrate their views, they can support their statements with scientific evidence (referring to researches, surveys or collected data) rather than opinion. For example: According to Word Health Organization, smoking a hookah equals 100 cigarettes. Explain why the audience should care about the statement: Through demonstrating the importance of your viewpoint, you tell the audience why they should care about your topic.

17. Steps of Critical Thinking Steps of Critical Thinking In order to train on critical thinking skill, should be introduced to the following steps: Collecting data relevant to your topic. Demonstrating differing viewpoints. Discussing and checking the viewpoints to make sure they are valid. Separating effective and weak aspects of the viewpoints. Evaluating the viewpoints subjectively. Presenting arguments on the validity of the viewpoints.

18. Characteristics of Critical Thinking A person possessing critical thinking ability has a number of characteristics: A person with this ability does not offer opinion on every topic; they do not talk about an issue about which they do not have sufficient information. They know when they need more information about a specific topic. They know conclusions can be correct or erroneous. They know that people have different understanding of a certain issue. They raise questions and investigate when issues are vague. They can tell the difference between emotional and logical thinking. They resort to reliable sources and refer to them. They care about every aspect of the topic equally. They do not deviate from the main idea of the topic. When there is a necessary argument they will have a response.

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20. Critical Questions Things to think about when someone has something to say. Who ? What ? Where ? When ? Why ? How ?

21. WHO? Who said it? Someone you know? Someone famous? Someone in authority? Should it matter who said it?

22. What? What did they say? Did they give fact or opinions? Did they give all the facts? Did they leave something out?

23. Where? Where did they say it? Was in Public or in private? Did other people have a chance to talk about the other side?

24. When? When did they say it? Before, after, or during an important event?

25. Why? Why did they say it? Did they explain their opinions? Were they trying to make someone look good or bad?

26. How? How did they say it? Were they happy, and, angry, or didn’t care? Did they write it or speak it? Could you understand it?

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28. agenda Introduction Building confidence Engaging the audience Visual aids Final tips & takeaways 31

29. The power of communication

30. Overcoming nervousness Confidence-building strategies

31. Engaging the audience Make eye contact with your audience to create a sense of intimacy and involvement Weave relatable stories into your presentation using narratives that make your message memorable and impactful Encourage questions and provide thoughtful responses to enhance audience participation Use live polls or surveys to gather audience opinions, promoting engagement and making sure the audience feel involved 34

32. Selecting visual aids 35 Enhancing your presentation

33. Effective delivery techniques 36 This is a powerful tool in public speaking. It involves varying pitch, tone, and volume to convey emotion, emphasize points, and maintain interest. Pitch variation Tone inflection Volume control Effective body language enhances your message, making it more impactful and memorable. Meaningful eye contact Purposeful gestures Maintain good posture Control your expressions

34. Navigating Q&A sessions Maintaining composure during the Q&A session is essential for projecting confidence and authority. Consider the following tips for staying composed: Stay calm Actively listen Pause and reflect Maintain eye contact Know your material in advance Anticipate common questions Rehearse your responses 37

35. Speaking impact Your ability to communicate effectively will leave a lasting impact on your audience Effectively communicating involves not only delivering a message but also resonating with the experiences, values, and emotions of those listening  38

36. Dynamic delivery Learn to infuse energy into your delivery to leave a lasting impression One of the goals of effective communication is to motivate your audience Metric Measurement Target Actual Audience attendance # of attendees 150 120 Engagement duration Minutes 60 75 Q&A interaction # of questions 10 15 Positive feedback Percentage (%) 90 95 Rate of information retention Percentage (%) 80 85 39

37. Final tips & takeaways Consistent rehearsal Strengthen your familiarity Refine delivery style Pacing, tone, and emphasis Timing and transitions Aim for seamless, professional delivery Practice audience Enlist colleagues to listen & provide feedback Seek feedback Reflect on performance Explore new techniques Set personal goals Iterate and adapt 40

38. Speaking engagement metrics Impact factor Measurement Target Achieved Audience interaction Percentage (%) 85 88 Knowledge retention Percentage (%) 75 80 Post-presentation surveys Average rating 4.2 4.5 Referral rate Percentage (%) 10 12 Collaboration opportunities # of opportunities 8 10 41

39. Thank you Zaki Hidayat 0878 2828 1010 @akangzaki.gmail.com